WhatNot


 * What Not To Do **

Nobody really likes to take tests. Nobody really likes to take standardized tests. And nobody really likes to take standardized tests when it takes four hours. The students had to read a short story and then answer a slew of questions about it. The questions themselves were good and did really see if the students had a good comprehension of the story but there were just TOO many. I watched as students basically fell asleep at their desks, unable to focus at the task at hand.
 * Four Hour Assessment (Steve)**

//This entry is related to the "Lack of Wait Time" entry below.// Near the end of the first day, my AT got into a power struggle with one of the students. What had happened was this, the class had just done a worksheet on 5 facts that each of them knows, that maybe no one else in the room does. One student raised their hand and said, "You can't sneeze with your eyes open." There was murmuring and slight discussion, as there was after every other fact. My AT pointed at another student to say one. That student started to answer, but there was another student that was still talking to their neighbour. My AT immediately said, "Lesley, why are you talking?". Lesley just looked at him, and he repeated the question more firmly then added, "Someone else in the room is talking, and I can't hear them because of you." Lesley answered, "Because." to his first question, at which point my AT reacted, "Because what?" and then repeated the first question even more authoritatively. Eventually, Lesley said, "I was telling Taylor how some people can sneeze with your eyes open." at which point my AT said, "No, you can't it's impossible." and pointed at the second student who was interrupted, to say their fact. This was extremely uncomfortable to witness. I can only guess at how Lesley felt being embarrassed by the authority figure in the room, and the effect it will have on her in the future of this classroom and eventually high school. I also can only fathom how this behaviour effected the rest of the students in the room. He did end up talking to Lesley, one-on-one, shortly after but I'm not sure what he said. I'm sure she wasn't really listening to him, anyways.
 * Power Struggles (Nathan) **

During the entire first day, my AT allowed absolutely no wait time after asking questions. He actually often cut student questions off, presuming the question they were going to ask mid-sentence, and sharply answering that assumed question. Sometimes he was correct in what they were asking. Other times the student either stopped asking questions, or waited to re-ask the question that was cut off. Clearly, this is not the way a teacher should be acting. I'm pretty sure it played a large role in the power struggle I've detailed in the previous entry.
 * Lack of Wait Time (Nathan) **

My AT has a term-long, class-wide incentive program. He has fake money, which he prints, and hands to students for good behaviour (like working quietly, getting homework done, etc..). Students can use the fake money to buy candy and other such prizes off him. They also, however, have to pay rent for their desk and chair. Rent is collected at the beginning of the month (the beginning of the third week for Sept.). Failure to do so results in a student losing their desk and chair. Yes, you've read correctly, students will have to go through the school day (and/or week... basically until they can pay rent) standing. He fondly reminisced (and some of the students confirmed) how two students last year had to go through art class while holding their books in their arms... basically trying to draw with an arm full of books. Obviously, the threat of this punishment will keep the students in line, because they're afraid. I'd rather they were productive because they enjoyed it though. I've recounted one specific event where I saw this strategy kill curiosity here.
 * Incentive Program (Nathan) **

An overarching theme of the way my AT accomplished classroom management was punishment. Whether it was fear of public embarrassment (see //Power Stuggles// above), threats of writing out thick textbooks, losing your desk, losing gym time, or being ignored, fear played a big part in keeping his students "in line." And it worked the way he wanted it to, for sure. The students are mostly quiet when they work and follow the expectations he wants. I sat in on another classroom (French) and the students are much louder and disruptive. The issue here is that this type of classroom management is only working for my AT. His classroom is quiet, and well-behaved. It has nothing to do with the students, just with him. **The students are gaining nothing from this, only my AT is.** This is obvious from the way they act under another teacher. They have not learned to respect each other enough to be quiet while others want to work, nor have the learned to actively listen when someone else is talking. All they have learned is that if they talk in my AT's class there will be (potentially severe) consequences... and that if you want someone to do something, you should scare them into doing it. I do feel that my students are learning and accomplishing things during work time, but I think this is in spite of the fear-based management. It would probably be easier if potential punishment wasn't hanging over their heads continuously. What is most confusing about all of this, is that fellow staff often complement my AT on his ability to "//keep a lid//" on classes (not my phrase).
 * Fear-Based Classroom Management (Nathan) **

The intermediate division has implemented a system (rewards and punishments) in which all teachers are to follow. Each student starts off with 100 points however any time a student acts out inappropriately or does something that they have said is unacceptable a point is taken off. A class binder follows the students around with them where teachers are to record any wrong doings in order to keep track of the points. By the end of two month period, if the students have less than 70 points they will not be permitted to participate in the reward may it be a school dance, class trip, etc.. After the two month period, students who have had points deducted have to take their page home to get signed by their parents/guardians and will have their points returned to 100 to have a fresh start.
 * Rewards and Punishments (Michelle K.) **

On the flip side to this, students are rewarded for good behaviours. In a different system, students are rewarded points (anywhere from 1-5) for participating in clubs or teams, volunteering their time as a class/office helper and just good behaviour in general. If the students receive 35 throughout the year they will receive a medallion and if they were to receive 70 points within the year a plaque will be given to them.

These systems, enforced by the AT but developed by the school are excessive and are definitely methods of controlling the students. Whenever the binder is pulled out to deduct a point you can see the anxiety in the students or if the students sign up for a club you can see them calculating in their head how many more points they will need before they get their medallion.

The beginning of the year, especially on rotary, is all about rules. Each class has their own set of rules on top of the school rules so the first week can be very boring. I don’t want to be so focused on the rules that you don’t take the time to get to know the students. I have learnt a lot this week and it has been fun, however, not too much communication was done with the students as I would have expected. Granted my AT knows every student from the previous year however it would have been nice to see more interaction than what was observed, after all, the students have been away for two months, a lot could have changed. All of the students really like my AT, it would have been nice to see that interaction more instead of focusing on putting the fear into the students to get them to behave.
 * Be too rule focused! (Michelle K.) **

Although you should start each year with a tough stance and the idea that it is easier to let up than to get harder, this does not mean that you shouldn’t have students believe that you aren’t happy to be there. Principals typically hire teachers who are active with the students, who smile, and interact while walking down the hall. The do not want someone who is overly serious and does not smile because that is antisocial. Moreover, you should be friendly but not become friends. Friendship implies give and take. This can put you in a tough situation with all the students in the class. Teaching is not a popularity contest and you are not just one of the guys or girls.
 * Avoid smiling and being friendly with your students (Christe M.)**