I'm in the middle of my practicuum now and there doesn't seem to be a better word to describe how I feel than "YEARGH!!!!!"
Classes like my mentor's should be rendered OUT OF BOUNDS to trainee teachers. I swear, the number of discipline problems there......... Let's call it a sort of baptism by bonfire.
Ok, I did not have a good day in class today. The usual students were causing havoc, the ones who were actually interested in learning at the start were now getting dismotivated, and half the class near the window seemed dead to the world. Oh, and plus the few looks of sympathy that I had to suffer their class.
Just when I thought I was getting the hang of classroom management, in comes in my crash-or-die course in discipline.
The first step being the usual method of scream. Screaming once or twice of course will stop them in their tracks a while. But it's shortlived. Once they get used to it, it almost seems as though they just love the sound of your screams, considering the number of times they try to ignite you.
The next step, is punishment. So far, I've tried isolating the noisy/disruptive/plain offensive ones by getting their butts to the front of the class. However, I haven't used this often, because also, I haven't had a good strong discipline system pat down. :p Here's another warning for other newbie trainee teachers...
Another step, which my mentor just talked to me about, is to just talk to them. Talk? Talk to them one on one? Will they listen?
"Yes they would, if they feel that you are not against them, or their enemy. Talk to them. Let them know that you are on their side. Talk to them as soon as they misbehave, so that they know why you are talking to them. But get them on your side."
"What if they don't want to talk?"
"They might not at first. It took me a while before they would respond to me as well, but eventually they did. And they will behave better in class."
I guess it just takes that little bit of trust built up.........
Tuesday, March 28, 2006
Yeargh!!!!!!!
I'm in the middle of my practicuum now and there doesn't seem to be a better word to describe how I feel than "YEARGH!!!!!"
Classes like my mentor's should be rendered OUT OF BOUNDS to trainee teachers. I swear, the number of discipline problems there......... Let's call it a sort of baptism by bonfire.
Ok, I did not have a good day in class today. The usual students were causing havoc, the ones who were actually interested in learning at the start were now getting dismotivated, and half the class near the window seemed dead to the world. Oh, and plus the few looks of sympathy that I had to suffer their class.
Just when I thought I was getting the hang of classroom management, in comes in my crash-or-die course in discipline.
The first step being the usual method of scream. Screaming once or twice of course will stop them in their tracks a while. But it's shortlived. Once they get used to it, it almost seems as though they just love the sound of your screams, considering the number of times they try to ignite you.
The next step, is punishment. So far, I've tried isolating the noisy/disruptive/plain offensive ones by getting their butts to the front of the class. However, I haven't used this often, because also, I haven't had a good strong discipline system pat down. :p Here's another warning for other newbie trainee teachers...
Another step, which my mentor just talked to me about, is to just talk to them. Talk? Talk to them one on one? Will they listen?
"Yes they would, if they feel that you are not against them, or their enemy. Talk to them. Let them know that you are on their side. Talk to them as soon as they misbehave, so that they know why you are talking to them. But get them on your side."
"What if they don't want to talk?"
"They might not at first. It took me a while before they would respond to me as well, but eventually they did. And they will behave better in class."
I guess it just takes that little bit of trust built up.........
Classes like my mentor's should be rendered OUT OF BOUNDS to trainee teachers. I swear, the number of discipline problems there......... Let's call it a sort of baptism by bonfire.
Ok, I did not have a good day in class today. The usual students were causing havoc, the ones who were actually interested in learning at the start were now getting dismotivated, and half the class near the window seemed dead to the world. Oh, and plus the few looks of sympathy that I had to suffer their class.
Just when I thought I was getting the hang of classroom management, in comes in my crash-or-die course in discipline.
The first step being the usual method of scream. Screaming once or twice of course will stop them in their tracks a while. But it's shortlived. Once they get used to it, it almost seems as though they just love the sound of your screams, considering the number of times they try to ignite you.
The next step, is punishment. So far, I've tried isolating the noisy/disruptive/plain offensive ones by getting their butts to the front of the class. However, I haven't used this often, because also, I haven't had a good strong discipline system pat down. :p Here's another warning for other newbie trainee teachers...
Another step, which my mentor just talked to me about, is to just talk to them. Talk? Talk to them one on one? Will they listen?
"Yes they would, if they feel that you are not against them, or their enemy. Talk to them. Let them know that you are on their side. Talk to them as soon as they misbehave, so that they know why you are talking to them. But get them on your side."
"What if they don't want to talk?"
"They might not at first. It took me a while before they would respond to me as well, but eventually they did. And they will behave better in class."
I guess it just takes that little bit of trust built up.........
Thursday, March 16, 2006
Deviant at the Substation
This is an installation that teachers near the city area could check out.... Deviant at the Substation is about the 'deviant' students in schools today. You know, the ones who don't want to listen to your lessons, spend their time doing all sorts of crazy stuff...
And yet one day do fantastically well for themselves.
I dunno whether any of you have ever experienced this kind of student? I felt it was an interesting conundrum for any teacher. If you were to impose your own rules and restrictions on them, you could stifle them for life. Yet, if you don't hold them in check, they could potentially self-combust. And obviously, they're not interested in listening to you anyway.
Hence this installation by Felicia Low, who herself happens to be an art teacher at CHIJ Katong Convent. "This show is all about the students I have witnessed - surfacing in full bloom"
This is the main installation piece:
I like the idea of the helium balloons. They hang around the empty classroom area with illustrations of concerned parents, and they have little tags on them with a quotation from that parent, eg, "Let's ask your teacher why she always picks on you". It reminds me a lot of parents who are such "concerned stakeholders" but they only hang around, [literally] and are never really around in the classroom. It also makes me feel like they were ghosts hanging around the classroom, keeping a high eye on everything you do.
This is the kind of art I like. That makes me think.
I also like the photos on lightboxes, especially this one:
I can bark and bark all I want, but I can't stop them from biting me if I want. Sheesh. Unfair world.
The installation is about slightly larger than a classroom, so take the time to walk around and think about the artist's message, rather than just quickly peeking around and dashing off.
For more information, click here
And yet one day do fantastically well for themselves.
I dunno whether any of you have ever experienced this kind of student? I felt it was an interesting conundrum for any teacher. If you were to impose your own rules and restrictions on them, you could stifle them for life. Yet, if you don't hold them in check, they could potentially self-combust. And obviously, they're not interested in listening to you anyway.
Hence this installation by Felicia Low, who herself happens to be an art teacher at CHIJ Katong Convent. "This show is all about the students I have witnessed - surfacing in full bloom"
This is the main installation piece:
I like the idea of the helium balloons. They hang around the empty classroom area with illustrations of concerned parents, and they have little tags on them with a quotation from that parent, eg, "Let's ask your teacher why she always picks on you". It reminds me a lot of parents who are such "concerned stakeholders" but they only hang around, [literally] and are never really around in the classroom. It also makes me feel like they were ghosts hanging around the classroom, keeping a high eye on everything you do.
This is the kind of art I like. That makes me think.
I also like the photos on lightboxes, especially this one:
I can bark and bark all I want, but I can't stop them from biting me if I want. Sheesh. Unfair world.
The installation is about slightly larger than a classroom, so take the time to walk around and think about the artist's message, rather than just quickly peeking around and dashing off.
For more information, click here
Tuesday, March 14, 2006
Spare the Voice... Spoil the Child?
One of the very first pieces of advice I received before my first steps in a classroom was to "show no mercy".
I think many trainees would have received this advice in one form or the other. The idea behind it was to always be more firm, more strict than usual in front of the class, in order to gain their attention, and their [?] respect. The other idea was also to show that you may be a relief teacher/trainee teacher/temporary teacher but you sure as heck was NOT going to let this class get in your way.
Then again, the next question some trainees may ask is, "So just HOW strict?"
Some trainees and I were mulling over this question just the other day. We agreed that we had to be firm and strict, but to some of us, this had to be out of character, because, well, we just weren't really that fierce in real life.
Not only that, but we also felt that we didn't want to create an environment of fear in our classroom, where the students tremble at every sound the teacher made, and lived in fear of stepping out of line.
As a trainee myself, I witnessed 2 kinds of teaching methods in my mentors.
Some mentors were real fierce. The way they screamed and shouted at their students made me shudder inwardly when I sat in their classes for observation. I wondered, naively, whether the students would actually learn this way, and whether such an environment was conducive to learning, let alone to my own voice and blood pressure.
[of course, the thing is that after the lesson, they can quickly switch face and speak to me in a more lenient tone. thank goodness for that]
It was only when I had to teach a rowdy class on my own that I realised why they had to act those characters. Because if you didn't shout, you'd never get heard above the ruckus of the class. If you weren't strict as hell, they sure as hell weren't gonna listen to you.
I've also known other trainees who suffered in front of their class, because they weren't strict enough at first, and then the class just decided not to listen to them anymore.
Then again, this creates other problems. Apparently, if you, the form teacher, are too strict in your class, other subject teachers suffer because when they step in your class when you're not around, the whole class takes your absence as an opportunity to descend into chaos, never mind that another teacher is around.
Then again, I've also seen other teachers who weren't that strict, except when necessary. They spoke nicely to their class, they cracked jokes, and they were still generally popular with the class, and the class was generally well-behaved in front of them.
So one didn't have to be a complete gorgon all the time......
I guess it generally depends on the class. If your school does what most schools do, then students of generally the same standard ability are lumped together in the same class. So all the brightest sparks will be in the A classes, while the...... not as gifted...... would be in the Z classes. [you get the idea]
If you teach an A class, then congrats for you. Your classroom management is that much easier. The children will listen to you, follow your instructions, and sit by quietly waiting for further instructions, because that's what they've been trained to do.
If you teach a Z class......... Prepare the Prozac.
I think many trainees would have received this advice in one form or the other. The idea behind it was to always be more firm, more strict than usual in front of the class, in order to gain their attention, and their [?] respect. The other idea was also to show that you may be a relief teacher/trainee teacher/temporary teacher but you sure as heck was NOT going to let this class get in your way.
Then again, the next question some trainees may ask is, "So just HOW strict?"
Some trainees and I were mulling over this question just the other day. We agreed that we had to be firm and strict, but to some of us, this had to be out of character, because, well, we just weren't really that fierce in real life.
Not only that, but we also felt that we didn't want to create an environment of fear in our classroom, where the students tremble at every sound the teacher made, and lived in fear of stepping out of line.
As a trainee myself, I witnessed 2 kinds of teaching methods in my mentors.
Some mentors were real fierce. The way they screamed and shouted at their students made me shudder inwardly when I sat in their classes for observation. I wondered, naively, whether the students would actually learn this way, and whether such an environment was conducive to learning, let alone to my own voice and blood pressure.
[of course, the thing is that after the lesson, they can quickly switch face and speak to me in a more lenient tone. thank goodness for that]
It was only when I had to teach a rowdy class on my own that I realised why they had to act those characters. Because if you didn't shout, you'd never get heard above the ruckus of the class. If you weren't strict as hell, they sure as hell weren't gonna listen to you.
I've also known other trainees who suffered in front of their class, because they weren't strict enough at first, and then the class just decided not to listen to them anymore.
Then again, this creates other problems. Apparently, if you, the form teacher, are too strict in your class, other subject teachers suffer because when they step in your class when you're not around, the whole class takes your absence as an opportunity to descend into chaos, never mind that another teacher is around.
Then again, I've also seen other teachers who weren't that strict, except when necessary. They spoke nicely to their class, they cracked jokes, and they were still generally popular with the class, and the class was generally well-behaved in front of them.
So one didn't have to be a complete gorgon all the time......
I guess it generally depends on the class. If your school does what most schools do, then students of generally the same standard ability are lumped together in the same class. So all the brightest sparks will be in the A classes, while the...... not as gifted...... would be in the Z classes. [you get the idea]
If you teach an A class, then congrats for you. Your classroom management is that much easier. The children will listen to you, follow your instructions, and sit by quietly waiting for further instructions, because that's what they've been trained to do.
If you teach a Z class......... Prepare the Prozac.
Monday, March 13, 2006
How to Be A Tuition Teacher Part 3 - Your First Lesson
Yes, I know I took really long to do up this series, but at least it's progessing!
Your First lesson
Great. You've done the fieldwork, you've done the calling, and you've landed your first student! *Claps in joy*
Now what the heck do you do with him??
[note: obviously you may get female students but for convenience I'll just use the male pronouns]
There are several things you want to do during the first lesson. One is obvious to get to know the student. Some basic information you can ask include school, what kind of class he is in, etc. [stay away from personal information like friends, hobbies etc... start off professionally]
You may be starting with him in the middle of the school year, so you have to update yourself on several things about him. Ask about his performance in school. For example, you can ask,
1. What has his grades in school been like?
2. What were his grades for his last exam/test/CA/SA?
3. Has he had tuition before?
4. What books does he have? study guides? Assessments? Past year papers?
You can easily talk to the motherfatherguardian on the first day for all this information. Chances are the parents will be more than happy to talk about it. [hey at least you're showing an interest...] Most parents I've met were more than happy to rail off at how bad their children are in school, how lazy they are, how much time they spend on CCAs, etc etc etc...... just try to head them off when u can...
After a while the parent might leave you alone with the kid. And now the two of you are standing/sitting there staring awkwardly at each other. What now?
Usually I like to make them do some kind of test on the first lesson. I do this so I gauge for myself what the kid's abilities are like. While he is doing his math test, you can observe several things, like what kind of questions is he having problems with, what seems to be the problem, is there a particular topic he's having trouble with, etc etc... Catch whatever kind of info u can, because you will be able to use this in future lessons.
Of course, some may make it easy for you, like one sec sch one I had who looked at the very first question and declared, "I don't think I can do the rest of this." Then you know you don't have to narrow it down to one topic any longer.
If the child has no assessment books yet, you can get him to do something from the textbook, while you make a mental note to buy the books. I prefer most Longman books myself, if you need a headstart. Remember to keep receipts and charge parents for any materials you buy. After all, the book belongs to the kid after that.
Ok this should be more than enough info to get anyone started. Have fun earning your first month! :p
Your First lesson
Great. You've done the fieldwork, you've done the calling, and you've landed your first student! *Claps in joy*
Now what the heck do you do with him??
[note: obviously you may get female students but for convenience I'll just use the male pronouns]
There are several things you want to do during the first lesson. One is obvious to get to know the student. Some basic information you can ask include school, what kind of class he is in, etc. [stay away from personal information like friends, hobbies etc... start off professionally]
You may be starting with him in the middle of the school year, so you have to update yourself on several things about him. Ask about his performance in school. For example, you can ask,
1. What has his grades in school been like?
2. What were his grades for his last exam/test/CA/SA?
3. Has he had tuition before?
4. What books does he have? study guides? Assessments? Past year papers?
You can easily talk to the motherfatherguardian on the first day for all this information. Chances are the parents will be more than happy to talk about it. [hey at least you're showing an interest...] Most parents I've met were more than happy to rail off at how bad their children are in school, how lazy they are, how much time they spend on CCAs, etc etc etc...... just try to head them off when u can...
After a while the parent might leave you alone with the kid. And now the two of you are standing/sitting there staring awkwardly at each other. What now?
Usually I like to make them do some kind of test on the first lesson. I do this so I gauge for myself what the kid's abilities are like. While he is doing his math test, you can observe several things, like what kind of questions is he having problems with, what seems to be the problem, is there a particular topic he's having trouble with, etc etc... Catch whatever kind of info u can, because you will be able to use this in future lessons.
Of course, some may make it easy for you, like one sec sch one I had who looked at the very first question and declared, "I don't think I can do the rest of this." Then you know you don't have to narrow it down to one topic any longer.
If the child has no assessment books yet, you can get him to do something from the textbook, while you make a mental note to buy the books. I prefer most Longman books myself, if you need a headstart. Remember to keep receipts and charge parents for any materials you buy. After all, the book belongs to the kid after that.
Ok this should be more than enough info to get anyone started. Have fun earning your first month! :p
Wednesday, March 08, 2006
Students do the darnedest things......
Even in the midst of their CAs.....
What happens when you get a bunch of students who finish their 2 1/2 hour CA in half an hour? The following occurred in just ONE particularly restless class:
- A continuous line of students asking for permission to go to the toilet
- Various arts and crafts projects being done. For example, ice cream stick sculptures, drawings, paintings, spaceships constructed out of rough paper and ice cream sticks and heavily decorated with pens,markers and highlighters
- Space fantasies enacted with abovementioned spaceships
- Ping pong balls being bounced
- Chinese books read [during english language exams]
- Correction tape/erasers/pens/pencils being passed around when they thought the teacher wasn't looking
- Students looking at Pokemon magnets
- Students twirling waterbottles
- Students twirling waterbottles at just the right angle to create a mini tornado inside
And the absolute winner:
A boy who attempted to create a modern art-type skyscaper structure with 2 waterbottles and his pencilcase on his table.
MAN! They don't just lie down and sleep any more.
What happens when you get a bunch of students who finish their 2 1/2 hour CA in half an hour? The following occurred in just ONE particularly restless class:
- A continuous line of students asking for permission to go to the toilet
- Various arts and crafts projects being done. For example, ice cream stick sculptures, drawings, paintings, spaceships constructed out of rough paper and ice cream sticks and heavily decorated with pens,markers and highlighters
- Space fantasies enacted with abovementioned spaceships
- Ping pong balls being bounced
- Chinese books read [during english language exams]
- Correction tape/erasers/pens/pencils being passed around when they thought the teacher wasn't looking
- Students looking at Pokemon magnets
- Students twirling waterbottles
- Students twirling waterbottles at just the right angle to create a mini tornado inside
And the absolute winner:
A boy who attempted to create a modern art-type skyscaper structure with 2 waterbottles and his pencilcase on his table.
MAN! They don't just lie down and sleep any more.
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