When Joanne, a second-career first-year teacher, posted the following
cry of frustration on the MiddleWeb list, her experiences struck a chord
among fellow educators. Many veterans reached out with ideas and assurances.
(Note: Joanne is also a MiddleWeb diarist and has written frequently about
her first-year frustrations in her weekly entries.)
It's been one bad day after another. Why is it that the minority rather
than the majority of the class can get you down so badly? I am so, so, so
tired of explaining the same things over and over and over again to the
class and then to students separately. Why isn't the following clear enough
for all students?
Stated on Monday:
"This writing assignment is to be done only in class and is due at
the end of the period Thursday."
What am I doing wrong such that I have to continuously make the following
replies:
"No, do not take it home and type it up. This is an in-class assignment."
"Yes, I said it was due tomorrow at the end of the class period."
"I told you yesterday and the day before yesterday and just five minutes
ago that that the assignment is due tomorrow at the end of the class period."
"No, do not work on it at home. You have had all week to work on this
in class."
"Yes, I have repeatedly stated to the whole class that the assignment
is due end of class period tomorrow."
This is just a sampling of my students not listening to me. The writing
assignment itself provoked similar repetitive questions. They don't listen,
therefore they don't understand. Then when they FINALLY hear me say it is
due tomorrow, they decide maybe they really should find out what they are
supposed to do. How much clearer do I have to be? At what point do I say,
"Tough cookies, kiddos. You had your chance to listen; it's too late
now."
I am ready to quit. I really am. How can I be doing this teaching thing
so badly?
- Joanne
----------------------------------------------------------------------
Avis wondered if overuse of teacher supports could cause co-dependence
in students.
Joanne... do you think we sometimes repeat or tell them too many times
what the directions are? I have wondered about this myself. I had a student
who called me about an assignment that was due last Monday. It was an over-the-
weekend assignment. Should have been in their assignment book, and I repeated
it for two of my LD students who were going to homework club. She didn't
hear that either.
So I emailed the parents and told them all of the above. Have not heard
from them since....except the dad has requested her to not be in my room
next year! Sure glad I am retiring!! Enough of this kind of gobbledygook!
- Avis
----------------------------------------------------------------------
Deb made a number of practical suggestions.
I always found February was a difficult month. I don't think it had
much to do with teaching - my energy used to lag as a student in Feb. too.
In any case, I don't think beating up on yourself or quitting is the answer.
Maybe the assignment needs to be chunked with specific intermediate goals
each day. Maybe you've already tried this, but if you haven't, you could
try a frame to get them started on their first draft. Day two could be revision,
peer sharing etc. Day three, editing and day four the final draft.
If drafts are collected at the end of class you've made a pretty clear statement
that the work stays in the class folder. If part of the assessment is based
on the process and you are modeling it by doing your own writing, it might
get the message across...just a thought.
Good luck and hang in...Spring will be here soon!
- Deb
-------------------------------------------------------------
Sarah shared Joanne's frustrations.
You echoed something I said yesterday in class: "I am tired of
explaining this to the whole class and then having to repeat it for each
of you individually. I am going to speak in a low voice. If you aren't quiet
and attentive, you will miss the instruction. Then, you have two options.
One, don't do the assignment. Two, hope that someone close by heard and
understood and can explain it to you."
Then, Joanne, I did exactly as I said I would and I did not repeat it. This
was in a pre-AP class- thirty very bright but very talkative kids. And you
know what? They got quiet and listened. Just once, mind you, but it worked.
Maybe you do have to say "tough cookies" once in a while. A typed
assignment when it was supposed to be done in class? Hand it back and say:
"zero." A half-done assignment when they were given three days?
"Zero." An assignment that doesn't address the assignment at all
or is obviously a misunderstanding? "Zero." Could be an eye opener...especially
for the grade-watchers.
- Sarah
----------------------------------------------------------------------
Matt echoed the same thoughts expressed by Joanne and Avis.
I have to do the same thing, explaining things multiple times. It really
upsets me. But hearing from others with the same problem helps me realize
it's not me at fault. Not that I can't do a better job with instructions,
but the kids need to be able to listen the first (or even the second) time.
I like Sarah's idea. Perhaps if we only give the directions once, they will
learn that they better pay attention the first time.
- Matt
---------------------------------------------------
Joanne expressed her gratitude for the ideas sent her way.
Thanks for the advice! I did as Deb suggested. On Monday I explained
the assignment. I illustrated a graphic organizer with specific examples
and gave them class time to fill theirs in for their character essay. On
Tuesday, based on questions and my circulating among the students on Monday,
I gave specific examples of how to draw a verbal picture describing their
character through their actions, their words, and a physical description.
Tuesday was the end of the brainstorming stage and beginning of the rough
draft stage. Today was the end of the rough draft, beginning of the final
copy stage. I kept getting the same questions that I answered on Monday,
Tuesday, and the beginning of today.
I have made it clear each day that each stage of the process will be handed
in with the final draft. Yet I keep getting comments like, "But I didn't
do the bubble thing. Is that okay?" They seem offended when I calmly
explain, "no, it is not okay". That is what they were supposed
to be doing Monday/Tuesday.
Somehow I feel like I am failing them. Am I being too hard on myself? Don't
we all say here in the listserv how we want our students to succeed? We'll
do whatever it takes? The problem is, how do we do that if they refuse to
listen and take responsibility for their work?
If February is a difficult month, I DREAD March, April, and May when Spring
Fever hits these kids.
Sigh,
- Joanne
----------------------------------------------------------------------
Melba, a veteran middle grades teacher and staff developer from Texas,
wrote:
Joanne wrote: "Somehow I feel like I am failing them."
Sometimes it does feel like that. You are definitely not alone. But not
to worry, they are kids and their job is to let you repeat instructions
in hopes that the parts that they don't want to do will not be repeated.
When you modeled the various components of the assignment, did you put them
up on display somewhere? These learning cues will provide the kiddos with
constant reminders of what you want from them, the quality and the format.
Then, if anyone is absent,you have an exemplar displayed on the wall.
That way when they ask you for the 100th time how to do the "bubble
thing," all you have to do is point to it and say, "Go look at
it and study it. If you still don't get it, I'll help you."
You will be surprised how much that helps them. Many times, they are just
not sure how to set it up. Hang in there, Joanne, the kids do get better.
As for Spring fever, well......
Melba Smithwick
------------------------------------------------
Bill presented a fresh perspective on this issue.
A couple of quick observations (umm, well maybe not as quick as I first
thought...).
First, I doubt strongly you're doing this teaching thing "so badly."
I just began my "Meet Me in the Middle" reading, and Rick Wormeli
points out there that motivating kids is like 80% of the job. It may have
been like pulling teeth, but you did motivate them, right?!
Besides, most of the good teachers I know want so very much for every single
student to succeed that it becomes all but inevitable the minority will
get them down. Because if you care that deeply about every single student's
success and you see even one kid not succeeding, of course it will get you
down. Meanwhile, a good many poor-to-mediocre teachers don't get down as
often - precisely because they don't care if every kid succeeds. So pat
yourself on the back for feeling like you may have done something wrong
- in this case, anyway, it's a mark that you're doing something right.
Finally, February is indeed a low month for most of us. I have never had
a February where I haven't thought at least once during my morning commute
about turning my car around and getting a nice job as a cashier in the local
supermarket, or perhaps as a dishwasher. It has always seemed cruel and
ironic to me that contract renewal comes at precisely the time of year when
the greatest percentage of us are asking "why oh why do I persist in
doing this job?" So far, though, I have always managed to come to my
senses before doing anything rash.
Avis' question about whether or not we repeat directions too often for our
students is pertinent, and Deb's ideas for guarding against that while keeping
them motivated are excellent. Take these ideas - put them in the above context
- do something special for yourself - and remember: all things must pass.
And when I write in someday feeling all depressed, feel free to tell me
the same thing ;-)
Take care,
- Bill
-----------------------------------------
Joanne replied:
Thanks so much for both replies. I actually smiled ruefully when I read
Bill's comment that you routinely consider jobs as a cashier (too high stress
for me) or a dishwasher (would ruin my hands.) My cogitation today was to
ask the guy I'm dating if Xerox needs any more copy guys like himself. He's
a sweet man, simple job...... think Kinko's and filling copy orders. He
doesn't have a care in the world. I ask him how his work week was and he
replies, "Same as always. It's a job." Sounds like a mighty fine
attitude to me right now!! (Of course, he has to hold down TWO jobs to pay
the rent, but then lots of teachers do that, too, don't they?)
I appreciate your observation that maybe I'm doing something right by worrying
about the minority. But, honest to goodness, I'm ready to chuck them in
the garbage can. I know, I know, they're too big, they wouldn't fit.
Anyway, Bill, thanks. Just venting and hearing the encouraging word has
really helped.
- Joanne
----------------------------------------------------------------------
Rebecca pointed out the importance of putting the responsibility back
on the students.
I have had a couple of those weeks lately too, and today certainly was
one of them as well. My goodness, I looked down to staple a paper and a
paper airplane flew. I mentioned that to my principal and he just said,
"In your room?" My feelings exactly. And although this
is my eleventh year of teaching, I'm searching for answers as well.
I wonder if I have just answered their questions so many times that they
have learned that they don't have to pay attention the first time. And heck,
asking tons of questions sure fills up time, and in my seventh graders'
eyes, as long as I keep talking, they don't have to be working.
I am determined to remove myself from the position of prominence in the
room and put the responsibility back with the kids. I think the previous
response about writing with them makes sense too.
Today, my room had a "me versus them" feeling to it, and that
doesn't work. I know that my students pay more attention to their reading
when they see me reading. When I wandered around the room glaring at kids,
nobody felt good, including myself. Now, to follow through with this!
One of the best things about teaching is that each day allows a fresh start,
both for the teacher and the students. I hope tomorrow feels better for
you.
Rebecca in CA
----------------------------------------------------------------------
Andi shared Joanne's frustration and requested some advice from MiddleWeb
readers.
I am probably not the person you want to talk to since I have also reached
that point of "no return." This is my 2nd year teaching (math,
8th) and today I finally said the unthinkable out loud: "I can't do
this anymore! I am frustrated, tired, overwhelmed, unsure, angry and not
having fun."
I live on 4-5 hours sleep a night and its still not enough time. The kids
have won. Now, I need to decide if there is another role for me in this
world of education. Are there other math people out there who might offer
advice? I tried a 2nd year because everyone told me that the first year
is about survival and things get better. Well, for me at least, they haven't
gotten good enough.
My hats are off to those of you who can enjoy this age. As much as I hate
to admit it, this isn't working. So, Joanne, I hope you hear from other
people who can offer you some advice and perspective. Take care.
- Andi
----------------------------------------------------
A student teacher said that students "not listening" was a
real problem during her student teaching experience.
Speaking from an elementary perspective (I did my student teaching in
2nd grade) this "not listening the first time" syndrome was something
I dealt with everyday. It seems that it is present no matter how far back
you go in school. I presumed that age had a hand in what I experienced,
but listening to all of you talk about the same thing with older children
frustrates me!
Where does it say that listening the first time isn't a good idea? Why do
students think they can get away with that and still pass the class? Are
we as teachers too lenient in repeating and explaining directions? Does
this fall under the "saying what we mean and meaning what we say"
goal?
Like I said, I just finished student teaching, so I haven't had experience
with my own classroom. Just a thought from a future teacher-to-be.
- IWUJR
-----------------------------------------
Rebecca offered some practical suggestions for confronting those "bad
days" in the classroom.
I just remembered something that I have done in the past after having
a really ugly day where I feel like I'm beating my head against the wall
and the kids are just counting the dents I make.
I'll come in the next day with a list of directions pre-written on the overhead,
papers at the ready, I have a "I'm not talking to you" day. The
kids catch on that because they didn't listen yesterday, I'm not talking
today. I will point to the directions and instruct the child to read them
again. Of course, if the question is something that is truly not covered,
I will answer it, but other than that, I instruct them that they had better
figure it out. Sometimes this is a real sanity saver.
At some time, I have even had a day that must be run in complete silence.
All questions must be written, and I'll write back the answers, assuming
the question wasn't already covered in the directions.
In general terms, though, I make sure that my directions are in different
forms. I have the basic plan on the board, complete with due dates and important
policy rules; I have the directions on a handout (especially for students
who are absent or for those who need to read something in order to understand
it...like me!) and then I go over them orally. Then, if I choose to do the
"I've already answered that question. I'm sorry you chose not to listen"
response, I'm confident that the information is in a place where the student
can find it.
After all that, I wonder why I, too, had such a rotten day from the same
type behaviors. Perhaps I need to practice what I preach? Or maybe it's
a matter of stepping back and gaining some perspective on the whole situation...
- Rebecca
----------------------------------------------------------------------
Chris, who's a principal, offered some reflective questions that could
help clarify the issue.
Sometimes when we are in the middle of a tough time it is hard to be
reflective. I guess I'm saying it's OK and pretty natural to feel overwhelmed
at times. It happens to all of us.
I don't have any quick and easy solutions. Maybe some reflective questions.
As I'm thinking of these, I am remembering back to all the ongoing, unsolvable,
frustrating behaviors I dealt with from students, teachers, parents, and
board members this past week.
Can I separate which of these things are my problems versus which are other's
problems?
Does the fact that they have a problem necessarily mean I have one?
Have I been fair and reasonable? Did I have a plan for what was foreseeable?
(Having a plan makes it less stressful, as long as you are comfortable with
the plan you developed)
Have I contributed somehow to the situation?
Have I unwittingly taught/enabled the behaviors?
How can I re-teach the behaviors I want?
How can I maintain the behaviors I want once I've managed to teach them?
I'm not completely sure, but I think, if there are certain behaviors/attitudes
you want, it might be worth setting aside some major academic goals to nail
these down. I'd still use good content and skills to get at the behaviors
but I'd focus on the behaviors.
Not sure if that helps, but it's what I do, and have done. It's not easy.
A veteran 6th grade teacher gave me advice as a new administrator a long
time ago. I remember exactly what she said: "Chris, you can't change
anything quickly, it's little taps...all the time, never stopping....little
taps."
- Chris
------------------------------------------
Marsha offered some suggestions for dealing with student questions. She
emphasized the need for ongoing follow through.
Joanne: I think it's the time of year. Everyone's stressed out. Hang
in there.
I had one way of dealing with this that might work. I think no matter what
way you pick to address this issue, the critical part will be to stick with
it for a reasonable amount of time and guard against falling into enabling
behavior. Students will try and suck you back.
The way I addressed this problem was to do exactly as you did, clearly explaining
and asking students for questions about the assignment. I really extend
wait time before starting to answer questions, hopefully impressing them
with the fact that you want the info to sink and for them to really think
about what you've assigned.
I don't know if you have an extra assignment notebook or not, but I always
kept one in the front of the room. At the end of each day, I wrote the day's
assignments in that book (or delegate it to a trustworthy student). Then
because I had allowed the extra thinking time AND had a written record,
I refused to answer their question unless they had re-read the assignment
from the assignment notebook AND had asked two or three other students.
I would answer questions at that point.
Another colleague required that students stop by on passing period or before/after
school to get their questions answered. She believed that if they had to
use "their" time, they'd only ask if they really didn't understand.
I didn't use that method because I thought I should do the answering in
class.
A veteran teammate of mine taught me this approach during one of my early
years. I don't know that I ever broke that set of students into using the
method. But the years that followed were infinitely easier because (I set
out my rules and approach) on Day 1 and during Back to School Night. Students
and parents alike knew what to expect, how to get information, and I empowered
them to be responsible for themselves.
It was so hard not to answer questions, though. You naturally want to be
helpful and I had to work diligently at restraining myself. But usually
by mid-September and certainly by the beginning of October, I never answered
meaningless questions. Ever. In fact, the kids would moan and groan if someone
tried to ask me that type of question because they knew I'd give the "offender"
the stare and ask them for a better strategy for answering their question.
Several years later I expanded the idea to include a class web page. I replaced
the assignment book in the front of the room with the web page and then
parents had access to the information.
I don't know if it will help with your kids, but it was a terrific tip from
an excellent teacher that I respected and it served me well. Best of luck
and hang in there.
- Marsha
---------------------------------------------
Leighanne suggested several classroom strategies.
I think everyone feels like they aren't accomplishing anything from
time to time. We are our own worst critics! But I agree with the tactic
someone mentioned about lowering your voice. It works well.
Once I said they should move to another place in the room and talk. The
kids said ok and asked if they could do their work, of course I said no.
They decided working and being taught was much more important.
Sometimes you just have to outwit them--offer a choice and then make doing
the work seem so much better than the other choice!
Good luck Joanne and hang in there!
- Leighanne
--------------------------------------------------
Joanne explained how she planned to implement the many suggestions gleaned
from MiddleWeb readers.
Thanks to all who came to my aid this evening. The crying has stopped,
and I have actually chuckled several times.
Not only that, but what wonderful suggestions you veterans have shared.
I love Marsha's idea above... I will start doing the written record... I
already do that for the weekly assignments, but for these special ones,
I need to do a write-up, also, I see. I LOVE the idea of pointing to the
assignment binder and making them read the instructions first. I am a visual
learner and perhaps that is all some of them need!
Thanks to all!
- Joanne
----------------------------------------------------------------------
Brenda reflected on the timing of "bad days" and wondered if
there may be a connection between the bad days experienced by teachers and
students.
It's in the air, Joanne...even here in Canada!
The new class that I inherited after Christmas, (the kids that have made
such great progress in their behavior) were turkeys during the last class
today. We finished our day "dialoguing" about what went wrong.
They said they were tired. Perhaps there is something in the air.
After school I sat through a 2-hour staff meeting that focused on some of
the things Joanne spoke of in her posting and on the decline of behavior
in middle school. The kids, they said, had gotten under their skin. Many
teachers shared concerns about the lack of respect, the rotten attitudes
and the mess. The principal said she wanted to leave the room and return
because the atmosphere (the air!) was so heavy. Our Guidance guy said he
felt the it was heavy with fatigue!
It's strange, but air is so different in September. It's a time of hope,
enthusiasm, and vision for the future. We can't wait to implement all those
ideas that we've pondered all summer. February, on the other hand, is full
of reality -- hopes that haven't materialized and bone weariness. I wonder
if our kids go through their own February crisis. Their hopes may also be
dashed and things may look bleak too. Maybe things haven't turned out any
different than other years.
Hmm, just when I had decided that they (the students) have caused my February,
I need to ponder if perhaps I've caused theirs!
Parenting is kind of like that. We experience intermittent Februarys too.
We hang in there mostly because we signed up for the long haul, because
the buck stops with us and because every so often a September experience
reminds us of our child's potential.
I'll tell you what I do when I hit the wall of February. I intentionally
remember when it went well -- those classes when the synergy between me
and the kids was cooking, the times I connected with a student that no one
else could or the lesson plan that took on a life of its own. These remembrances
transport me from February to September in a flash...along with a little
rest and relaxation!
"'The time has come,' the Walrus said,
'To talk of many things:
Of shoes and ships and sealing wax,
Of cabbages and kings,
And why the sea is boiling hot,
And whether pigs have wings.'
'But wait a bit,' the Oysters cried,
'Before we have our chat;
For some of us are out of breath,
And all of us are fat!'
'No hurry!' said the Carpenter.
They thanked him much for that."
(from Alice in Wonderland)
Know that you are being thought of today, Joanne and be encouraged!
Sincerely:
Brenda
-------------------------------------------------------------
Deb suggested that discipline/responsibility issues might decrease when
there is a high degree of student engagement.
How do we "make our students responsible" in ways so it's
the choice and ownership of the work and not just the responsibility? Whenever
my kids have been really invested in their assignments, they've been at
my door waiting at 7:15 in the morning, calling me at home etc. How do we
organize our classes and assignments so that this type of engagement is
the rule?
I suspect that if we can figure that out, lots of discipline/responsibility
issues will fall by the wayside.
- Deb
-----------------------------------------------------
Brenda responded to Deb's posting.
Discovering this magic ingredient may answer a lot of questions about
why some assignments fly and others don't. I've been doing some thinking
about this topic.
After reading an excerpt from Tom Tapscott's book "Growing Up Digital,"
I used his nine Net-Gener descriptors as a way of analyzing what our Net-Geners
are looking for in their learning environment.
If you'd like to see what transpired, go to: "Doing Right by the Net
Generation"
http://www.microsoft.com/education/?ID=TeacherTechTips
Last week I set up a chart (using the nine descriptors) so I could evaluate
my own classroom practices to see if I was meeting these criteria. It was
a valuable exercise and Tapscott's descriptors proved very useful. I could
see some of my weak spots clearly.
If anyone would like this chart, I'd be happy to email it to you. You can
email me privately.
- Brenda
----------------------------------------------------------------------
Bill pointed out the importance of putting students in charge of a portion
of their learning.
My 7th grade class has been a chronic "problem." I love them
to pieces but they are perfectly capable of driving me crazy, and they know
it (I'm pretty sure they know I love them anyway, by the way).
I know that keeping them stimulated and engaged is about the only solution,
and I'm steadily building a library of how to do that. But nothing has succeeded
like putting them literally and completely in charge of a portion of the
curriculum.
Recall that I teach French. The book we use has pretty lame vocabulary lists
that you could easily argue include words the kids are unlikely ever to
use unless they commit to spending a long time in France, and even then...
So I finally decided just to throw out the lists for the next three months.
I can pick up on the more useful of the "lost" words and teach
them toward the end of the year.
The kids have each designed (it took two weeks, constant help and monitoring,
and a five-page "how to" handout) a vocabulary unit including
nouns, verbs, and adjectives, built around one of their own interests. They
may elect to teach it themselves, or to have me teach it. During the project,
I heard comments like "Hey, we actually all worked throughout class
today." and now that the first unit is completed, I can see that they
are definitely rising to the challenge of learning what their peers are
teaching them. They gave a round of applause to their first teacher.
Eleven units is a lot, and even spacing them out over the next three months
I can foresee their ability to focus wane. But for now, it feels like things
are working out quite well.
And they've even learned new verb conjugation patterns without me having
to push them! There are irregular adjectives coming up... grammar is being
learned in context rather than by fiat of the book.
The tough part is sitting there constantly reminding myself that my goal
is to have them learn, not to teach them.
- Bill
--------------------------------------------
Kelly was encouraged that teachers other than her experienced bad days.
Hurray!
I don't mean to be happy about all of your "bad days" but I really
needed to read those. I am in my second year teaching in a 7th/8th grade
program and I am having an extremely difficult time with 8th grade. Reading
about your days has brought some comfort to me and my ability to function
as a teacher.
I am having serious doubts about even returning. Your words have given me
more to consider. Thanks to all of you for your honesty.
- Kelly
-----------------------------------
LeeAnn expressed her opinion that it is important for teachers to model
organizational procedures for their students in an effort to show them how
to keep track of what they need to do.
Whenever I get frustrated about my students' apparent lack of attention,
I do remind myself that I am not the only one that they are taking directions
from.
I know that I would get confused if I had to remember "this assignment
I have to do like this, but this other one I have to do this way . . ."
I am certainly not excusing their behavior, but if I didn't have sticky
notes and a planner and sometimes even my hand to write things down on,
I would be lost! So I make sure that I model that for my students.
So many of them seem to think it is "uncool" to use the planners
that the school provides, or they write things down and then never look
at them again. I continually check my planner and to-do lists in their presence,
talk to myself about whether I am on track with what I need to do -- almost
like the think-alouds we use for reading comprehension. It hasn't changed
everyone's behavior, but I do think I'm having to repeat directions less
often.
As far as Feb., being a hard month, I purposely put my poetry unit at this
time because we have so much fun with it. I ask them to do some difficult
things, but the sharing and creating we do are so energizing that I don't
dread Feb anymore!
- LeeAnn
----------------------------------------------------------------------
Ellen reflected on the place that motivation has in a successful learning
model.
I think choice and ownership are key aspects of effective, engaging
instruction. Too often we put all our emphasis on teaching and giving responsibility,
and we forget that responsibility alone does not motivate students. I am
responsible for paying my bills, but I have a lot of choice on what I spend
my money on and, therefore, what my bills are.
Too many adults think kids should just automatically be motivated to learn.
I defy anyone to tell me they truly held that opinion as an adolescent or
even as an adult. Sure, I am really motivated to learn more about teaching
and learning, to read and discuss books of my choice, to write extensively...
however, I am most definitely NOT motivated to learn about the new tax laws,
football, or political theory.
That is not to say these wouldn't be useful areas to investigate, but I
have no real desire to develop in these areas. We have a responsibility
to take our curriculum (what kids need to know in order to be educated)
to our students in a manner that helps them care.
I know I personally have a difficult time offering my students enough choices.
I fear that if I go to a strict reading and writing workshop format, my
students may miss out on some important learning experiences. What if they
never choose to write an essay? Read poetry? As I read more about these
approaches, I am starting to see there are definite ways to embed my curriculum
in R/W workshop, but it still scares me to death.
It boils down to not trusting my students enough to make good choices, though
I know from experience that if I give them the opportunity, they *do* make
great decisions.
- Ellen
----------------------------------------------------------------------
Carole shared strategies from her own classroom and observed that poor
listening skills are rampant in our adult world as well.
Lots of good food for thought in this discussion, as well as knowing
we are not alone!
I experience this (constant questioning) frequently in my room, Joanne.
My students are so easily distracted and then miss important information.
I sometimes look for a novel approach. I have turned my back to the group
and faced the dry erase board on about two occasions. I then start giving
the directions to the wall. This has quickly gained everyone's attention.
I literally carry out the expression that I "might as well be talking
to a wall."
The kids then have a good laugh along with me, and we then can stay on target.
I also have two "Silly Slammers" in my desk. I pull one out when
I am pretty frustrated, warn the class that I will throw it against a designated
wall, and relieve some tension. Sometimes a student will ask to throw one,
or I will offer someone a chance. This is a unique way to relieve a bit
of emotion, as long as the class knows it is coming, they have permission,
and it is directed at the designated wall away from everyone. Sometimes
they are ready to listen better.
Also, I stop to think about the general public's listening skills and how
well adults pay attention. We can put information in the church monthly
newsletter, the Sunday bulletin, and announce it during the service. Yet
a member who attended the service will say they never know about the information.
My own husband has looked me in the eye and answered "yes," and
the next day tell me I never mentioned it to him. Sigh. I think a lot of
this goes on in other professions, as well.
Hang in there Joanne and Andrea. Things do get better. I don't know about
others, but sometimes there is a grade-level group that really wears the
faculty out. The group takes the weakness with them throughout each grade
level, where it is not the faculty. That doesn't mean the other grade levels
will have the same traits to the same degree when they get to be the same
grade level.
Bill Ivey wrote:
Besides, most of the good teachers I know want so very much for every
single student to succeed that it becomes all but inevitable the minority
will get them down. If you care that deeply about every single student's
success and you see even one kid not succeeding, of course it will get you
down. Meanwhile, a good many poor-to-mediocre teachers don't get down as
often - precisely because they don't care if every kid succeeds.
I could not say it any better, Bill. My thoughts exactly.
- Carole
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Avis added to the discussion.
I printed off a couple of the ideas from this list last night and read
them to my class -- the one on the 0's for the papers not finished or turned
in. Of course my good students said that is the way it should be... and
the others said no, it wasn't fair. .
So I started a method I used before, that is also a wake up call. It does
eliminate late work.
For instance, we had a Time Magazine assignment. (I was late in getting
it corrected) but then I hand them back and go over the questions and discuss
it. The students who did not hand it in either find it or take out a blank
sheet of paper. They have to write down the answers as we discuss it and
turn it in for 1 point only and turn it in before they go home. I still
had three who did not hand it in. so they will have to finish it before
they go home tomorrow night on their own... for 1 point.
Just have to do it and stay consistent.
- Avis
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Kathy commented on the absence of parental support when teachers attempt
to provide consequences for the poor listening-habits of their students.
I have just joined this list and I have read with interest all of the
e-mail about the Bad Days and students not paying attention to their teachers.
In my experience when teachers try to force the students to listen the first
time, they go home and complain to their parents that we will not help them.
The parents then come to the principal or superintendent and complain that
the teachers will not help their children. The administration will not back
us up. Therefore the students do not see a need to listen to the directions.
According to them it is always the "teacher's fault" if the students
don't know what to do. It doesn't matter how many times we repeat the information.
It doesn't matter if we knock ourselves out trying to motivate the students.
I've been teaching since 1972 and I have seen an increase in this problem
especially over the past 3 to 5 years.
- Kathy
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Feeling encouraged by her MiddleWeb colleague, Joanne finished off the
"Bad Days" discussion on a positive note.
My students are really terrific kids.... and I definitely have more
good days than bad ones. Lots of stuff has been going on this week - and
to be that tired and disgruntled by a Wednesday was pretty upsetting. Being
able to vent and then to have such a great group rally 'round, as well as
give such great tried and true "remedies" has really made the
end of the week so much brighter.
And, yes, knowing that tomorrow is an in-service day and Monday is a school
holiday helps, too. Gives me more time to regroup and re-plan and face Tuesday
with a big smile on my face, the way I much prefer to be.
- Joanne
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EDITOR'S NOTE: A later discussion on the List focused on Joanne's MiddleWeb
diary entry about teacher
collaboration vs. cliques. We hope to post some of that conversation
soon, as it bears on support for new teachers. Watch for it on our conversations
index page.