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Too much authority is not good, but too little... neither!

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Too much authority is not good, but too little... neither!

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Context:

When I was in the third year of high school I had an English teacher who was not able to impose herself on her students. Her tone of voice was always low, she didn't practise any technique to keep her students quiet during the lessons and she didn't prepare activities that would be funny for the students, we just followed the book doing the exercises and correcting them. The result was students who were always talking and copying in exams, who paid little attention to the teacher and who were bored in class.

The incident:

I remember one time that we had the listening exam. We separated the tables ourselves, but as the class was not very big, we all ended up very close to each other, especially to the one at the front and to the one at the back. The teacher handed out the exam papers and went back to her desk. The listening started and everyone was quiet so we could listen to it well, but when it was over the chaos started. Everyone was talking or copying, some shamelessly, without disguise, and others using more discreet techniques.

The teacher kept telling us to shut up and nobody listened and the students continued talking and copying until the teacher collected the exam papers at the end of the class.

Flip-Grid video link:
https://flip.com/s/zQbuLGGQXBxK

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1.When I had my teaching practice last year, I had a pretty 'difficult' class for English. As we're only allowed to speak English this made it very difficult as these students were not used to that. Most of my students did try to participate but there were two girls who were extremely disruptive, the entire lesson. I tried multiple times to go over and tell them to keep quiet, I tried saying their names. Even their teacher went over there and told them to be quiet. When it was time for doing exercises these two girls had no idea of what they had to do and had to constantly ask questions because they didn't understand.

2. I tried to respond in a friendly manner at first, just calling their names to get their attention or walking over to them and standing by their sides for a bit. Nothing seemed to help, I didn't let it affect my mood during my teaching practice but I was getting a bit frustrated. Looking back at it now, I would have reacted in a different manner. I would have reacted by separating them from the start of the second lesson. Or switching seats with someone else. I didn't feel like I would have had much effect punishing them as it was during the final 15 minutes that they got really disruptive.

3. I think I should asked the teacher for measures I could take during the lessons itself and which punishments I was allowed to give.

4. I feel like I should have had an even more dominant and leading role towards them. But also a more helping hand, by asking them what the problem actually was and why they were being so disruptive. Asking them to read more questions or participate more.

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War Between an angry teacher Vs Rebellious student

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War Between an angry teacher Vs Rebellious student

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When I was teaching in grade 7, there was a boy didn’t pay attention at all, I knew he was a smart boy. I asked him to answer and he gave me too short answer, I don’t know and shown me his very angry face. I could not control my emotional, I wanted to win him, I lost control, then I started to scold him. The whole class went chaos. At the end of the lesson, I didn’t teach anything from the lesson I have prepared. I was busy angry and upset with more to myself. I could I can’t control the feeling.

After this incident I have learnt that dealing with students’ behavior is not an easy task. It requires classroom management skill and strategies to enhance possible classroom environment. If I want my students to behave in a certain behavior, I need to adjust my classroom management style. I have to be able to discern what kind of behavior my students need each situation in order increase academic performance and personal growth. For this case, my student had shown me a very rebellious behavior Opposition-Submission (OS), if i want to move him to Cooperation-submission, i have to play a role of Cooperation-Dominance (CD).

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This past year I went every week during the course to a school of maximum complexity, these are the ones that are located in neighborhoods with a lower economic level and the families have fewer resources.

I had prepared an activity for them, for me this activity was important because I had to analyze the result for a university subject. I carried out the session after recess, but during recess there was a problem among the students, before going up to class they talked about the matter a little to clarify the situation and then we went up so that I could do that session. I started to teach the class but there was only commotion, people talking, or students complaining about other students. I said that we had already discussed this topic in the playground and that we should continue with the activity that I had prepared. I wanted to continue the class, but all the time I had to tell them to shut up and the truth is that it seemed that the more I did it, the less it was useful to me because they continued to ignore me. I was getting more and more nervous, so the tool I used was to yell at them and threaten to miss recess the next day.
I am not proud of how I did it because I consider myself a calm person who does not like to yell at his students.

https://flip.com/s/62LV5tzHZRbx

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Making work sheets to be used or to be thrown?  (Maria-Helena Machado Vidal)

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Making work sheets to be used or to be thrown?  (Maria-Helena Machado Vidal)

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Last school year, I taught a class on art (one of my teaching subjects) for my internship. Before teaching this class, I was allowed to observe the class. It soon became clear to me that this was not going to be an easy class to teach. The students were extremely loud and did not have much respect for their material, the teacher and each other. So it soon became clear to me that this was going to be a big challenge as a first internship class.

My first internship lesson was on a Friday the last hour of class, this was already a difficult situation as the students have little concentration due to their busy day and of course they want to go home. In preparation for this class, I made work sheets for each student beforehand with clear instructions and possible examples for their work. I started my lesson with an attentive class that cooperated well but quickly noticed that this changed once they were allowed to start working independently on the art assignment. When working independently, the class quickly became very restless, work sheets on the floor, materials being thrown around and the same pupil disrupting the lesson several times. As a starting teacher, it is not easy to take harsh action on this so it was difficult to stay positive and bring the lesson to a good end.

So I came to the conclusion that it is not easy to predict how a class will react to the lesson. I think it is necessary for me to realise that you cannot predict in advance how the class will go and therefore I need to be prepared for both the best and worst situations.

link flip: https://flip.com/s/CaWeajPyQQLh

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My first experience standing in front of a class as a teacher was both exciting and nerve-wracking. From the very beginning of our didactics classes, teachers prepared us for our internships, guiding us to create the best lessons. So, when the opportunity finally came to teach a class, I was filled with excitation.

For my initial internship, I was fortunate to teach at HAST College in Hasselt. During my observation class, I noticed that the students had a high level of English and were eager to participate. I felt incredibly lucky to have such a cooperative class, and I didn't anticipate any challenges.

The day arrived, and I couldn't believe I was actually teaching. I was a bit nervous, but it was a positive kind of stress, which faded away after the first 10 minutes. The lesson went well; I established a good rapport with the students, and they actively engaged with the material. Although it wasn't perfect, I was content with my first teaching experience.

However, the next day, during my second lesson, things took a different turn. The students were not as participative or focused. At times, I had to raise my voice because they were talking too much. I became increasingly frustrated, and I think the students sensed my frustration too. They were silent but still didn't actively engage. I even started losing control ; some students made jokes or started to draw on their worksheets.

Despite the positive feedback from the teacher about my management, I couldn't help but feel frustrated.

Upon reflection, I realized my frustration came from being unprepared for such a drastic switch in behavior. Furthermore, I considered that their behavior might have been influenced by the timing of the lesson. It was on a Friday, during their last hour of the day.

When I wonder what I could have done differently to prevent this situation. Knowing that the students were likely looking forward to the weekend, I could have made the lesson more interactive and fun, perhaps by creating a game related to the lesson topic. As well, I could have go trough the classroom rules established during the first class when I noticed their behavior shifted.

When I look back at the this accident, I realized that I was very submissive with the pupils. I didn’t immediately said something when they started to make some jokes or not pay attention. I didn’t make clear that there were some consequences to this bad behavior.

And then I also switched into a more dominant teacher, specifically admonishing, who tried to be very strict. I think that the pupils didn’t take me seriously.

In the future I am definitely looking forward to be more cooperative with my pupils and try to understand them, why they act a certain way and adapt my lesson.

Link to flip:

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The context of the situation we are going to talk about is the following: a class of 5 year olds, in a public school, following a large group dynamic to listen to the reading of a book by the teacher (in this case, me).

The activity started well, they all listened to the book with great enthusiasm. However, after about 5 minutes they started to switch off: some wanted to go to the toilet, others to play, "I'm bored", "I don't like the book", "I want to go to the park",... My reaction at this point was to close the book in angry and change the activity completely.

If this situation were to happen again, I would act differently. First of all, as a preventive measure, I would give them a selection of stories (2 or 3 stories) so that they could choose the one they wanted to listen to and not one imposed by me. In the same way, I would ask several questions during the reading of the story or I would read it changing the voice, making gestures... As a curative measure, I could have talked to them, given them 5 minutes of rest and continued with the reading of the book adding some modification, making it more dynamic and making them more involved.

Flip-Grid video link: https://flip.com/s/VS61y5dgCrTV

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The context of the situation we are going to talk about is the following: a class of 5 year olds, in a public school, following a large group dynamic to listen to the reading of a book by the teacher (in this case, me).

The activity started well, they all listened to the book with great enthusiasm. However, after about 5 minutes they started to switch off: some wanted to go to the toilet, others to play, "I'm bored", "I don't like the book", "I want to go to the park",... My reaction at this point was to close the book in angry and change the activity completely.

If this situation were to happen again, I would act differently. First of all, as a preventive measure, I would give them a selection of stories (2 or 3 stories) so that they could choose the one they wanted to listen to and not one imposed by me. In the same way, I would ask several questions during the reading of the story or I would read it changing the voice, making gestures... As a curative measure, I could have talked to them, given them 5 minutes of rest and continued with the reading of the book adding some modification, making it more dynamic and making them more involved.

Flip-Grid video link: https://flip.com/s/98n2FyXc2UWehttps://flip.com/s/98n2FyXc2UWehttps://flip.com/s/98n2FyXc2UWe

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This situation happened in my first internship last year. I had a 4th course class, with 9 and 10 years old children. I noticed that in this class conflicts were completely normal and they did not work how to fix them. But I had an opportunity to work on this aspect, giving the children a moment to talk about their feelings.

As I have just commented, fighting was normal in the class so I wanted to work on conflict resolution. I invented a workshop in which the kids were in an hypothetical situation: they had argued with their best friend and it was not fixed. I gave them some questions so they could reflect about and they had to fix the problem on groups. I made the groups purposely so the children that usually argued could work together. When they started to work, something happened in a group. A boy and a girl started to fight and they did not want to continue with the workshop anymore, harming the rest of the group.

I hoped the groups would work but it was not as I expected so I needed to do something. I used the same activity that they were doing to fix the real problem. Automatically, the other two boys of the group became mediators and I gave the two parts involved in the argue the same questions as in the hypothetical situation. After some minutes of reflection, expressing their feelings to each other, they realized that they were arguing because of something that did not worth it and they could continue with the rest of the workshop working together.

Flip link: https://flip.com/s/e7xeGJ7qnasq

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First time I've seen a meltdown of a child with possible autism spectrum disorder.

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First time I've seen a meltdown of a child with possible autism spectrum disorder.

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In the first year in which I started working as an after-school monitor, just a year before I started my degree in early childhood education, at snack time a complicated situation happened.

At snack time, all the children have a snack together before separating into their respective groups for the activities they carry out, and for this reason all the monitors also stay together in the same space taking care of them, it could be said that in total there was a group of 50 children from the pre-primary and primary stage, and 8 instructors.

At a specific moment, a child with a “possible” autism spectrum disorder (because in pre-primary stage no disorder can be diagnosed, but it can only be assumed due to all the symptoms that the responsible teacher tells us and the school psychologist) got up and started yelling that he didn't want to stay there, that he wanted to go outside and started insulting everyone who wanted to talk to him. At that time I had no knowledge of how to proceed in that situation like many of my colleagues. At first I asked to my partners if he had had that same behavior before, and they answered yes and that it usually went away after a while, but that specific day the behavior did not change but rather increased the intensity.

At the same time that he was shouting, all the other children were becoming more upset, generating a rather unsustainable situation of noise and lack of control, since at that time they were snacking and playing. Finally, one of my colleagues decided to pick up the child against his will and separate him from the large group so that he could try to talk to the child in question and, on the other hand, also talk to the entire group about how the situation.

The reaction that my partner had when he took him against his will did not seem the most correct to me now that I already have certain knowledge and some experience, for the simple fact that I consider that the problem should have been corrected long before it reached the Screams. In this case the child was acting in a rebellious and offensive manner, and I think that ignoring the behavior to see if it would go away was not beneficial at all because the problem was not solved but rather it was increasing.

Taking into account the ROSE OF LEARY wheel and the knowledge that I have been acquiring, I consider that the correct action would have been in prevention, that is, first of all, paying attention to what is causing that behavior. Normally with these cases, you have to anticipate what is going to happen, explaining at all times the reason why you have to wait before doing extracurricular activities, showing interest in understanding how he feels and, above all, having someone to refer to. The one that can generate a bond because when there are so many responsible people, they tend to feel lost because they do not have a bond of trust with anyone. And in case this prevention does not work, never get upset so that your peace of mind can be transmitted to him as you approach him to talk and, above all, listen, while you try to get him to look you in the eyes, ask him what he needs and let him tell you what he needs. While the other classmates try to manage the rest of the group, things that usually work are agreeing on certain “screams for attention” where when you say a key word they have to respond with another and then listen carefully, generating silence to be able to proceed with a talk and or guideline.

Georgina Gasulla Cuevas

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My student doesn't want to read (By Clara Blàvia)

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My student doesn't want to read (By Clara Blàvia)

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During the Summer, I started to help a six years old girl with her lecture process. What I usually did is pick up some of my childhood books, keeping in mind to choose a book with a level in which my student would feel comfortable with, and if I saw that it was easy for her, I chose a more complicated book, in order to gradually raise the level.
Depending on the day, these types of activities would be easier or more difficult, but the point is that she was moving forward. However, there was one day in which she was feeling extremely frustrated, she couldn’t get to understand what she was reading, and she kept getting stuck in between the sentences. As a result, she refused to read anymore, and she started to pine lying in the ground. I could not find the way to encourage her and to make her read again. It was not the first time that this sort of situation happened, and often, what I used to do, was take a helping role, and I used to stop the activity and try to make her understand that, with a little help, she would be able to read the book. However, in this case my support was not enough, so, instead, I decided to take on a stricter role and even express a bit of irritation, as I was getting frustrated myself. I also warned her that if she kept crying on the floor, I would tell her grandmother (as we werer doing the class in her house and she was there in another room). My behaviour just made her feel more defensive towards me.

I could have responded differently by adding preventive and curative measures to the intervention. An alternative for my behaviour, is that I could have moved into a leading role, in which I would make sure to notice what was happening and focus on her frustration rather than mine. Also I could have prepared alternatives to hold her attention again, to try to keep the environment organized by setting new activities and trying to do the difficult ones another day. This would have helped me to keep the class structured and organized.

In the future, by being aware of this, I believe that my classroom management will improve and that I will gradually be better at adding proactive and constructive responses in order to handle challenging situations in a healthier way, for me and my students.

https://flip.com/6011074a (flip video)

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My first experience as a teacher :'I can't work with him' 

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My first experience as a teacher :'I can't work with him' 

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Context
Last academic year, we had to create a workshop for internship on the theme of the film Encanto. The internship was to take place at a primary school with pupils between 7 and 8 years old. Each group was given a component, for example movement, media, images, and so on. I got the media theme and made a workshop on this where the students could design their own magic door on the ipad.

The incident
As there were not enough ipads for each pupil, they had to design the door together. For many groups this went well or they already discussed taking on part of the door each, but for one group this did not go well. Two boys did not agree on which colours to use.  I suggested they each make a part and split the door in two. After a few minutes there was shouting and weeping.

I then decided to give each his own ipad. After a while, I came back to see how everything was going and they helped each other put figures on the design.

All's well that ends well

I learnt from this experience that things don't always go as planted and that tweaking things is sometimes a good thing rather than a bad thing. Because I had made up my mind beforehand that I really wanted them to work together because they need to learn this but sometimes it doesn't go so well especially with children of that age. And that's okay

link video: https://flip.com/s/_vwHh7vBi7B9

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Don’t use tools that can leave pupils in control. – Eva Vastmans

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Don’t use tools that can leave pupils in control. – Eva Vastmans

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Last year during my teaching practice for English, I used a Mentimeter in one of the exercise. With this tool, the pupils could send in there top three likes and dislikes (the subject of my lesson) and the answers would appear on the board. The answer that got sent in the most, would appear bigger than the other words on the board. Because of this I was just looking for the biggest answer, not the tiny answers in between. This let to the pupils taking advantage of the situation. For the dislikes, they sent in answers like “oorsmeer”, “snottenbellen” or “the name of another pupil (between friends as a joke)”. Taking in consideration that these pupils definitely knew words that were way worse, I think the situation could have been a lot worse than it turned out to be. My reaction was simple. I did nothing, because I hadn’t noticed until my mentor and coach told me what happened after class.

I handled to much as an indulgent teacher, this caused my classroom to be too loose. I should have handled more firmly, as an authoritative teacher. This way I would have gotten more cooperation in response. I could have payed better attention to the Mentimeter and told the pupils beforehand that they would not be allowed to do the Mentimeter if they didn’t take the exercise seriously. Within that same statement, if they did take advantage of the situation, I should have ended the exercise early and made them do something different. I could have given them a writing exercise which they had to prepare in silence. In other words, something they really didn’t like doing.
Link Flipgrid: https://flip.com/s/w8mSPHzDAhGS

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Two entirely distinct kinds of classrooms.

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Two entirely distinct kinds of classrooms.

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Arno Köttgen
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I had to teach in two quite different kinds of classrooms last school year—one for IT and one for French.

First of all, my French class was really passive. They didn't raise any issues and were all extremely polite, however they also failed to respond to any of my inquiries. As a teacher, you can become a little panicked when you don't receive any responses. I therefore solely relied on the two girls in the front row who were raising their hands all the time.

Early in the lesson, I was acting in an Above-With, Leading manner. However, I started to rely on those two pupils in the front row to make me act Below-With because I was not receiving any responses.

Naturally, my internship mentor gave me input on that, and I was able to change this tendency by choosing students at random, especially the ones who didn't raise their hands.
Furthermore, I could designate someone else to "assist" them even if they provided an inaccurate or non-existent response.

The class I took had to teach for my IT internship was lively, boisterous, and full of energy.
It was quite simple to get responses from them and have them laugh at jokes. I got too friendly at one point, and the entire class was yelling about capibaras before I realised what had happened. (Capibaras were *not* part of my lesson...)
I decided that the best course of action was to just roll with the punch and switch the focus of my lecture from creating PowerPoints about sports to creating PowerPoints about capibaras.
Even though I still have positive memories of this, all of my professors cautioned me not to get overly friendly and to stick to my role as their teacher instead of becoming friends.

My first behaviour was that of a Leading Role, which gave the kids a great deal of autonomy. Perhaps too much, in which case the topic needed to be changed to keep their focus on the lesson.

To bring them a little bit more on my work path, I slightly tightened the reins during our subsequent lesson. There were still some capibaras involved, but not as many.

FLIP: https://flip.com/388fe63f

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Reta Gelata

It was last year, and we were sent to high school to practice teaching. I had to teach and  started teaching one of the classes. As a teacher, I explained the topic that I meant to teach. Then,  I gave them an exercise, and asked questions, but one of the students ,sitting at the back, was not willing to answer. As a result, I scolded and told the student to leave the class. After that, he did not come to my class.

What I did was not appropriate. If this situation takes place again in my class, I will definitely act differently. At that moment, I just thought that the student was careless and was not paying attention.

For this situaton, as a preventive measure, I could have included different classroom activities, like discussion so that will learn from each other. The student was unable to  answer the question maybe because he had not understood the topic. Furthermore, as a curative measure, I could have explained the topic again.

From the perspective of Rose of Leary, I acted in dominance, offensively. consequently, the student responded in  submission,  particularly he acted rebellious. Instead, I could have acted in dominance but in helping manner. for instance, I could have asked if he did not undersand and want my help.

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During my first year of teachingpractice I was asked to teach a lesson about "voorzetselvoorwerp" in a class of second year students in Het Atheneum in Sint-Truiden. I was very nervous which is normal for your first teachingpractice but I soon noticed that this class was very calm and cooperative so my nerves slowly went away. I was almost at the end of my lessen when one student pointed out a mistake in my powerpoint. Mind you, this is a very boring, very difficult grammar subject so I myself was even struggling with the subject. When the pupil pointed out my mistake, my mind froze and I didn't know what to do. I had studied this subject beforehand but I just got a blackout en stood there in front off the classroom and didn't know what to say.

This led to the pupils beginning to talk and not listen to me anymore and at that point I was done for. I tried to correct my mistake but it was no use. There where only 5 more minutes left at this point and I just called it a day and told my students they could talk for the last 5 minutes.

Out of this experience I've learned that you really have to make sure that you know your subject before teaching it and if you make a mistake, which is completely normal, you should be able to correct yourself. Not just freeze the way I did.

Link flipgrid: https://flip.com/groups/14957599/topics/38672222/responses/440618406/comments

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The importance of authority - Yasser Mellouli

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The importance of authority - Yasser Mellouli

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Last year I had to teach a class of 15 students for my Economics class. Before I actually had to teach, I was required to observe the classroom and what dawned on me was that the teacher wasn't really in control. She let the students just say whatever they wanted and wasn't really strict if they did something out of line. However to actually teach a class like that is difficult. Afterwards it was my turn to teach, however the students were not interested. With no prior experience teaching it was not easy to get them engaged. After all, they were used to not really paying attention and doing whatever they wanted. My lecturer told me that I needed to use a non-tolerance policy on classrooms like that and I agree. While enforcing all of the rules constantly and not leaving any input to the students is definitely not the way to effectively teach. I realized that by not presenting yourself as an authoritave figure in the classroom you are not only making it harder for yourself to teach the students but also in a way not meeting expectations of what students have in mind when they think about a good teacher.

Link to flipgrid: https://flip.com/groups/14957599/topics/38672222/responses/440655451/comments

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Context
When I was doing my 4th year of secondary school over, I was put in a very loud new class. All the pupils were fun, but from the moment they were in class and got bored, they would also get annoying. Especially during the classes of Humane Sciences. The teacher that we had for this class, was a very sweet lady who loved her job. From the beginning on, she was really interested in our lives and sometimes we would end up talking about our daily lives more than we were actually going through our subject matter. This obviously gave us as a class the impression that Human Sciences was going to be a 'chill class'. However, from the moment the teacher wanted us to actually pay attention to what we were suppose to learn, the class got rebellious and not cooperative. This led to chaos and the teacher eventually turned into a 'laissez-faire' teacher.

Incident
There was one incident which I remember vividly. One day, when we had that teacher, our class was very annoying, even me included because it was the last class of the week. Nobody was being cooperative and we were busy doing everything except the things that we were suppose to do. This had led to our teacher having a complete mental breakdown, she cried and yelled and said that she just couldn't handle us anymore as a class. Eventually, more or less everyone felt bad for her but nobody actually ever changed their attitude towards her because she kept being too friendly and this kept leading to her taking on a permissive role.

Flip-Grid video link
https://flip.com/groups/14957599/topics/38672222/responses/440604025/comments

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Maud Smets

For my other subject, PKV (art history, culture…), we will come into contact with all ages. So, our internships are a bit different as well. Last year, I had to create a workshop around movement for 7 year olds. I had to ‘teach’ this same workshop three times, in three different classes. Everything went amazing and I was really excited about my last class. My teacher was going to be there this time and I was quite confident. For the last ‘exercise’ each group got a card with a character from the movie Encanto on it and they had to make a short ‘dance’ that would make it clear for the others what character was on their card. (Encanto was the big theme of all the workshops) Everything was going very well until Otis, a boy from the group, decided to hide under a table.

I went to him but he didn’t want to participate any longer. I tried to convince him but he did not budge. Eventually, my teacher told me to go on and let him be. I was so worried I messed it up. I just didn’t know how to handle this because he was not rude or crying, he just said ‘I'd rather stay here’. I was busy managing my class and trying to divide my attention but I noticed my teacher went to him…Otis did not budge.

After a while I decided to try again and I managed to convince Otis, not to dance but to dance with me.

Out of this experience I learned that it’s okay for something to not go as planned, that does not make you a bad teacher. ‘Problems’ can’t always be solved immediately and that is fine.

https://flip.com/s/bmZvu7QaSG3s

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class of fear and distrust created by power

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class of fear and distrust created by power

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Chiyoko Sako

-Context

I have never experienced traineeship, so I will think of my learning experience where classroom management went wrong.

It happened to me when I was a Junior high school student. my English teacher in the third year of junior high school was a male teacher. And his classes were always filled with anger, fear, and mistrust.

-Incident

The teacher was yelling at the students and managing the class through fear. For example, in my case, as I was answering a question asked by a friend sitting next to me and teaching him grammar, the teacher yelled at me to be quiet. Also, the class as a whole, the class just upstairs was one grade below. They were surely having a lively class because it was a fun class. Then the teacher suddenly opened the window and said in a loud voice, "Shut up! Shut up! Study quietly! " and other expletives. These were all words that should not be said in front of a child of only 15 years old. And the class afterward was very awkward and the students were deflated. He also often did not grasp the content of the previous lesson and would sometimes do the same lesson in a row. We told him many times, but he never improved. The students gradually became less and less motivated to learn English, and some students stopped attending classes because they were afraid of the teacher.

-Video link
https://flip.com/s/VQpfzfgwDFK-

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By: Génesis Carreño

CONTEXT:

In Ecuador, when you are studying to be an English teacher, you can decide whether you do your traineeship in primary or secondary education. Last semester, was my first time working with children, and it was far more challenging than I expected.

It happened in the last 40 mins. lesson of one Friday. I was teaching in 3rd grade “E” (35 7-year-old students) when I lost control of the class. The topic of the lesson was “birds”, and although I was hoarse, I started giving the class as I planned it.

THE INCIDENT:

The problem started when I reproduced some birds’ sounds. The objective was to facilitate the memorization of the new vocabulary (pigeons, parrots, etc.) for the students; however, some of them started imitating the sounds in a loud and exaggerated manner. As I was exhausted and almost voiceless, I didn’t say anything about their behavior. Then, I played “the birds’ song” and everything turned to chaos. The same students started to scream while imitating birds’ sounds, making fun of their classmates, and even fighting.

It had never happened to me before, so I didn’t know what to do. My first reaction was also trying to scream (unconsciously, I was imitating my high school teachers). I couldn´t scream because of my throat, so, I grabbed a marker and hit it against the board. When all the students were looking at me, I loudly expressed how annoyed and outrageous I felt. After my complaint, the students kept silent for 1 minute and the chaos started again until the lesson was over.

[ REFLECTION BASED ON THE ITB MODEL IN MY FLIPGRID VIDEO ]

Link :
https://flip.com/25a371d8

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Julius Caesar trying to get someone their attention just as much as I did-

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My first experience as a history teacher (Aurélie Bure)

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My first experience as a history teacher (Aurélie Bure)

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The history lesson in question took place in a high school classroom in Spectrumcollege Beringen. I was the teacher, and the students were a group of pupils in their first year of highschool. The topic for the day was Julius Caesar and the Celts, a subject that had generated a lot of enthusiasm in previous lessons. However, on this particular day, something seemed off from the start.

As I began my lesson, I noticed that the students were very quiet and uninterested. When I asked questions or encouraged discussion, I was met with blank stares and silence.

My initial reaction was a combination of frustration and confusion. I felt frustrated because I had prepared what I believed was an informative lesson on a topic I found very interesiting. I was also confused because I couldn't pinpoint any specific reason for their lack of engagement. It wasn't the first lesson of the day. Maybe it was because it was Monday? Or they just wanted to have lunch?

Upon reflection, my reaction was likely influenced by my expectations for the class to go smoothly. I may have expected the students to be more enthousiastic for this specific topic. This led to a bit of frustration and disappointment.

To better prepare for such situations in the future, I would consider the following ideas:
- Diverse Lesson Plans: I would diversify my teaching strategies to keep the class engaged. For example, using multimedia, primary sources, and interactive activities to cater to different learning styles.

- Better expectation management: I would remind myself that student engagement can vary from day to day, and not every class will be as enthusiastic as the last. This would help me manage my expectations and respond more flexibly.

In response to the unengaged class, I could have used principles from the Roos van Leary or Interpersonal Teacher Behavior model:
- Communication Style: I might have shifted from a more controlling or directive approach to a more cooperative one. Asking open-ended questions, inviting group discussions, and giving students more autonomy in their learning process could have been beneficial.Positive
- Peer Interaction: Encouraging peer-to-peer discussions or group work can also help break the ice and create a more relaxed classroom atmosphere.

In short, what I learned from this experience: it's important to remember that not every lesson will go as planned, and adaptability in teaching is crucial.

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My first experience as a teacher (Jon Gonzalez)

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My first experience as a teacher (Jon Gonzalez)

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In my first year as a trainee teacher in a third grade class, I made the serious mistake of seeking unnecessary guidance from my tutor, who gave me a subjective and inaccurate perspective of certain students. This, unsurprisingly, caused me to develop prejudices towards these students and to see them as problematic even before I got to know them properly. At first, and as expected, I felt insecure and overwhelmed as it was my first experience in a class with so many students, which influenced my initial interaction with these students. However, over time, I realised that my perceptions were very different from reality and that the prejudices did not reflect the reality of these students.

Pupils are different and you have to do your best to make them feel your support, empathy and respect. Therefore, I understand that establishing an atmosphere of understanding and respect was fundamental to deal with the students in the best possible way. On the other hand, I realised that prejudices are not helpful and because of this I realised that my tutor was not teaching me in a proper way as he should not have imposed those negative and harmful thoughts on me in order to foster a positive learning environment. This experience taught me to approach every situation with an open mind and to strive to understand my students individually, without being influenced by pre-judgements.

Knowing this, and applying the principles of Roos van Leary's model of interpersonal teacher behaviour, it is essential to recognise the importance of establishing supportive and cooperative relationships with students. This involves adopting a more equitable and collaborative approach in the classroom, where students feel valued and respected. In addition, integrating more positive and encouraging language into communication with students can foster an atmosphere of trust and motivation for learning.

https://flip.com/s/45xFyRHrSpJy

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In my first year as a trainee teacher in a third grade class, I made the serious mistake of seeking unnecessary guidance from my tutor, who gave me a subjective and inaccurate perspective of certain students. This, unsurprisingly, caused me to develop prejudices towards these students and to see them as problematic even before I got to know them properly. At first, and as expected, I felt insecure and overwhelmed as it was my first experience in a class with so many students, which influenced my initial interaction with these students. However, over time, I realised that my perceptions were very different from reality and that the prejudices did not reflect the reality of these students.

Pupils are different and you have to do your best to make them feel your support, empathy and respect. Therefore, I understand that establishing an atmosphere of understanding and respect was fundamental to deal with the students in the best possible way. On the other hand, I realised that prejudices are not helpful and because of this I realised that my tutor was not teaching me in a proper way as he should not have imposed those negative and harmful thoughts on me in order to foster a positive learning environment. This experience taught me to approach every situation with an open mind and to strive to understand my students individually, without being influenced by pre-judgements.

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Disengaged and lost students in the first lesson

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Disengaged and lost students in the first lesson

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Looking back at my early days of teaching, I realize how much I didn't know about didactic and pedagogical sciences, including the Rose of Leary method. My chosen incident to discuss is my first lesson, a pivotal moment that highlighted the importance of effective classroom management. It only takes 7 seconds to form a first impression, making those initial moments in the classroom incredibly important.

In that initial lesson, I made the mistake of diving straight into the material without considering the atmosphere I was creating. Some students felt withdrawn and lost, especially due to language barriers (it was in China). Learning from the Rose of Leary theory, I understand that a cooperative approach encourages collaboration, while an offensive and competitive style creates more opposition.

I realized the need to shift the class dynamics towards cooperation in my future lessons with that group and other groups that I taught afterwards.  I did not know about the Rose of Leary back then, and I had to learn it the hard way. According to the Rose of Leary I needed to adapt my approach to be more helpful and understanding, fostering a sense of unity. One effective method I discovered was incorporating activities like the "Two Truths, One Lie" game in the first lesson, promoting bonding and cohesion among students. I also learned the importance of patience, waiting until the class was calm and ready before diving into the lesson.

Looking ahead, I plan to apply the Rose of Leary and the Interpersonal Teacher Behavior model in my future lessons. I understand that each classroom has its unique dynamic. In Chinese classrooms, a friendly approach fosters creativity and openness, while in Belgian classrooms, a balanced mix of discipline and leadership is essential, while avoiding excessive strictness.

With my previous experience and the knowledge I'm gaining now, I'm enthusiastic and optimistic about improving my classroom management skills in the future.

Flip video: https://flip.com/s/eBJvt-YasLUW