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- 2. Miss Jia 26 years old
- 3. “Oh my goodness! I just can’t seem to manage…. There are so many things to do and endless meetings to attend… One after another…. Maybe I shouldn’t have signed up for teaching, how can the rest cope for so many years?”
- 4. STRESS
- 6. Change the way you look at things
- 8. alter the negative emotions to raise self esteem and to gain hope for the future.
- 10. Thought stopping
- 12. Self motivation and discipline
- 16. “I feel so transparent every time I walk into the classroom. No one ever greets me and it seems that the only trace of my existence in the room is their empty seats because of their insistent visits to the bathroom and their perpetual late attendance! Begone, the damned Distraction Monster! I shall destroy you with my mathematical equations so that my class can focus on my teaching and not on those piles of useless beauty magazines! !…… Sigh.”
- 19. Minimize distraction Administrative activities Punctuality Bandura’s Social Learning Theory Alternative Escapade
- 20. Minimize distraction Movement Visiting the bathroom Behaviourial Conditioning Monitoring of the Rules
- 21. Minimize distraction Interactions Asking questions Social Environment Before / During / After the lesson Fairness “Cher”
- 22. “What we have learned from other becomes our own reflection.” What the students have learned from you will become their own reflection.
- 24. I LOVE TO TEACH John You know, Ms Jialat is so jialat! She had never believed me. I studied over the weekend for the maths test but at the end she accused me for trying to cheat while I was just trying to pick up my eraser on the floor. How can she be like that? Wasted my weekend to study for her stupid maths test! You know, Ms Jialat is so jialat! She had never believed me. I studied over the weekend for the maths test but at the end she accused me for trying to cheat while I was just trying to pick up my eraser on the floor. How can she be like that? Wasted my weekend to study for her stupid maths test! 2 minutes ago
- 25. I LOVE TO TEACH Minah Ms Jialat is just unfair! Last lesson she patiently spend 5 minutes explain to Annie’s questions before the lesson started. After that during the lesson, I only asked her one question. You know what she said? She said I don’t need to understand that because that was too difficult to me. She don’t even bother to explain to me! How can a teacher be like that? She is just looking down at me because I didn’t do well as Annie in Maths! Ms Jialat is just unfair! Last lesson she patiently spend 5 minutes explain to Annie’s questions before the lesson started. After that during the lesson, I only asked her one question. You know what she said? She said I don’t need to understand that because that was too difficult to me. She don’t even bother to explain to me! How can a teacher be like that? She is just looking down at me because I didn’t do well as Annie in Maths! 2 minutes ago
- 26. Good and Brophy (1977) A teacher expecting specific behaviour and achievement from a student will behave differently toward that student. Suggestions for Ms Jia: Don’t set low expectation for students. Encourage them while they are doing the right thing.
- 27. I LOVE TO TEACH LIAN HUAY John quarreled with me first but Miss Jialat only scold me but not John. Walau, she damn biased sia!!! So angry with her la. John quarreled with me first but Miss Jialat only scold me but not John. Walau, she damn biased sia!!! So angry with her la. 59 seconds ago
- 28. Charles (1992) Approaches responding to misbehaviour: Rules-Reinforce-Punish (RRP) methods Suggestion for Ms Jia: Employing RRP Establish the rules and enforce the punishment fairly to misbehaviour.
- 29. I LOVE TO TEACH John And you know what she said when she suspected me for cheating? She said:” : John, you think I am blind? Don’t try cheating. I have eyes behind me. Don’t pretend, I saw you trying to look at Annie’s paper. It’s shameful that you would actually try to copy her answer.” Can’t she talk to me in a better way? And she never gave me a chance to defend! And you know what she said when she suspected me for cheating? She said: ”John, you think I am blind? Don’t try cheating. I have eyes behind me. Don’t pretend, I saw you trying to look at Annie’s paper. It’s shameful that you would actually try to copy her answer.” Can’t she talk to me in a better way? And she never gave me a chance to defend! 2 minutes ago
- 30. I LOVE TO TEACH John And you know what she said when she suspected me for cheating? She said:” : John, you think I am blind? Don’t try cheating. I have eyes behind me. Don’t pretend, I saw you trying to look at Annie’s paper. It’s shameful that you would actually try to copy her answer.” Can’t she talk to me in a better way? And she never gave me a chance to defend! LIAN HUEY Ya! How come she just can’t talk to us in a better way? Last time she scolded at us and said:” Both of you keep quiet! I have to finish teaching this topic today! LianHuay, keep your mirror away.” She only keep rushing her lesson, never care about our feelings at all! 3 minutes ago 54 seconds ago LIAN HUEY likes this. LIAN HUEY Ya! How come she just can’t talk to us in a better way? Last time she scolded at us and said:” Both of you keep quite! I have to finish teaching this topic today! LianHuay, keep your mirror away.” She only keep rushing her lesson, never care about our feelings at all! 3 minutes ago
- 31. The Gorden’s Model: Discipline through self-control Diagnose the problems: Who owns it? “I statement” VS “you message”
- 32. Differentiation Learning Differentiation is based on recognizing the value and the worth that exist in each individual. It is concerned with the delivery of a curriculum that ensures relevant, stimulating, appropriate and challenging work for all students.
- 34. Teach what is the most important to all
Notas do Editor
- From the post on FB, we realized that you treat your students differently and that makes your teacher-student relationship worse. I realize you seem to have different expectation for different students. For those students whom you have lower expectation for, you seem to have the stereotype that those students will never behave well and learn better. However, this is not the way a teacher should be. Good and Brophy (1977) suggested that a teacher expecting specific behaviour and achievement from a student will behave differently toward that student. For example, the teacher may wait less time for students who are assumed to be low achievers to answer, or she may criticize these low expectancy students more often. This treatment by the teacher tells each student what behaviour and achievement the teacher expects from him and affects his self-concept, achievement motivation, and level of aspiration. In this case, you already set a stereotype on John. You think that John will never behave himself; therefore he must be trying to cheat when he did some action during the exam. Your expectation towards John is low and therefore John himself will feel that what he is always wrong for teacher, thus, there is no reason for him to behave himself. Instead of accusing John immediately, you should give John a chance to explain and investigate through before she did any judgement. At the same time, you should avoid bias view towards students who are not that good in maths like Minah. Instead, you should be patient to Minah and give her encouragement for paying attention in class. As long as the student can feel that you do have high expectation on them, they will have the motivation to work and learn harder.
- Charles (1992) suggests that RRP starts with the establishment of rules and emphasizes positive reinforcement. So in this case, we understand that students are accusing you for being unfair. Therefore, I would suggest you to consider employing RRP in class. You should establish the rules and enforce the punishment to misbehaviour. By being fairly, the students would not complain her for being unfair.
- In these scenarios, the teacher owned the problems where the student’s behaviour causes a problem for the teacher. To resolve teacher-owned problems, Gordan (1989) suggests phrasing the problem from the perspective of “I” rather than a scolding “you”. For example, a teacher who encounters three of his students in the back of the class talking and not attending might state:”When others are talking as they are now, I feel upset and concerned since it makes it difficult to complete the work selected for today’s class.” What do you feel might be the impact of such an “I statement”, especially when contrasted to ore blaming, attacking “you message”? Therefore I would like to advise you to avoid from using “you message” while encountering teacher-owned problems. You can express yourself by using “I statement” and the impact might be better than using “you message”.