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Classroom management, in theory and reality: a great topic, but one perhaps better suited to those who have never taught before. Gosh, that sounds obnoxious, doesn't it? What I mean to say is, I've had kids in a classroom before, and I've had to deal with them. When I went into teaching in the Peace Corps, there wasn't a great deal of focus on classroom management, so I went in there with some summer school under my belt, but no idea of what my 'plan' would be.
It went fine. I know there's some benefit to anticipating situations before they arise, and I think the vetrans are great resources for advice, but a plan developed independent of experience? It's so Kantian.
We learn how to teach in the feild. I am acutely aware that I'm not saying anything new. Anyway, since I have had experience with kids, I know that you react to each situation as it comes, you are unshakeable, you do not take discipline problems personally, you do not get emotionaly involved/invested in the act of discipline, and you try to be as fair as possible. Above all you are strict and 'mean' to begin with, and develop a reputation as such. I do this and I've always been okay. It's one of my stronger points as a teacher. All that being said, a person could not read what I just wrote and apply it flawlessly. Effective Application is learned through trial and error, just like anything else. Otherwise, we'd all come out of the womb playing chess, speaking greek, and ballroom dancing.
I enjoy discipline, though, especially circumventing problems before they start. Speaking of chess. That's the thing about students: even the smartest ones are still kids. They can't think that many moves ahead. They're predictable. And overall, no matter what they're doing or how badly they're behaving, they just want to be loved. Especially the ones who are behaving badly. Part of loving them is being stern and unyeilding, not accepting mediocre behavior, shoddy work, or excuses for either.
It went fine. I know there's some benefit to anticipating situations before they arise, and I think the vetrans are great resources for advice, but a plan developed independent of experience? It's so Kantian.
We learn how to teach in the feild. I am acutely aware that I'm not saying anything new. Anyway, since I have had experience with kids, I know that you react to each situation as it comes, you are unshakeable, you do not take discipline problems personally, you do not get emotionaly involved/invested in the act of discipline, and you try to be as fair as possible. Above all you are strict and 'mean' to begin with, and develop a reputation as such. I do this and I've always been okay. It's one of my stronger points as a teacher. All that being said, a person could not read what I just wrote and apply it flawlessly. Effective Application is learned through trial and error, just like anything else. Otherwise, we'd all come out of the womb playing chess, speaking greek, and ballroom dancing.
I enjoy discipline, though, especially circumventing problems before they start. Speaking of chess. That's the thing about students: even the smartest ones are still kids. They can't think that many moves ahead. They're predictable. And overall, no matter what they're doing or how badly they're behaving, they just want to be loved. Especially the ones who are behaving badly. Part of loving them is being stern and unyeilding, not accepting mediocre behavior, shoddy work, or excuses for either.
posted by Elizabeth at 1:34 PM
2 Comments:
Welcome to MS. You have a sense of what it takes to make a difference without being judgmental. I think you will make a good teacher to the kids here. Good luck.
You are right about the trial and error aspect of classroom management. I am so glad things are going well. Keep up the good work.
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