Ready to quit.... [Archive] - Teachnology Teacher Forum

Unregistered

10-10-2005, 04:54 PM

Lisa's Hotscakes

10-10-2005, 07:29 PM

See what happens in the other classes. Are all the classes this way? If a teacher on campus is doing something that seems to work, then ask her for help.

During a typical 50 minute lesson, how many questions do you ask the students? How do you pick students?

The answers are there, you just need to find them. I think you need to overhaul your approach and there are methods for doing so. IMO, how you question your students (and how often) is the biggest key to enhancing motivation and lowering discipline problems. So how about we start from there?

Unregistered

10-10-2005, 09:58 PM

I questions students at random, fairly frequently during class discussion (usually at least 20 are called on in a period).

The two other teachers that teach this class have similar problems and similar results on assessments (and tell me that this is very common in the district.)

I also teach a different honors elective course and the students seem to do be doing fairly well in that class. However, these are the more "highly-motivated" types of students.
---
I even have a student in my main "problem class" with a severe LD that is getting one of the highest grades in the class. Since this student is capable of doing the work and getting grades I know the other students have the ability, they just don't seem to want to or care to do it.

These other students just don't seem to care at all about school. If they fail they laugh about it, if they do well they crumple up the paper. It seems as if in this district the parents view us as baby sitters and nothing more. I had 4 students who recieved lower than a 35%...you have to try to do that bad in my opinion (though two of these were kids who refused to complete the test once they saw it involved writing)

Group work is social hour for most of them, however during class discussion, notes, or presentations they are very well behaved.

Lisa's Hotscakes

10-10-2005, 11:37 PM

20 questions per period is probably far too few. I think 50 is more like it. But to do that you need to employ direct instruction, not jig-sawing. So maybe the cooperative learning approach isn't going to work in this situation and could be a part of the problem. Hard to say.

I like a brand of direct instruction called EDI. There is a special EDI bulletin board at http://online.dataworks-ed.com/phpBB2/. Maybe they can offer some suggestions.

Are you teaching the importance of every lesson?

Unregistered

11-02-2005, 09:00 PM

Group work is social hour for most of them, however during class discussion, notes, or presentations they are very well behaved.

It seems like your real problem is just the group work. I have 2 suggestions to try.
1) try changing the group settings,
2) teach or reteach some basic group work skills (don't forget individual accountability!!)

If things still don't change, then the students will have to lose the privilage of working in cooperative settings, since they are abusing the privilage.

If you do have them under control for direct instruction and discussions, then make them responsible for individual seat work (pre-tests) more often and use that as an assessment. You can also try getting them to respond to reflective journals. (what lesson I enjoyed most, what was the easiest thing we did this week, what was the hardest, (boring, challenging etc. --- Be Creative!!) and use that as a means of assessment

When dealing with a bunch of kids who do not care at all for grades, I personally feel that tests are a waste of my time at the HS age, because, I end up spending at least 3 lessons for it (one or twot to review before the test, one to take the test, one to go over the test, since I feel some facts need to be reviewed, because the kids performed so dismily on it. - and all that is after we spent time learning all this material well, using a variety of learning tools etc.)

MrMath

11-03-2005, 01:03 AM

Ok, I am completly frustrated with teaching. I am a first year high school teacher in a fairly poor rural community.

No matter what I do or how I attempt to teach material a majority of the class does not care, doesn't do homework and they bomb tests and quizzes. I have tried an incentive program, using open note tests and quizzes (to encourage participation during notes) and jigsaw groups. However, it seems with each passing day they do worse and worse.

I am starting to get very frustrated and I am starting to take it out on my lesson planning. Why should I plan 2 hours each night for three different preps when it doesn't matter what I do, they aren't learning anything.

This "three-day" weekend I spent approximately 16 hours on grading and lesson planning but it's not going to matter because a lot of my students have no desire to be there.

The school (admin and other teachers) has been very supportive but I still feel like I am going to lose my job because half of the students are failing.

I've led them to the water but I how do I encourage them take a drink?

have you tried "instructions with games"?

some factors/questions to consider:
1) what subject are you teaching?
2) how many kids are there...

i teach math and i have about 30 students in class...

i group them by 4's and each group is provided with a "small" white board and a marker.. they use the board to put their answers on...

i use projector in the classroom... i flash the questions (one at a time) on the screen..

i pick one student to do the scoring on the board and another to check the time.. (10 seconds to 1 minute.. depending on the difficulty level)

each group gets 5 points for each correct answer.. but sometimes, so other groups could catch up (in points), i increase the points for other following questions..

i ask the group to keep records of their scores in their notebook...following days, they keep adding their scores...

they like to compete with one another... i pick the first three groups to get the right answers...

if in a day, you gave 10 questions, 5 points each, for example, and one group got only 45 points, then the group's grade is 45/50... i tell the kids that i would take that as their "participation" grade..

at the end of the month, they get rewarded with "hersheys"---group with the highest number of points get 2 "herseys" while the rest get 1..

(they came to love this game...they love "speed" and "herseys".. but i am also concerned about "accuracy" and "retention")

when most groups failed to get the right answer.. i stop and discuss the problem and answer with them.. they tend to ask for the same problem...

all best for you...

(sorry for the incoherence in my reply.. i'm not good at that..)

Teacher 2

11-03-2005, 12:31 PM

Unregistered

11-04-2005, 04:58 PM

It doesn't matter how well you teach them. In order for them to work for you is to make a connection with them. Get to know them. Students will work for teachers they like and believe in them. Get them to fall in love with you and then express disappointment when they can't meet your goals. Read Love and Logic by Jim Fay

]Ok, I am completly frustrated with teaching. I am a first year high school teacher in a fairly poor rural community.

No matter what I do or how I attempt to teach material a majority of the class does not care, doesn't do homework and they bomb tests and quizzes. I have tried an incentive program, using open note tests and quizzes (to encourage participation during notes) and jigsaw groups. However, it seems with each passing day they do worse and worse.

I am starting to get very frustrated and I am starting to take it out on my lesson planning. Why should I plan 2 hours each night for three different preps when it doesn't matter what I do, they aren't learning anything.

This "three-day" weekend I spent approximately 16 hours on grading and lesson planning but it's not going to matter because a lot of my students have no desire to be there.

The school (admin and other teachers) has been very supportive but I still feel like I am going to lose my job because half of the students are failing.

I've led them to the water but I how do I encourage them take a drink?[/QUOTE]

Unregistered

11-04-2005, 10:37 PM

I know you think we are not being truthful, but most of us felt the same way our first year. I turned 21 2 days after my first job and I was teaching a regular, not advanced senior science class. I had kids in that class that were 19 years old! It was an inner city school and somehow I was suppose to make the kids respect me the girl from the suburbs who was basically the same age! I went to my principal crying the first day and told him I was in the wrong profession and was going back to college! He giggled, moved some crazed kids out and gave me a great mentor teacher that helped get me through that first year... Mrs. Lee if your out there... thanks! I am now in my 8th year and know that teaching is my life calling. It is a learned artform. You learn to work the kids, you build bonds, you literally have a love for them and what you are doing. The more you learn the better your kids are. It will be hard this year, but each year it gets easier. You will begin to say.. "Wow, my kids get better each year!" Nope... you just become wise to their ways and better at your job. Hang in there!

As for my advice to you... do not look for a quick fix. You will not find one. Try to make what ever you are teaching interesting. If they think you are bord, they will be too. I love to make my kids laugh and I often make them finish my sentences during class. We do not do any one thing for a long period of time. They have short attention spans. Switch activies quickly. DO SOMETHING FUN! Make them want to come to class, but throught all of this demand respect and respect the student the same. I keep all of my kids parents numbers and email addresses. They seldom misbehave because they know bad grades, misbehavior or disrespect will grant them an immediate phone call or email to their parents. I do not like to send students to the principal. I take care of my own class. My kids, I feel love me, and they perform for me because I love and respect them. Sometimes it may be the only love and respect they get.

What ever you do, do not quit. Who will take your place, not anyone who will care as you do. Think of the kids and press on. It will get easier. Get a great mentor teacher and try to learn all you can from them. I hope this helps you.

Unregistered

11-05-2005, 11:56 AM

I totally sympathize with the feeling of being ready to quit. I have been teaching for 15 years, and I have found that it has become increasingly more difficult to do an effective job. As I read the reply posts, I saw lots of good ideas. I firmly believe that you must have a relationship with your students and get to know them. However, this would seem a daunting task when you have 5 or 6 groups of 30 students each! Direct instruction is also an effective tool, however, it is only effective when students choose to participate. Games and questioning, likewise, have a place in the classroom, yet in order to respond to questions the knowledge must be "implanted" beforehand, so there is still the task of "teaching". Then you bump into the problem of motivation, again.
However, I resent the idea that I must be an entertainer in order to reach my students. Where does personal responsibility come in? The apathy exhibited in my fifth-grade classroom this year appals me. At the beginning of the school year I asked my students how many were planning on going to college. In years past, I always thought this to be a rhetorical question; students think you expect them to raise their hands so they do, or else they raise their hands because they see everyone else doing it. This year, I had 13 students who did not raise their hands. I was shocked that so many students had already decided NOT to pursue an academic career, and they weren't even half-way through it!!
It made me think back to my teacher-training classes. I had been taught that educational success rests on a three-legged stool. One leg is the teacher, one the student, and the third the parent. However, it seems the press and politicians are pushing the idea that "the school" is at fault for the "failure" of our students, and, unfortunately, the voting public and even some educators are buying into it. They completely disregard the effects of culture, society, and, especially, parenting. It's great to have phone numbers and emails of parents. However, what do you do when it's the parents who are "teaching" their children that education is not important? This is a much larger issue than just "how do I get them to pay attention". It is a problem that calls for a paradigm shift in the larger society as regards the importance of responsibilty and education. However, until then, make connections, ask questions, play games, and reach for those parents. Lure them in (free food helps) and try to "brainwash" them. Until we get them, and by extension their children, to "buy in", the three-legged stool upon which success sits is doomed to topple.

Unregistered

11-05-2005, 01:22 PM

I had been taught that educational success rests on a three-legged stool. One leg is the teacher, one the student, and the third the parent. However, it seems the press and politicians are pushing the idea that "the school" is at fault for the "failure" of our students, and, unfortunately, the voting public and even some educators are buying into it.

And since we think one of the legs is naturally going to break, then we have all the excuses we need when the students fail to learn.

I have my students in my class for an hour each day. During that hour I can teach them if I plan my lessons to employ effective teaching strategies. No excuses.

Unregistered

11-05-2005, 09:49 PM

Dear Ready to quit,
I understand completely how you feel. This is my third year teaching and I teach children in the 3rd grade through the 12th grade. I am also in a very small rural school and I have many responsibilities. I have even gone so far as to contact the local employment agency about a job. But, in the end I just couldn't leave. If we don't care about these kids who will. For most of them their parents are just not concerned with whether Johnny can read as long as Johnny doesn't get in trouble and cause Mom or Dad to have to miss Law and Order or something else equally important everything is okay. I know it is hard but hang in there. Think about your own children. Who would you rather taught them. You or someone who is just there for the summer vacation. Teaching is not as much a job as a life calling and it is vital that we continue to try.
Hangin on.

Unregistered

11-05-2005, 11:00 PM

First of all, you should know that you're not the first person to be in this situation. There’s an expression in teaching that says “we all learn off the backs of our first class of students”. And of course there is the famous line, “What doesn’t kill you, makes you stronger.”

Now let’s move on to some solutions. The strategy I want to encourage is “get them engaged by personalizing your classes to suit their individual needs and interests”.

One tactic you can use is to do a class survey of their personal interests that will lead to you choosing engaging reading materials for them. Find out if they like sports, movies, computer games, etc…? Once you have this information, you can connect them to readings from magazines, books in the library and articles from the Internet that relate to that subject. Now you have a way to get them reading.

The next tactic is getting them writing so you can help them build more advanced literacy skills. Once they are engaged in reading is easy to extend that into writing. The point to remember with writing is that there has to be an end goal otherwise there will be no motivation to tough it out through to the final draft. You might want to consider putting a book together of their writings, posting them on your school website or entering an interschool creative writing competition.

Finally, error correction and language development exercises can be introduced using the writing samples to target their specific weaknesses. With this tactic, you can address common mistakes made by all of the students through whole class lessons and individual errors by handing back papers with corrections and asking for rewrites. Here is where you can motivate through marking by assigning points for completing rewrites.

One approach is to assign two marks, one for the uncorrected assignment and one for the rewrite. You can even place them both on the paper when you first hand it back with your corrections. It would look like the following, 70% and above that 80%. Tell them that if they choose to rewrite it with the corrections the higher mark is what they will receive and if they choose to not do the work the lower mark is what they will get. Then it is not you giving them lower grades, it is there choice. If this marking scheme does not work, you might want to try keeping a record of the two grades and on parent teacher night, showing the parents the actual grade and the higher grade that their child would have received had she/he done the little bit of extra work. There’s nothing that motivates more than knowing you can have something better for a little bit more effort, especially when it is presented in this way. Think of how new cars are sold and how the salesperson tries to get you pay a little extra to move up from the basic model. Once the initial investment is made, it’s easy to buy into the add-ons

Good luck with your teaching and remember, “You are not alone!!!”

Unregistered

11-06-2005, 10:26 AM

Students are more likely to be engaged if THEY believe that what you are trying to teach them is either interesting or important to them. If they think it's both, you will have them all with you.

One great idea I learned from a high school teacher who taught very challenging kinds, is to have the students fill out job applications and write resumes from the point of view of different characters. How exactly would Holden Caufield describe his strengths and interests? Would he really want to work at McDonalds?

They learn point of view, empathy, characterization, and how to prepare themselves for the real world.

You can't make them learn, you can only make them WANT to learn.

Unregistered

11-06-2005, 12:33 PM

Do not show anger or hostility towards your students. Students need to be motivated and praised for any little thing they do. Also, try other forms or assessment such as journal entries and games( human tic tac toe). Don't give up on you. If teacher gives up and shows it it is most likey that students will give up too. Award the students with certificates also. Try making friends with them and visit them home regularly. Show that you care for them. Children bring problems with them from home. This affects them.

Unregistered

11-06-2005, 10:32 PM

Watch the videos or read Harry Wong's book "The First day of School". He will help immensely. Do as he recommends and you will have success. Also you have to show these kids you care. They need your passion. My first year was tough. Everyone has a tough first year. But stick with it, give a daily participation grade, show your passion and you will win these kids' respect. Good luck. Teaching is the best profession in the world!!!!!!!

GregLisewych

11-07-2005, 04:00 AM

The subject I teach is high school math and I have only been teaching for a year and a half, however within that short period of time I know I have become a great teacher because my students learn more material in my class than most other classes. These five principles have helped me to become a great teacher.

Principle #1 If it works do it and if it doesn't work then try something else.

For example let's take group work. I have tried group work on numerous occasions and it almost never works well. From my personal experiences and observations I feel that 95% of the time students work better individually. People are too idealistic when they think that the average student will be able to stay focused on an assignment and choose not to socialize with his and her peers. The average student would much rather talk about what is going on in his or her social life than to talk about why the quadratic equation works. In fact, even though I'm a math major, I would rather have a conversation about my personal life instead of abstract math formulas. It's human nature to talk about things that are important to you and subjects taught in school are usually not that important to your average student. I'd love it if all of my students could love math, but I have to come to the realization that the majority of them will never appreciate the subject. Therefore, I have to force them to learn the subject so that they will have the necessary skills to do well in the future, and the best way to get them to work and learn in class is by seating them individually, facing forward, and having them work individually on the day's assignment. Teachers need to realize that they will never be able to motivate the majority of their students to work on an assignment because their students are curious and passionate about the subject (this is the major reason we use grades).

Principle #2 Classroom management is the most important factor in student learning.

I don't care how great your twenty or fifty class questions are. If your students are out of control they will never learn. So before you even begin thinking of ways to engage the students with insightful questions, making them critical readers, improving their self-esteem, or increasing their creative group dynamic processing skills, you need to ask yourself if the students pay attention when you talk and if they follow the directions that you give them. I also suggest that you have all students clear their desks of distracting materials and that you be strict, slightly impersonal, and rarely smile during the first part of the year. By the way this last piece of advice has been the hardest for me to personally follow. I love to joke around, laugh, smile, and talk about myself, but I’ve noticed that whenever I become friendly in class, students are almost always more likely to try and take advantage of me. Your goal as a teacher should be to gain the students’ respect – not their friendship. My job is not to have students like me, my job is to make sure they learn math. I have even recited that last statement to my classes at the beginning of the year, and although I know it doesn’t sound nice, I was amazed at how much my students worked for the first month. (As a side note, I do want to say that by the end of the school year a lot of my students do like me and ask if I can be their teacher for the following year. With most classes, I tend to warmup throughout the year, probably more for my sake than for the kids, and it’s great because the kids think that it was them and their good behavior that caused Mr. Lisewych to finally become “cool”.)

Principle #3 KISS (Keep it simple stupid)

Don’t overcomplicate things in your classroom. Make your directions short, clear, and concise. Have a simple grading policy. Have simple rules. And create simple classroom procedures that get things done quickly and efficiently.

Principle #4 Reflect, reflect, reflect.

Everyday ask yourself questions like these and write down your answers. Did it work? Why or why not? How could I do a better job next time? What are the most important things I need to do? Is this really necessary? Did the students learn today? What do I need to improve on? What should I have done with that particular student early on in the school year?

Principle #5 Keep parents constantly informed.

This is especially important in regard to the parents of students whom are getting D’s and F’s. So send out progress reports early and often. Also, contact the parents of students who are failing or being a disturbance in class (preferably with a phone call), don’t procrastinate, contact those parents ASAP before the problem gets worse. Now, we all know that not all parents are perfect, but from my experience most parents will be on your side. Also, it’s always better to contact a crummy parent before they contact you.

I’m sorry to hear that you may be quitting the teaching profession. But I’d be hypocritical if I didn’t say that I am considering quitting teaching as well (at least for awhile), but for different reasons. Mainly, I’m young and I’ve always wanted to run my own business (which is sort of like running a classroom), so I’m starting to work on that dream right now.

Best of luck,
Greg Lisewych

Unregistered

11-07-2005, 03:21 PM

Have you tried doing project based lessons with them. Sometimes the hard to reach kids need to see why they do things--if you are a math teacher-take them to a local constructin site and show how the math they are learning applies there-a social studies teacher could take them to the local city hall, English-have the kids build a model a a castle they are reading about. Just hang in there-I have been at this for 27 years-had good bad and ugly students-something will click for them to get excited in class.

Unregistered

11-07-2005, 06:33 PM

...During that hour ...employ effective teaching strategies.

can you please explain in more detail what you mean by that?

wondering

11-07-2005, 06:46 PM

Principle #4 Reflect, reflect, reflect.

What should I have done with that particular student early on in the school year?

And if you missed the boat with a particular student, and you have not as of yet, engaged his interest, What should be done, to "catch the next ship" and begin engaging their interests?
I'm sure it depends on that particular kid, and what her hobbies, interests, etc. all are. but I think this really goes deeper than that. At this point, it seems that this kid's only interest and hobbie is to prove me incompetent etc.

GregLisewych

11-08-2005, 12:47 AM

Well, if you have a student whose only interests appear to be giving you a hard time, then you first have to be firm with that student and show that you are the boss in the classroom. Then you can begin to think of ways to engage that particular students interest, however don't let that particular student's interest interfere with the content that you are supposed to teach and be careful as to not spend too much time on one student so that you up neglecting the needs of all of your other students. Plus, you are only a first year teacher, so if you are having continuous problems with one particular student and it is hurting your ability to teach all of the other students in your class, don't be afraid to talk with the administration about the possibility of moving this student out of your class. It might also be useful to begin taking detailed notes (with time and date) of that particular student's actions to back you up when talking with the admin or parents.

I hope I helped to sort of answer your question. I honestly almost never try to find out a particular student's interest so that I may tailor the material in order to engage that student. I find that the process of individualized lesson planning is too time consuming and I feel that my time would be better spent elsewhere. I wish I could fit the individual needs of all of my students perfectly, but spending ten hours a day at school is usually all I can take.

wondering

11-08-2005, 04:28 AM

Plus, you are only a first year teacher, so if you are having continuous problems with one particular student and it is hurting your ability to teach all of the other students in your class, don't be afraid to talk with the administration about the possibility of moving this student out of your class.

Actually, I'm not the original poster, so while it's not my first year of teaching, I've never seen such resistance and audacity before.
I can't exactly ask for this kid to be removed from my class either -- as I teach in a private school -- where there is one class per grade.
It might also be useful to begin taking detailed notes (with time and date) of that particular student's actions to back you up when talking with the admin or parents.
If I can figure out exactly when to find the time to record all those details (with over 5 disturbances from the same kid, it's hard to remember too many details at the end of the lesson, and stopping my lesson to record all those details is unfair to the rest of the class.

Unregistered

11-12-2005, 06:31 PM

Well, imagine how I feel. I have a class of 25 students. Their reading abilities range from 2nd grade to 6th grade. THis is a 5th grade class. The school is located in a rural and country community. My mentor is a pest and a pain. THe principal is supportive but not for discipline. SHe sends the students right back.

Unregistered

11-19-2005, 12:40 AM

MizB

11-20-2005, 09:44 AM

I am also a new teacher but I am a 48 year old newbie. I teach 6th and 7th grade English in a rural school with almost no technology. Problems exist in all schools but don't let that scare you away from teaching! There is always a way to reach kids, you just have to find out what works for your particular charges. Apathy of parents and students is a disease that is slowly and covertly spreading all over this country. Don't give up, though, keep in touch with parents and let them know what their kids are doing (or not doing). Put the ball back in their court. I can only assume so much responsibility for the attitudes of kids I have only known for 13 weeks! Approach the parents as invaluable assistants in the process of trying to reach their kids. This approach has worked well for me so far...

Unregistered

11-20-2005, 03:43 PM

I'm a first year high school teacher, too, (although I taught elem/& college previously) and a career changer. What I'm going to say is probably going to make a the blood curdle in a lot of teachers' veins, but those students are responsible for their learning. For every action, there are consequences. That's the real world, and that's the lesson most kids aren't getting in public schools today (the other lesson is that life will always make all kinds of accommodations for them).

I have a class just like yours, and half the class has decided that this teacher means business, she's not going to fold (they had the nerve to tell me that they are an esl class and should be given the answers, playing games and watching movies). I'm going to make them responsible for the material that I've taught and the material I know the other teachers have taught. If I mark points off for punctuation, in time they will punctuate better than the other students in the school.

Anyway, I digress. My philosphy is: I teach, you learn. We both have to put something into this. I don't open the crown of their head and pour in the info/skills and then they do it. There is work involved in learning. Do the work, and I'll do everything I can to help you learn more (the kids who've gotten with the program know this and it shows); do the work and not get it, and I will find other ways to help you learn and understand; don't do the work, and you can take a zero, E, F, D.

One thing that has worked for me was group work where everyone earned the same grade. All students looked for the info (reading skills), one was the "translator" who put the info into his own words, one was the timekeeper, who made sure they had enough time to finish all the tasks; one person was the scribe. They were given an evaluation afterwards where each commented on the other members' participation, including cooperation, bullying, percentage of task performed, etc. It worked like a charm -- this time.

Unregistered

11-25-2005, 04:29 PM

(they had the nerve to tell me that they are an esl class and should be given the answers, playing games and watching movies)

Because in a previous class they were probably given the answers, played games, and watched movies. Can't blame them for expecting the same.

Unregistered

11-25-2005, 04:32 PM

One thing that has worked for me was group work where everyone earned the same grade. All students looked for the info (reading skills), one was the "translator" who put the info into his own words, one was the timekeeper, who made sure they had enough time to finish all the tasks; one person was the scribe. They were given an evaluation afterwards where each commented on the other members' participation, including cooperation, bullying, percentage of task performed, etc. It worked like a charm -- this time.

But were they proficient on the lesson content? That is the key. Keeping time is not an academic exercise.

Unregistered

12-08-2005, 11:25 PM

I am in my sixth year teaching and I am planning on quitting at the end of this year, if I make it! lol I am in a very low socio-economic area and most kids live in foster care or with grandparents. Some are supportive, and others are ready to come in a rip your head off if you gave them lunch detention for talking back. We have several people in administration and one encourages you to write discipline slips for those who are disrespectful and/or do not do a lick of work on a daily basis. Then other administrators take the slips and "talk" with the students and then the slip is never to be found again. "It doesn't look good on the State Report Card " to have too many of these "problems".

The real problem is the poor , sweet kids who are waiting to learn as you handle these disruptive students daily. It's not a management problem either. We all have attended countless seminars, meetings, conferences , and workshops on the subject. We have divided into groupswithing our classrooms and have done everything but stand on our heads to "entertain" these kids into putting their names on their papers.

Teachers are now the targets of these kids not being successful. We are the ones put under a microscope and told to teach 5 different philosophies in 5 different years as the district frantically tries to find a "quick fix". Until they start observing what goes on at home and making the kids learn responsibility, there is no choice but to leave someone behind. Unfortunately it is the child who is well behaved and waiting patiently with a pack of notebook paper and a box full of finely sharpened pencils who will be left behind.

Going into this I was very optimistic and thought I would save the world. Going out, I just wonder what Wal-Mart's 401K plan is like. Good luck to the ones who have it in them to stick with it, you are definately a better person than I.

Unregistered

12-10-2005, 12:49 AM

I will say it again... discipline problems are usually caused by inadequate teaching methods.

Do you call on raised hands when you ask questions? If so, that is half your problem.

Unregistered

12-10-2005, 01:22 PM

Calling on unraised hands is teaching basics 101 lady. I have been well educated and have become very seasoned very quickly. The problem isn't most educators, it is the lack of responsibility of the students and the fact that some teachers and administrators want to pat them on the back and say "That's Ok, Sweetie" when they threaten other children and talk back to teachers. Looking the other way and assuming that we must accept the negative behaviors is why schools aren't meeting requirements, teachers are leaving, and in society our jails are overcrowded. Keep looking through those rose colored glasses, that's what has gotten us into the mess we are all in all over the country today. Good for you that you have managed to master classroom management, bottle your methods up and sell it, you'll be a millionaire!

Unregistered

12-10-2005, 02:28 PM

The problem isn't most educators, it is the lack of responsibility of the students and the fact that some teachers and administrators want to pat them on the back and say "That's Ok, Sweetie" when they threaten other children and talk back to teachers.

So in other words, every inner-city classroom is chaotic? There isn't a single teacher in your school that has his or her classroom under control?

Unregistered

12-10-2005, 06:19 PM

For educators some of you people sure aren't observant. I never said anything about my classroom being OUT OF CONTROL. It is the idea that there are many disruptions, such as yesterday while I was walking around the classroom, a student exposed himself. Is this a classroom management problem? I don't think so. Can I control that? I don't think so. Kids were caught with guns walking into school a few weeks ago. Is this a classroom management problem? An administrator was told to "F off" when the child was asked to lower their voice...again...classroom managment problem? Get into reality people!It's the problem of respect and accountability on this children and parents as well as the teachers. That is my point.

Unregistered

12-10-2005, 06:22 PM

I also never said that I worked in an inner city school. I said low economic. Funny how we are so ready to make assumtions.

Unregistered

12-10-2005, 06:51 PM

For educators some of you people sure aren't observant. I never said anything about my classroom being OUT OF CONTROL. It is the idea that there are many disruptions, such as yesterday while I was walking around the classroom, a student exposed himself. Is this a classroom management problem? I don't think so. Can I control that? I don't think so. Kids were caught with guns walking into school a few weeks ago. Is this a classroom management problem? An administrator was told to "F off" when the child was asked to lower their voice...again...classroom managment problem?

No, these are not classroom management problems. You cannot control these behaviors.

But you CAN control what goes on inside your classroom. And if you cannot control them, then that IS a classroom management problem. And if you can, then what is your problem in the first place?

I also never said that I worked in an inner city school. I said low economic. Funny how we are so ready to make assumtions.

Whatever.

Unregistered

12-10-2005, 07:13 PM

I think you are capable of researchinhg the posts to see what my problem was, you seem very intelligent. I admire your "whatever" comment. That explains a lot.

Unregistered

12-10-2005, 07:38 PM

If you post as unregistered, how am I supposed to backtrack to your earlier argument? (I am not complaining about your anonymous posting -- I post anonymously myself.)

My "whatever" comment was aimed at your nitpicking an insignificant detail, akin to pointing out a misspelling in someone's post.

Unregistered

12-10-2005, 07:51 PM

My "whatever" comment was aimed at your nitpicking an insignificant detail, akin to pointing out a misspelling in someone's post.[/QUOTE]

Students exposing themselves and carrying guns to school, you view as insignificant? Interesting. Maybe this is a part of the problem that he/she was talking about. Teachers who find such matters unimportant. As long as their classrooms are nice and quiet, the world is OK.

I agree with the teacher who replied that the main problem are the students being disrespectful today. I have been teaching for 11 years and have been "Teacher of the Year" for my school and district as well and I am thinking of leaving the profession myself. It is so sad that some teachers have your attitude....my my

unregistered too

12-10-2005, 09:28 PM

My "whatever" comment was aimed at your nitpicking an insignificant detail, akin to pointing out a misspelling in someone's post.
....
Students exposing themselves and carrying guns to school, you view as insignificant? Interesting. .... Teachers who find such matters unimportant.

The trouble of today's students concepts that you mentioned (exposure, guns, etal.) were not at all what was being considered insignificant!! the nitpicking comment aimed at insignificant details... was refering to the inner-city vs. low economic students comment --- talking about making assumptions.

Maybe this is a part of the problem that he/she was talking about. Teachers who find such matters unimportant. As long as their classrooms are nice and quiet, the world is OK.

..... It is so sad that some teachers have your attitude....my my
I don't think the poster you're responding to has in mind perfect angels who are "nice and quiet", just students who are actively learning with whatever management or teaching plan works best for the teacher who is teaching her classroom full of students. (and for said poster, all it takes for her to manage her classroom well and curtail all disruptions is to constantly call on kids, without their volunteering to be called on. Kudos to her that the technique works so well with her personality and style of teaching-- without fail) Some of us have to be more creative than that though, because even calling on non-volunteers has its limits in effectiveness for certian clusters or cultures of students.
P.S. no ill will or sarcasm is intended for anyone. just MHO stated as objectively as possible.

Unregistered

12-10-2005, 10:12 PM

and for said poster, all it takes for her to manage her classroom well and curtail all disruptions is to constantly call on kids, without their volunteering to be called on. Kudos to her that the technique works so well with her personality and style of teaching-- without fail

So it takes a certain personality type to call on non-volunteers at random? There are teachers out there that are incapable of doing that?

Anyone that calls on raised hands is allowing those other students to fall behind. That is unacceptable. Calling on raised hands is a very ineffective teaching practice and should be eliminated for all but a few situations.

If a teacher cannot adapt his or her methods to raise the engagement level of the class, he or she should quit the profession.

Anyone can perform the type of questioning I perform. There is nothing mysterious about it. And there is no doubting its effectiveness. Think about it: If you are in the audience and you think the speaker will call on you at random, aren't you more likely to pay attention? Of course. And that is basic human behavior.

By the way, whiteboards (those used by the students) is the best way to question students, in my opinion. Sometimes they can be a distraction, but I use them as often as possible. Fantastic stuff.

Unregistered

12-11-2005, 12:23 PM

So it takes a certain personality type to call on non-volunteers at random? ....
Yes, it does take a certian personality type to have the persistance to continuously call on students who you know are off task and then they will watch out for the future etc. Notice I put emphasis on the factor of curtailing all disruption thereby. I always call at students at random, but that doesn't absolutely curtail all the disruptions that I put up with, so obviously there is something else that you're accomplishing that others are not, which I attributed to personality (But if it's not that, it's a different secret which hasn't yet been shared,I wish I knew what that was.) and that's why this system works so well for you and not necessarily 101% for others.
You have to be able to put up with a lot of "I don't knows" and "But she just gave you the answer" and kids who still insist on staying off task.... and kids who will respond when you say "O.K. so I'm going to get back to you next etc." and then call on them.-- now they're done (after they've responded when you called on them next) so they can go straight back into their conversations (after you so rudely interupted them). Sure they know I'm on to something if I call on them two seconds later -- yet again, but that won't stop them from attempting to continue to talk the minute I take my eyes off of them (these kids are in the front row, where I'm standing) which I will need to do at some point, if I want to make eye contact with the other students of my class. It's a sort of game, teacher is not looking let me talk, teacher is looking the talking stops (what? I wasn't talking?)

Calling on raised hands is a very ineffective teaching practice and should be eliminated for all but a few situations.... I only call on raised hands, when a kid has a question. I don't have any volunteers anyway -- when it comes to answering questions, maybe because they know I don't care much for volunteers anyway, so they know they can be called upon at any time, but they take major chances with being off task, anyway.... (they find it worthwhile)
now what?

Anyone can perform the type of questioning I perform. There is nothing mysterious about it. And there is no doubting its effectiveness.

Yes, but I still stand by my theory that it takes a certain personality to be effective with the teaching style, and not run into the sorts of things that I mentioned before.(and that's a compliment, not a statement of contempt)If you've been doing it for years already it's quite simple, I'll agree, but getting there when you're just starting out with that method is not that simple. again it may be simple for some personalities, and more difficult for others. Depends how you respond to setbacks in general in life.

...By the way, whiteboards (those used by the students) is the best way to question students, in my opinion. Sometimes they can be a distraction, but I use them as often as possible. Fantastic stuff
It would be nice if my school would have them, and I definitely would make good use of them. But we don't so I can't. Too bad.

Unregistered

12-11-2005, 05:07 PM

Yes, it does take a certian personality type to have the persistance to continuously call on students who you know are off task and then they will watch out for the future etc. Notice I put emphasis on the factor of curtailing all disruption thereby. I always call at students at random, but that doesn't absolutely curtail all the disruptions that I put up with, so obviously there is something else that you're accomplishing that others are not, which I attributed to personality.

Could it be that I have been doing it longer, and that you will achieve the same comfort with this method if just practice it?

You have to be able to put up with a lot of "I don't knows" and "But she just gave you the answer" and kids who still insist on staying off task.... and kids who will respond when you say "O.K. so I'm going to get back to you next etc." and then call on them.-- now they're done (after they've responded when you called on them next) so they can go straight back into their conversations (after you so rudely interupted them).

Why are they done? They have just as much chance of being called on for the next question as anyone else. At no point do I ever let up. My questioning is relentless.

Over time, this method of questioning becomes the culture of the class and the students settle down. Usually disruptive behavior ends by the end of the first week of instruction. Sure, there will be an occassional off-task comment, but its rare. Students simply get used to the technique and never even bother to think about disengaging. (They can do that in their next class.)

Sure they know I'm on to something if I call on them two seconds later -- yet again, but that won't stop them from attempting to continue to talk the minute I take my eyes off of them (these kids are in the front row, where I'm standing) which I will need to do at some point, if I want to make eye contact with the other students of my class. It's a sort of game, teacher is not looking let me talk, teacher is looking the talking stops (what? I wasn't talking?)

Well, that is strange. In all of the classes I have taught that type of activity has never taken place.

If a student gets up to sharpen a pencil and you tell him to sit down, does he? If he refuses, what do you do?

Have you sat in on some other teachers to see how they are managing their classes?

It would be nice if my school would have them, and I definitely would make good use of them. But we don't so I can't. Too bad.

Just buy a pack of clear sheet protectors and stick some white card stock in them. Voila! Whiteboards! And these have advantages over the regular ones -- students can stuff graphic organizers, graph paper, written passages in them and mark them up.

poster of 12.11 12:22pm

12-15-2005, 12:18 AM

I only call on raised hands, when a kid has a question.
whoops big mistake. that shoud have read unraised hands, my computer has been out of commission for a few days, and I only realized this error now.

Unregistered

12-15-2005, 12:35 AM

Could it be that I have been doing it longer, and that you will achieve the same comfort with this method if just practice it?

possibly, and you do have a valid point there. In the meantime, I need a back-up resort plan.

Why are they done? They have just as much chance of being called on for the next question as anyone else. At no point do I ever let up. My questioning is relentless.
Oh! I'm not done with them. (as you suggest, they're just assuming that they're done as far as their obligations towards me --- so they continue to talk, and the eye game begins.)

Students simply get used to the technique and never even bother to think about disengaging. (They can do that in their next class.)

problem: I'm the last class of the day, so there is no "next class" to know that they can talk in.

Well, that is strange. In all of the classes I have taught that type of activity has never taken place. have you ever taught an all girls class? the enviroment is quite different than a co-ed class. trust me, I've taught both.

If a student gets up to sharpen a pencil and you tell him to sit down, does he? If he refuses, what do you do? Would you mind if I threw that question back at you? what is the most efficeint way to handle this situation in your opinion? I'm curious.

Just buy a pack of clear sheet protectors and stick some white card stock in them. Voila! Whiteboards! And these have advantages over the regular ones -- students can stuff graphic organizers, graph paper, written passages in them and mark them up. thanks for the idea. I hope to try it soon.

Unregistered

12-15-2005, 12:46 AM

Would you mind if I threw that question back at you? what is the most efficeint way to handle this situation in your opinion? I'm curious.

Well, I have never fielded such insubordination before. I think it comes back to the tone I set on the first day of class. On Day 1, my students are getting new content taught to them right at 8:15 pm (the bell) and the teaching ends at roughly 15 seconds after the bell rings, so at no point do I ever come across as someone that they can roll.

I'm not saying that you do come across that way. I have no idea.

BTW, I have not taught any all-girls classes. Interesting situation.

Unregistered

12-18-2005, 03:36 PM

I think it comes back to the tone I set on the first day of class. On Day 1, my students are getting new content taught to them right at 8:15 pm ....

I'm sure you meant to say 8:15 am. that's quite different from walking into a classroom at 3:55pm when all the students would like to do (even on day 1) is go home already, --- and so they are tuned out before you can even begin to tune them in. So I have to be triply creative with my presentation -- to keep them on the alrert, and not watching the clock tick.

Don't get me wrong, I'm not rejecting all your advice, you definitely have given me lots of food for thought but I'm just giving you a larger picture of the challenges I face.

Well, I have never fielded such insubordination before.
o.k. But let's be a little creative here, imagine you did? what do you think would be the most efficient and effective way to put them on the spot? Whithout them beginning to field a game of cat and mouse.

Unregistered

12-18-2005, 03:42 PM

to keep them on the alrert, and not watching the clock tick.

Whoops! in correct parallel grammer that sentence would read: to keep them focused on the lesson, not on the ticking clock.

Unregistered

12-18-2005, 05:14 PM

I'm sure you meant to say 8:15 am. that's quite different from walking into a classroom at 3:55pm when all the students would like to do (even on day 1) is go home already, --- and so they are tuned out before you can even begin to tune them in. So I have to be triply creative with my presentation -- to keep them on the alrert, and not watching the clock tick.

Well, the students in my last class of the day have the same attitudes. But I think your situation is still a little different than mine.

o.k. But let's be a little creative here, imagine you did? what do you think would be the most efficient and effective way to put them on the spot?

I'm not sure. I guess I need it to occur first, then learn off what worked and what didn't. So I guess I don't have an answer for you. In my view, if a student is absolutely determined not to follow directions, then that becomes an issue for the principal. But I doubt that helps you.

Lucy

11-21-2006, 01:54 AM

I, too am so ready to quit!!!!! This is my first year and I started one month into the school year. My school is only 3 yrs old, but the principal, vp, and counselor are all new. My classes are large: 33 to 35 students. I have so many students that are RSP or have "Behavior Plans" my 2nd period is like a zoo. And the amazing thing is that this group of kids is better for me than they are for their 7th period teacher!! I teach Pre-Algebra and Algebra and I am just ready to go home and give up. My students are terrible! We have full time on-campus security to keep them under control when they are outside, but inside, they get so loud!! They talk a lot and so many just don't care. So many fail !! And yet, no parents have contacted me. I have tried to call home, but most of the numbers the school has don't work. I only saw less than 25% of the parents at P/T conferences. The parents I have contacted say they will really crack down on the kids, but it hasn't happened. Beyond that, we have no prep period, so I don't get a break until 6th period. I have 6 preps and the school is so unorganized that we teachers have to fend for ourselves -- for everything. If the VP decides that we need all of the students in a database, we have to enter them all ourselves. There is always something someone decides we "need" and we, the teachers, have to do it. I have gone to so many pointless meetings it is unbelievable!!! (20 minutes to explain to us why the students can no longer have water bottles on campus!) And because i started after school started, I am unknown. I am not in the sub system-- I had to call in one day, and the system told me I didn't exist. I just barely got an email address because it occurred to me that I should have one. I didn't have a bathroom key until I insisted that I had to have one!!! I just hate it!!!! I don't want this experience to make me hate teaching for life, but I am ready to walk out on my contract!! I know that will kill any opportunity for another job in the future, but what else can I do??? The place is a mess!!

jadefire

11-21-2006, 10:09 AM

Ok, I am completly frustrated with teaching. I am a first year high school teacher in a fairly poor rural community.

No matter what I do or how I attempt to teach material a majority of the class does not care, doesn't do homework and they bomb tests and quizzes. I have tried an incentive program, using open note tests and quizzes (to encourage participation during notes) and jigsaw groups. However, it seems with each passing day they do worse and worse.

I am starting to get very frustrated and I am starting to take it out on my lesson planning. Why should I plan 2 hours each night for three different preps when it doesn't matter what I do, they aren't learning anything.

This "three-day" weekend I spent approximately 16 hours on grading and lesson planning but it's not going to matter because a lot of my students have no desire to be there.

The school (admin and other teachers) has been very supportive but I still feel like I am going to lose my job because half of the students are failing.

I've led them to the water but I how do I encourage them take a drink?

I'm only a student teacher but recently I have completed a unit on different teaching strategies and approaches to use in the classroom. Have you ever heard of the Multiple Intelligences theory by Howard Gardner? There are plenty of books and resources available on the internet. In case you haven't it is based on the theory that there are many kinds of smart, not just the usual words and numbers intelligences. There are musical, intrapersonal, interpersonal, visual-spatial, mathematical-logical, linguistic, body-kinesthetic and naturalist intelligences.

The idea is to plan lessons that would appeal and connect with all the intelligences. It might take a bit of time planning the lessons but I personally think that it would be worth it. I've read through the other posts and alot of them say to get the students engaged and interested. I think that this approach provides a way to do this.

I'd be interested to hear what other teachers have to say about Multiple Intelligeces.

Unregistered

11-21-2006, 10:40 PM

In my opinion, theories don't help teachers; strategies do. A teacher can read a theory all month long and still not know what to do for any particular lesson.

jadefire

11-21-2006, 11:02 PM

I realise that this is true with some theories, but I have done quite alot of reading on mulitple intelligences and just about every single book gives example lesson plans and strategies to use in the classroom.

Unregistered

11-22-2006, 01:50 PM

Unregistered

11-22-2006, 11:08 PM

Ottawa, Canada

I just stumbled on this site the other day and am fascinated by the wide variety of threads and the topics. I'm terrified....I think?!

I'm 43 and looking at going into teaching as my second, or third career. Some of the classroom situations sound untenable and I'm saddened to think that some of you would be so frustrated as to leave teaching after all the time and effort you've put in. But obviously it's understandable.

So, the reason for my post is to say I really appreciate the question and answer going on in here. It's helping to really give me an idea of what it's like 'out there'. I do have one question which I will ask in a minute for which I'd really appreciate some feedback.

I'm actually doing some volunteer work in a grade 7 & 8 class right now and am thoroughly enjoying it. Great kids, but I sure do see a difference in classroom etiquette now versus when I was a kid.

So here's my question. The two teachers I'm working with are considerably younger than I am and it's actually making me feel like a fossil. By the time I get through my teacher's ed. I will probably be 45. Do you think this puts me at any sort of disadvantage in the elementary/senior classroom? i.e. do you think that I will be viewed as some old dinosaur/curmudgeon?

Thoughts?

talm2082

11-23-2006, 11:31 AM

The two teachers I'm working with are considerably younger than I am and it's actually making me feel like a fossil. By the time I get through my teacher's ed. I will probably be 45. Do you think this puts me at any sort of disadvantage in the elementary/senior classroom? i.e. do you think that I will be viewed as some old dinosaur/curmudgeon?

You are not at a disadvantage if the area you are applying to needs teachers. If the area is competitive, it may be difficult. However, some schools may prefer you to a younger candidate. I think it depends on your relationship with the school you are applying. You will be fine, I am sure.

Teaching is a wonderful thing. I love it, even with some of the problems that occur. There are problems in every job. I think we need to appreciate the opportunities we have as teachers, celebrate the small moments and let go of some of the others. We may not change the world like we all thought we would going into it. But we will make a difference. Good Luck and hang in there!

jadefire

11-26-2006, 07:40 AM

What is needed is a methodical way to prepare ANY lesson, not just examples. What are the steps needed to prepare a lesson using multiple intelligences?

For example, if you were preparing to teach students to add decimals, and some students are struggling to add whole numbers, what would you do using this approach?

Like I said I'm only a student teacher, but if I came across this situation and was asked to used multiple intelligences this is what I would do.

Get the kids using MAB blocks or bundling sticks working out the problems, this is great for those who are bodily-kinesthetics and like to have a hands-on experience. For those who are interpersonal and work well with others, put them in groups to discuss and work out problems. Musical intelligence, play or learn songs that have to do with maths, or give the students the chance to make up their own songs on how to work out the problems. And so on for the rest of the different intelligences. You can incorporate these into your lesson or have the students rotate around in groups of different intelligences. Use your imagination and be creative, rather than standing in front of the room all the time.

jadefire

11-26-2006, 07:53 AM

Ottawa, Canada
So here's my question. The two teachers I'm working with are considerably younger than I am and it's actually making me feel like a fossil. By the time I get through my teacher's ed. I will probably be 45. Do you think this puts me at any sort of disadvantage in the elementary/senior classroom? i.e. do you think that I will be viewed as some old dinosaur/curmudgeon?

I don't think that you would be a disadvantage. If you want to be there, are enthusiastic, and willing to try new approaches and technologies then I think that you would be great. You would also have a lot more experience of life that I think would be useful. These are just my thoughts. All the best in your decision!

Unregistered

11-27-2006, 02:36 PM

I like the idea about using sheet protectors, and plan to use it soon with my students. Do the plastic from laminating a piece of cardstock would work as well?

Unregistered

11-27-2006, 09:53 PM

I understand your frustration. I'm convinced that there are some teachers of whom students will go out of their way to do nothing. I'm one of those teachers, as well. Of course, this usually relates to a particular class, and not all of your classes.

From what you give, it sounds like you're doing everything right. Today's students have been spoiled and babied via project method, hands-on activities, etc., so that when they are really challenged, they take out their frustrations on the teacher.

Quite frankly, today's students are intellectually stunted. Progressivism allowed the dumbing-down process to accelerate, so much so that very few students in many districts have had any real direct instruction prior to the eighth or ninth grade. By the time they reach ninth grade, they're reading and working on a fifth or sixth grade level. In seventh grade, they read and work on a second or third or fourth grade level. When we consider that a large percentage of students graduate with the skills of a would-be eighth grader, you can understand that it was progressivism and not you that is the culprit in the students treating you with such disrespect.

Ok, I am completly frustrated with teaching. I am a first year high school teacher in a fairly poor rural community.

No matter what I do or how I attempt to teach material a majority of the class does not care, doesn't do homework and they bomb tests and quizzes. I have tried an incentive program, using open note tests and quizzes (to encourage participation during notes) and jigsaw groups. However, it seems with each passing day they do worse and worse.

I am starting to get very frustrated and I am starting to take it out on my lesson planning. Why should I plan 2 hours each night for three different preps when it doesn't matter what I do, they aren't learning anything.

This "three-day" weekend I spent approximately 16 hours on grading and lesson planning but it's not going to matter because a lot of my students have no desire to be there.

The school (admin and other teachers) has been very supportive but I still feel like I am going to lose my job because half of the students are failing.

I've led them to the water but I how do I encourage them take a drink?

Unregistered

11-27-2006, 10:03 PM

Most "seasoned teachers" aren't so much better teachers as they are teachers who have had time to collect and build-up their instructional materials. The new teacher, or a teacher teaching a new prep for the first time, has a more difficult time, for he/she spends a lot of time on prep. The "seasoned teacher" simply doesn't have to spend oodles of time on prep, so they can more easily adjust the lessons, provide extra fun activities, etc., as they have the time to do it: after all, they already have the basic core content instructional materials on reserve.

"Seasoned teachers" also are able to use this extra time to call parents and deal with discipline, something of which the new teacher often has to forgo, for spending too much time on making such connections with parents, particularly if one is in a very testy class, limits the new teacher's ability and time to prepare for the lesson.

"Seasoned teachers" aren't necessarily better, they simply have the time and acquired materials to be more successful.

Welcome to teaching! I felt the same way my first semester. I am now in my 6th year. Hang in there! Things WILL get better. You learn this job as you go. Hook up with successful teachers and watch them...work with them. Most administrations will provide a sub for you so you can observe these seasoned teachers.

Unregistered

11-27-2006, 10:17 PM

Complete liberal nonsense. Many students could care less whether you make a "connection" with them. They simply want to make a teacher's day at work a living hell.

For whatever reason, and from what I've noticed, some students like or dislike a teacher for various reasons: 1) teaching style, 2) Appearance, 3) race/sex similarities, etc.

The three above I mentioned are the most common variables that affect the way students react to a teacher.

Teaching Style: In this day and time of the influence of "progressivism", many students have not been challenged. When they reach middle school and encounter a teacher who insists on direct instruction, really gauging the students and challenging them, they often revolt (despite the fact that such a teacher is helping them far more than any "child-centered" teacher ever could). On the other hand, many students tend to obey a teacher who makes it easy for them, but not too easy.

Appearance: Given that students are not mature, they often base their liking of a teacher on his/her appearance. If a teacher appears too conservative in his dress, or if he is overweight and balding, they often think such a teacher "less cool" and "less worthy" of obeying.

Race/Sex Characteristics: Many students, particularly black students, tend to harbor negative feelings and beliefs, even paranoia, towards white male teachers. On the other hand, white males often tend to behave and have more respect with white male teachers. The same could be said for every race and gender, as students more identify with a teacher who is racially and genderly the same.

It doesn't matter how well you teach them. In order for them to work for you is to make a connection with them. Get to know them. Students will work for teachers they like and believe in them. Get them to fall in love with you and then express disappointment when they can't meet your goals. Read Love and Logic by Jim Fay

Unregistered

01-19-2007, 12:43 PM

msb4h3You can't. Get out now while you can and get into another line of work before you have 9 years of your life invested like I do.

Ok, I am completly frustrated with teaching. I am a first year high school teacher in a fairly poor rural community.

No matter what I do or how I attempt to teach material a majority of the class does not care, doesn't do homework and they bomb tests and quizzes. I have tried an incentive program, using open note tests and quizzes (to encourage participation during notes) and jigsaw groups. However, it seems with each passing day they do worse and worse.

I am starting to get very frustrated and I am starting to take it out on my lesson planning. Why should I plan 2 hours each night for three different preps when it doesn't matter what I do, they aren't learning anything.

This "three-day" weekend I spent approximately 16 hours on grading and lesson planning but it's not going to matter because a lot of my students have no desire to be there.

The school (admin and other teachers) has been very supportive but I still feel like I am going to lose my job because half of the students are failing.

I've led them to the water but I how do I encourage them take a drink?

Unregistered

01-20-2007, 02:58 PM

Unfortunately this is a problem I have to believe runs across our nation. I've stopped losing sleep over it, because I'm pretty confident that I'm doing my job. And only having 1 1/2 years left is an incentive to stick it out. In the public school system too often the students and parents are not held accountable for much of anything. It's all the teacher's responsibility. Which I think is the root of your frustration. I'm sure you have a small percentage (25 - 30 %) of students who put forth the effort and make an attempt to learn. My guess is they have parent(s) at home who give a damn too. And boy could they achieve so much more if you didn't have to spend so much time "dealing" with those who don't care. But you know what the President said, "No child left behind". I hate to say it, but this FREE education system needs to be revamped. I see too many families that don't value the education we're trying to give them because they don't have to pay for it. Take a cell phone away from one of the kids and watch them come running to pick it up. Getting the parent to come in for a conference, now you'll have to work at that. I'm not going to tell you to get out while you can. If you plan to raise a family its a convenient job to have because schedules generally coincide. And believe it or not someone will tell you they love you, and that 25 to 30 % will ace your test which helps confirm that "Yes you did do your job". However, if your school system uses grades as the reason for rehiring, then you'd be better off elsewhere anyway. Good luck !

skyeridder

03-14-2007, 12:35 AM

We've all been there....
But there are a few things you can do to make life easier....
1) watch and learn from effective teachers---make these people your friends, go to margarita night even when you don't feel like it. These people can make or break you.
2) can't say it enough...HARRY WONG...the man's stuff works-it's not cheap but it is magic
3) Get excited about what you teach, if you like it they will like it (hopefully)
4) Ability Group Within the Room - this one works well for me...i give a pre-test, then divide my kids up into three groups with color coded activity sheets...

blue is the kids who got the concept and can brush over it and move on....

Green is the kids in the middle who need a little more work on it...

Yellow is the re-teach me kids....

I tailor the work to fit the group for instance the blue sheets give kids a list of activities they can pick from to explore the topic on thier own or with a partner if the class isn't a behavior problem....then the greens get a little small group instruction time with me and choose from another list of activities...generally I partner these kids for extra scaffolding...then yellows get ALOT of one on one time with me and I pretty much hand them what to do....it has improved achievement and since every kid is getting something they need ...after a while they don't want to be Yellow b/c they don't have the options that blue has and they start to put in teh effort to get to the blue sheets.

5) Half the time it isn't you it's them, trust me....
6) don't do a DANG THANG on Sunday or maybe Sat. related to school...give yourself a day off or you will burn out and burn out quickly....don't even think about work for the entire day....
7) Find a way to deal with the stress...be it working out or chilling with friends find some way to get rid of the stress b/c if you come into work carrying last weeks stress on Monday morning you are in for some serious issues...it's like a snowball...

8) don't give up until year three if you can't take it after 3 years get out before your retirement is vested....but by three years you'll probably be happy with the job and this will all be a funny memory