Teacher /Class Relationship
1. Students’ Name.
A teacher spent a lot of time with his class -without knowing his students’ names.
Comment
The teacher should aim at knowing the names of the greatest number of his students in the
shortest possible time. Such knowledge helps the teacher in different ways
(a)It helps the teacher control the class.
(b)It gives the student a feeling of satisfaction and importance.
(c)It creates social warmth in the class atmosphere.
(d)It helps the teacher specify a certain student to answer.
(e)It helps the teacher in evaluating students for their class participation.
2. A Noisy Class
A teacher accepted students’ noise as an inseparable part of his class. Some students were simply not listening; others were continually chatting; some others were making noise for the sake of noise. Meanwhile, the teacher was teaching, writing, reading. and explaining.
Comment
This teacher was teaching a few students in his class instead of teaching the whole class. Even those few who wanted to learn would soon find themselves unable to do so because of the teacher’s bad control of the class.
As for this teacher, he taught a lot, but his class learned only a little. In fact, he would soon find himself unable to teach owing to the excessive noise and distraction caused by his class.
The teacher should remember the following:
(1) No efficient teaching is possible without the teacher’s good control of his class.
(2) No optimal learning is possible in a class badly controlled.
(3)If the teacher teaches with noise going on, it implies that he has no objection to noise because
he actually teaches with noise going on. Thus he invites and encourages more troublemaking
and more noise.
(4)The teacher should not start teaching before the class is completely quiet.
(5)Any intentional misbehavior should be followed up and the misbehaver should be punished.
(6)The teacher may ask for the headmaster’s help if he fails to control some chronic
troublemakers.
(7)The teacher must evaluate himself and see if he is the one to blame probably owing to his low
voice, boring methods, or lack of preparation.
3. An Angry Teacher
A teacher was always angry during teaching, giving instructions, and upon responding to any student’s question or behaviour. He always shouted angrily at any student with or without a justification.
Comment
It seems that this teacher wanted to defend himself through angry shouting in order to silence the class, discourage questions. or threaten misbehavers. However, the teacher’s continuous shouting and angry tone are not the best means to those ends, nor do they necessarily get the teacher closer to his objectives. On the contrary. a teacher who continuously approaches the class angrily and nervously may arouse the class’s mockery instead of their fear or respect. The teacher is advised to keep his nerves as calm as possible and to say what he has to say without losing temper.
4. A Sense of Humor
A teacher mastered his subject matter well and mastered a lot of teaching methods and techniques. However, there was one main problem with his approach:
he was too serious. He never smiled or let any student do so.
Comment
Too much seriousness in the class atmosphere may threaten the warm relationship between the teacher and the class. Further, with excessive seriousness, boredom . Soon comes to learners. A better alternative is to introduce some occasions of fun and a sense of humor into the class atmosphere. The best policy here is certainly a wise balance of seriousness and humor, which are both needed to create a socially and psychologically healthy learning situation.
Humor does not imply artificially funny incidents. The teacher can introduce fun for educational purposes and as part of the learning material. If the teacher wants to teach the words milk, coffee, and lemonade, for example. he may introduce humor by relating these drinks to his students. He may ask such questions
Who likes milk ? Who likes coffee ? Who hates milk ?
Who drinks lemonade every day ?
After each question. some students raise up their hands. The teacher selects one, who might be Ali, Zaki, or Hani. The teacher says, “Ali likes coffee,” or “Zaki hates milk,” and instructs the whole class to repeat the sentence.
Thus the teacher need not be acrobatic to introduce humor. What he needs is a personal touch in his general approach, teaching through action whenever possible. using the students’ names in examples, and some game like exercises.
5. Threats Not Carried Out
A teacher used to threaten troublemakers and students who did not do their homework by
a variety of punishment types. However, his threats were only words and were never carried out.
Comment
The teacher should not direct any threats except those he can carry out. Once students discover that their teacher’s threats are only empty words, they make sure he does not mean what he says or he says what he does not mean or he is too weak to carry out his threats. In all these cases, the teacher loses a lot of power, status. and class respect. If the teacher cannot carry out his threat. he should not say it.
6. The Teacher’s Voice
A teacher had most of the qualities of a good teacher. His major problem was his low voice.
comment
The teacher’s low voice may create several problems in the classroom
a)A low voice makes it difficult for many students to follow what the teacher says. As a result,
they soon get tired of listening and their attention wanes. With no attention, learning becomes
impossible.
b)Students who fail to listen are good candidates for becoming troublemakers.
c)Sometimes the teacher’s low voice reflects his lack of self-confidence, which affects the whole
role of the teacher with respect to his class.
d)Sometimes the teacher’s low voice denotes the natural shyness of the teacher.
To overcome the problem of low voice, the teacher may do the following"
a)The teacher may practise talking with a fairly loud voice individually through reading a text
loudly and repeatedly.
b)The teacher is advised to prepare his subject matter very well so as to gain enough self-
confidence. which will help him to overcome any traces of fear or shyness.
c)The student teacher may preview his early lessons in micro-teaching situations. This previewing
will also help in overcoming hesitation and fear.
7. A Lenient Teacher
A teacher wanted to be quite lenient with his class. He did not object to a student moving around in the classroom without his permission.
Comment
Dealing with individuals is not the same as dealing with groups. The teacher’s leniency may be misunderstood as weakness. Consequently, the teacher may find himself unable to control the class. It is better to accustom students, from the first moment, not to move around or speak without the teacher’s permission. These habits must be started from the very beginning. Otherwise, it will be too late to undo bad habits and build new ones.
8. Not Facing the Class
A teacher gave oral instructions to the class while writing on the chalkboard and without facing
students.
Comment
When the teacher talks to the class, he should face them. Otherwise, most students might not listen well to what he says. We do not usually listen properly to people who do not look at us when talking to us.
9. Keep in Front
A teacher kept on moving all the time. He rarely stood in front of the class. He spent most of the time at the back of the classroom. He often asked questions without facing the class. Students kept on turning their heads, necks, and bodies in the direction of that ever-running teacher.
Comment
When a teacher asks a question or explains a point, the best place for him is in front of the class, where he
sees all students and is easily seen by all students. If the teacher keeps on running in the classroom, students soon get tired of following him with their eyes and ears and finally their attention drops down. Of course, the teacher has to sometimes move around but often for a certain reason and with a certain purpose.
10. Troublemakers
Some teachers complained of troublemakers and often asked for advice on how to handle them.
Comment
There is no one single way to handle troublemakers. because each one of them may be a unique case. However, these suggestions or some of them may be attempted
(1)Try to study the troublemaker as a case in order to discover what is behind his behaviour.
(2)Meet him individually and show him you are interested in him as a person and encourage him.
(3)If you have several troublemakers at your class, separate their seats.
(4)Let the troublemaker sit as close as possible to you.
(5)Let him participate in class activities as much as possible.
(6)Let him be in charge of discipline during breaks.
(7)Give him more chances of participating in extracurricular activities.
(8)You may ask for the headmaster’s help if you fail in handling him.
(9)His father may be called by the headmaster for discussion of his case.
(10)Encourage his areas of strength such as hobbies.
(11)Try to help him overcome his school, social. or personal problems.
(12)Scold him if necessary.
(13)Use the positive methods before the negative ones.
(14)Remember that each troublemaker is a unique ease that needs a unique method of treatment.
A teacher spent a lot of time with his class -without knowing his students’ names.
Comment
The teacher should aim at knowing the names of the greatest number of his students in the
shortest possible time. Such knowledge helps the teacher in different ways
(a)It helps the teacher control the class.
(b)It gives the student a feeling of satisfaction and importance.
(c)It creates social warmth in the class atmosphere.
(d)It helps the teacher specify a certain student to answer.
(e)It helps the teacher in evaluating students for their class participation.
2. A Noisy Class
A teacher accepted students’ noise as an inseparable part of his class. Some students were simply not listening; others were continually chatting; some others were making noise for the sake of noise. Meanwhile, the teacher was teaching, writing, reading. and explaining.
Comment
This teacher was teaching a few students in his class instead of teaching the whole class. Even those few who wanted to learn would soon find themselves unable to do so because of the teacher’s bad control of the class.
As for this teacher, he taught a lot, but his class learned only a little. In fact, he would soon find himself unable to teach owing to the excessive noise and distraction caused by his class.
The teacher should remember the following:
(1) No efficient teaching is possible without the teacher’s good control of his class.
(2) No optimal learning is possible in a class badly controlled.
(3)If the teacher teaches with noise going on, it implies that he has no objection to noise because
he actually teaches with noise going on. Thus he invites and encourages more troublemaking
and more noise.
(4)The teacher should not start teaching before the class is completely quiet.
(5)Any intentional misbehavior should be followed up and the misbehaver should be punished.
(6)The teacher may ask for the headmaster’s help if he fails to control some chronic
troublemakers.
(7)The teacher must evaluate himself and see if he is the one to blame probably owing to his low
voice, boring methods, or lack of preparation.
3. An Angry Teacher
A teacher was always angry during teaching, giving instructions, and upon responding to any student’s question or behaviour. He always shouted angrily at any student with or without a justification.
Comment
It seems that this teacher wanted to defend himself through angry shouting in order to silence the class, discourage questions. or threaten misbehavers. However, the teacher’s continuous shouting and angry tone are not the best means to those ends, nor do they necessarily get the teacher closer to his objectives. On the contrary. a teacher who continuously approaches the class angrily and nervously may arouse the class’s mockery instead of their fear or respect. The teacher is advised to keep his nerves as calm as possible and to say what he has to say without losing temper.
4. A Sense of Humor
A teacher mastered his subject matter well and mastered a lot of teaching methods and techniques. However, there was one main problem with his approach:
he was too serious. He never smiled or let any student do so.
Comment
Too much seriousness in the class atmosphere may threaten the warm relationship between the teacher and the class. Further, with excessive seriousness, boredom . Soon comes to learners. A better alternative is to introduce some occasions of fun and a sense of humor into the class atmosphere. The best policy here is certainly a wise balance of seriousness and humor, which are both needed to create a socially and psychologically healthy learning situation.
Humor does not imply artificially funny incidents. The teacher can introduce fun for educational purposes and as part of the learning material. If the teacher wants to teach the words milk, coffee, and lemonade, for example. he may introduce humor by relating these drinks to his students. He may ask such questions
Who likes milk ? Who likes coffee ? Who hates milk ?
Who drinks lemonade every day ?
After each question. some students raise up their hands. The teacher selects one, who might be Ali, Zaki, or Hani. The teacher says, “Ali likes coffee,” or “Zaki hates milk,” and instructs the whole class to repeat the sentence.
Thus the teacher need not be acrobatic to introduce humor. What he needs is a personal touch in his general approach, teaching through action whenever possible. using the students’ names in examples, and some game like exercises.
5. Threats Not Carried Out
A teacher used to threaten troublemakers and students who did not do their homework by
a variety of punishment types. However, his threats were only words and were never carried out.
Comment
The teacher should not direct any threats except those he can carry out. Once students discover that their teacher’s threats are only empty words, they make sure he does not mean what he says or he says what he does not mean or he is too weak to carry out his threats. In all these cases, the teacher loses a lot of power, status. and class respect. If the teacher cannot carry out his threat. he should not say it.
6. The Teacher’s Voice
A teacher had most of the qualities of a good teacher. His major problem was his low voice.
comment
The teacher’s low voice may create several problems in the classroom
a)A low voice makes it difficult for many students to follow what the teacher says. As a result,
they soon get tired of listening and their attention wanes. With no attention, learning becomes
impossible.
b)Students who fail to listen are good candidates for becoming troublemakers.
c)Sometimes the teacher’s low voice reflects his lack of self-confidence, which affects the whole
role of the teacher with respect to his class.
d)Sometimes the teacher’s low voice denotes the natural shyness of the teacher.
To overcome the problem of low voice, the teacher may do the following"
a)The teacher may practise talking with a fairly loud voice individually through reading a text
loudly and repeatedly.
b)The teacher is advised to prepare his subject matter very well so as to gain enough self-
confidence. which will help him to overcome any traces of fear or shyness.
c)The student teacher may preview his early lessons in micro-teaching situations. This previewing
will also help in overcoming hesitation and fear.
7. A Lenient Teacher
A teacher wanted to be quite lenient with his class. He did not object to a student moving around in the classroom without his permission.
Comment
Dealing with individuals is not the same as dealing with groups. The teacher’s leniency may be misunderstood as weakness. Consequently, the teacher may find himself unable to control the class. It is better to accustom students, from the first moment, not to move around or speak without the teacher’s permission. These habits must be started from the very beginning. Otherwise, it will be too late to undo bad habits and build new ones.
8. Not Facing the Class
A teacher gave oral instructions to the class while writing on the chalkboard and without facing
students.
Comment
When the teacher talks to the class, he should face them. Otherwise, most students might not listen well to what he says. We do not usually listen properly to people who do not look at us when talking to us.
9. Keep in Front
A teacher kept on moving all the time. He rarely stood in front of the class. He spent most of the time at the back of the classroom. He often asked questions without facing the class. Students kept on turning their heads, necks, and bodies in the direction of that ever-running teacher.
Comment
When a teacher asks a question or explains a point, the best place for him is in front of the class, where he
sees all students and is easily seen by all students. If the teacher keeps on running in the classroom, students soon get tired of following him with their eyes and ears and finally their attention drops down. Of course, the teacher has to sometimes move around but often for a certain reason and with a certain purpose.
10. Troublemakers
Some teachers complained of troublemakers and often asked for advice on how to handle them.
Comment
There is no one single way to handle troublemakers. because each one of them may be a unique case. However, these suggestions or some of them may be attempted
(1)Try to study the troublemaker as a case in order to discover what is behind his behaviour.
(2)Meet him individually and show him you are interested in him as a person and encourage him.
(3)If you have several troublemakers at your class, separate their seats.
(4)Let the troublemaker sit as close as possible to you.
(5)Let him participate in class activities as much as possible.
(6)Let him be in charge of discipline during breaks.
(7)Give him more chances of participating in extracurricular activities.
(8)You may ask for the headmaster’s help if you fail in handling him.
(9)His father may be called by the headmaster for discussion of his case.
(10)Encourage his areas of strength such as hobbies.
(11)Try to help him overcome his school, social. or personal problems.
(12)Scold him if necessary.
(13)Use the positive methods before the negative ones.
(14)Remember that each troublemaker is a unique ease that needs a unique method of treatment.
تعليقات
إرسال تعليق