Pride and Posession
I thought I would get straight A's on my first day being observed. I know what I'm doing and I set good boundaries, I thought. The fact that my mentor teacher was gone didn't bother me. I would need the added challenge for things to seem even remotely challenging. I'm good.
and then came the fall.
It seemed like a set-up.
My observation was at the end of the day, and I'd scheduled it that way on purpose (my third class of teaching Spanish I). How could I go wrong?
Oooo so many ways. And I really believe there was some kind of evil conspiracy, maybe a possession of some of the class's students.
First of all, there were the tardies. The room seemed fairly empty as the bell rang. I said "Buenas tardes" and everyone responded back with more enthusiasm than any of the previous classes. We were off to a great . . . Wait, what's going on? Why are all of those kids coming in late? I've already started explaining, and they're coming and why don't some of them have tardy slips. I'm just not going to notice. Maybe there is some explanation. I'm saying important things that I can't interrupt. One girls is so disruptive - yes, another girl is in her seat but she shouldn't end up disrupting the whole class. She continues to be a problem through the rest of the class period. Even though I go stand by her and even take time from the rest of the class to ask her what we can do so she will stop talking.
"Where is Sr. Benetti? Why were you gone last week?" I start explanations but not everyone is listening. K. is so excited and he is raising his hand and then talking and . . . There's talking and more talking and . . .. The lovely substitute teacher is taking attendance and has to ask three times for there to be quiet. When she's done, I stop the class to point out the unacceptable behavior of talking. They get quiet for a bit.
Problem: I don't follow through with what I've asked for (no talking). Students do not have the right to take away others' opportunity to learn.
Several kids around the room took turns talking out for a variety of reasons. I start putting out fires while teaching the warm-up. One girl admits to being hyper and I sypathize but hold the line. She is quiet for the rest of the period. Yes! I do move one boy. It wasn't just him talking and I let him know that he is moving to help them and thanks. =) He does move. K. is talking again - "But I'm talking about Spanish Srta. White!" I really think the presence of my observer was a huge motivation to remain non-violent (I didn't even use sarcasm!!!!!!!!!!!!!) Quiet reminders over and over and over until I am sick of talking quietly and am worn out.
Poised at least on the outside. That was one of several positive things I did. It was the shock of not managing the class that ruined the class, in my mind.
R.'s mouth is going. "R. raise your hand if you want to talk." Her hand is up. I am asking several people questions but don't know who is who so I get a little lost in the classrroom and start to feel dizzy. Wait, it's nausea. Uh oh. I think I can I think I can I think I can. Keep focussed. Only 11 minutes left.
I could not trust them to actually track with me and respect each other so I skip that activity and go straight to partners. I explain things well, but they needed the papers in front before I explained. Even so, I enjoyed my chats with the groups and they did seem like they were trying. R is really quite smart at Spanish; smart and loud. She and C both admit to having a hard time not talking. I did balance my time and even have some time for a short ending activity. I was drained and weak. Should have slept more, not have cafffeine late at night, ate more at lunch, stopped and waited for the quiet I needed.
Ask for what you need and follow through. I need to observe the classroom.
"It was a good first observation" my supervisor said. I did do more right than wrong but at the end of the day I understand why more teachers leave the profession due to problems with classroom discipline than any other reason.
Goals:
Enforce tardy policy.
Get out into other classrooms to see more tools for keeping/maintaining order.
Be specific about the environment needed (silence or some talking or all eyes on/by me).
Be consistent - wait for silence in order to continue.
and then came the fall.
It seemed like a set-up.
My observation was at the end of the day, and I'd scheduled it that way on purpose (my third class of teaching Spanish I). How could I go wrong?
Oooo so many ways. And I really believe there was some kind of evil conspiracy, maybe a possession of some of the class's students.
First of all, there were the tardies. The room seemed fairly empty as the bell rang. I said "Buenas tardes" and everyone responded back with more enthusiasm than any of the previous classes. We were off to a great . . . Wait, what's going on? Why are all of those kids coming in late? I've already started explaining, and they're coming and why don't some of them have tardy slips. I'm just not going to notice. Maybe there is some explanation. I'm saying important things that I can't interrupt. One girls is so disruptive - yes, another girl is in her seat but she shouldn't end up disrupting the whole class. She continues to be a problem through the rest of the class period. Even though I go stand by her and even take time from the rest of the class to ask her what we can do so she will stop talking.
"Where is Sr. Benetti? Why were you gone last week?" I start explanations but not everyone is listening. K. is so excited and he is raising his hand and then talking and . . . There's talking and more talking and . . .. The lovely substitute teacher is taking attendance and has to ask three times for there to be quiet. When she's done, I stop the class to point out the unacceptable behavior of talking. They get quiet for a bit.
Problem: I don't follow through with what I've asked for (no talking). Students do not have the right to take away others' opportunity to learn.
Several kids around the room took turns talking out for a variety of reasons. I start putting out fires while teaching the warm-up. One girl admits to being hyper and I sypathize but hold the line. She is quiet for the rest of the period. Yes! I do move one boy. It wasn't just him talking and I let him know that he is moving to help them and thanks. =) He does move. K. is talking again - "But I'm talking about Spanish Srta. White!" I really think the presence of my observer was a huge motivation to remain non-violent (I didn't even use sarcasm!!!!!!!!!!!!!) Quiet reminders over and over and over until I am sick of talking quietly and am worn out.
Poised at least on the outside. That was one of several positive things I did. It was the shock of not managing the class that ruined the class, in my mind.
R.'s mouth is going. "R. raise your hand if you want to talk." Her hand is up. I am asking several people questions but don't know who is who so I get a little lost in the classrroom and start to feel dizzy. Wait, it's nausea. Uh oh. I think I can I think I can I think I can. Keep focussed. Only 11 minutes left.
I could not trust them to actually track with me and respect each other so I skip that activity and go straight to partners. I explain things well, but they needed the papers in front before I explained. Even so, I enjoyed my chats with the groups and they did seem like they were trying. R is really quite smart at Spanish; smart and loud. She and C both admit to having a hard time not talking. I did balance my time and even have some time for a short ending activity. I was drained and weak. Should have slept more, not have cafffeine late at night, ate more at lunch, stopped and waited for the quiet I needed.
Ask for what you need and follow through. I need to observe the classroom.
"It was a good first observation" my supervisor said. I did do more right than wrong but at the end of the day I understand why more teachers leave the profession due to problems with classroom discipline than any other reason.
Goals:
Enforce tardy policy.
Get out into other classrooms to see more tools for keeping/maintaining order.
Be specific about the environment needed (silence or some talking or all eyes on/by me).
Be consistent - wait for silence in order to continue.
posted by Joyce White at
4:39 PM
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