[jaygee]

Hi - I am having trouble convincing myself that I should stay in this field. I was mean to my kids all day yesterday. I was disappointed that one class didn't do the work I wanted them to do. The next period, I went on and on with a lesson that should have been short. I did this because the day before, I thought that a few of the students were almost getting the concept, so instead of stopping when I should have, I continued way past the 20 minutes allotted for the lesson. I ended up taking an hour and then giving my students a quiz. I kept pushing. The kids were getting frustrated and bored and I was getting irritated and disagreeable. Deep down, I think I knew I was off, and suspected it was because I did not trust the lesson plans I came in with. Instead, I kept going with the pre-lesson. Even though some of the kids did learn more than they would have with the short lesson, I think in the long run, I lost much more with this class than I gained. I know I have a tendency to "be too hard on myself." On the other hand, I want to catch these kinds of errors because it is damaging to my kids and it is even more damaging to me as a teacher. They make me want to quit. Does anyone have an idea for when a lesson has imploded or you realize it isn't going to work, and the students get out of control? You know it's your fault, not theirs but you still don't want to reward them for bad behavior. I don't want to put in a movie because that would feel like a reward. It would also signal them that I am lost as a teacher, and that they might not be in good, competent, confident hands. On the other hand, I don't want to keep going "beating a dead horse" which is what yesterday felt like. Only in this particular example, I am the one that killed the horse in the first place.

[Nina]

jaygee, on 20 February 2010 - 10:03 PM, said:

Hi - I am having trouble convincing myself that I should stay in this field. I was mean to my kids all day yesterday. I was disappointed that one class didn't do the work I wanted them to do. The next period, I went on and on with a lesson that should have been short. I did this because the day before, I thought that a few of the students were almost getting the concept, so instead of stopping when I should have, I continued way past the 20 minutes allotted for the lesson. I ended up taking an hour and then giving my students a quiz. I kept pushing. The kids were getting frustrated and bored and I was getting irritated and disagreeable. Deep down, I think I knew I was off, and suspected it was because I did not trust the lesson plans I came in with. Instead, I kept going with the pre-lesson. Even though some of the kids did learn more than they would have with the short lesson, I think in the long run, I lost much more with this class than I gained. I know I have a tendency to "be too hard on myself." On the other hand, I want to catch these kinds of errors because it is damaging to my kids and it is even more damaging to me as a teacher. They make me want to quit. Does anyone have an idea for when a lesson has imploded or you realize it isn't going to work, and the students get out of control? You know it's your fault, not theirs but you still don't want to reward them for bad behavior. I don't want to put in a movie because that would feel like a reward. It would also signal them that I am lost as a teacher, and that they might not be in good, competent, confident hands. On the other hand, I don't want to keep going "beating a dead horse" which is what yesterday felt like. Only in this particular example, I am the one that killed the horse in the first place.

[Nina]

Hi Jaygee,
The point Rob makes about having fun and using games to learn is very valid. I have used the bingo game with my classes and they learn a lot without realising it. Games and visual aids are a great way to teach the children. I found in stressful situations like you describe, I would try to put some fun in the lesson with group games and try to chill the lesson out, so kids come in with positive expectations. I know its hard and it's like being on a roller-coaster sometimes but I want to reassure you that you are not alone and that we must never give up. Every day is a new day.

[Kat]

Wow do I know how you feel! I've felt this way too often this year. Some days I believe my kids are punishing me for presenting them with something that isn't entertaining enough or a topic in which they are disinterested--which when you are 11 or 12 can be just about anything some times.

As tough as it is, I really think that we need to step back and change course for a few minutes. One way might be to ask them to do a "Give one, take one." It is similar to Rob's "Find someone who..." I ask the kids to fold a paper twice vertically and twice horizontally for 8 areas. In one of the spaces, they write down one idea they can think of having to do with the topic under discussion. Then they move around the room looking for someone who has a different idea written down. They write down the new idea as well as the initials of the person who contributed the idea and hopefully can give the contributor an idea not on their list. Students thank the person for their help, shake hands and move on to add to the list. You need to be sure that they know they cannot have a repeated answer, they cannot have more than one answer from a person, and the idea has to be specific (no "this is fun" type of ideas)

While you are roaming around with them, you're also finding out where you need to make adjustments to help them become more successful with the topic. Everyone gets a bit of a change of pace. You get a bit of a breather. They get oxygen to the brain and so can come back to the topic after a few minutes. (Remembering how difficult it is to sit through some weighty discussions can help you see that we really DO need a brain break at times and it isn't a reward for poor behavior).

PS Give yourself a break. I'm sure you do more than a fine job in general. I know that because you care enough to be here.

[Jubs]

This is a good learning curve for you and you need to see that despite messing it up as you say there is a good lesson learned. We all have days like this when it just all goes badly wrong but the art is not letting on to the kids. You did unfortunately keep on digging deeper and deeper when all you needed to do was stop digging and revert to what you do know and what you feel confident with. It is not about rewarding bad behaviour it is about understanding that the behaviour the young people displayed was because you were lacking confidence in the plans that had been prepared. I don't know if you prepared the lesson plans or they were someone else's but if you feel this way you do have to revert to a plan B, (always have a plan B on your own lesson plans as no 2 classes are the same) which may be a trusty game or a Brain Gym activity. I have on 1 occasion actually stopped a lesson mid flow and said to my class this is so bad I think we all need a break and a change and this was because the lesson was just so boring that even I was struggling to deliver it with any enthusiasm. There is one thing a young person can sense very quickly and easily it is fear in a teacher and they will exploit this to the full as it is great fun to see a teacher lose it or crack under the pressure. Imagine the praise and respect from the rest of the school knowing that Class A1 were the ones who made miss cry or lose the plot.
You just had a bad day and it is now time to take charge of your class again and show them you are in control. Always remember plan B and never take frustrations from one class to another. Acknowledge when something is bad and put it right and if it is a movie make the class aware that you know the lesson is not up to scratch and that they will have to work twice as hard in the next lesson with you to make up for this one so enjoy the movie kids.
Try not to be so hard on yourself as the young people you teach will appreciate your honesty and openness a lot more than than the teacher who just plods on with something that is so bad even they don't believe in it.

I remember a saying told to me some years ago and it was fail to prepare and prepare to fail.

Use this lesson you have learned wisely as you have really answered your own questions here and go forward tomorrow and be the teacher you know you can be.

Be confident be calm and be prepared as anything can happen in a classroom, and it usually does.

Jubs

[Nina]

Your last comments are so true Jubs. You really don't know what to expect and sometimes it's good and sometimes its quite the opposite. I had a student come to lesson that had been eating sweets all day and was as high as a kite on E numbers! The last week for me has been quite hectic and sometimes it's easy to lose the plot and want to throw in the towel, but there is just that spark of renewed hope and energy that keeps you moving forward. I think it's important to get a life balance, good food and plenty of exercise avoids fatigue and helps with the energy levels and alertness during the day. Looking after yourself is a good mental and physical coping strategy in itself. We teachers have a tendency to neglect our own well being and become stressed as a result.

[jow]

jaygee, on 20 February 2010 - 10:03 PM, said:

Hi - I am having trouble convincing myself that I should stay in this field. I was mean to my kids all day yesterday. I was disappointed that one class didn't do the work I wanted them to do. The next period, I went on and on with a lesson that should have been short. I did this because the day before, I thought that a few of the students were almost getting the concept, so instead of stopping when I should have, I continued way past the 20 minutes allotted for the lesson. I ended up taking an hour and then giving my students a quiz. I kept pushing. The kids were getting frustrated and bored and I was getting irritated and disagreeable. Deep down, I think I knew I was off, and suspected it was because I did not trust the lesson plans I came in with. Instead, I kept going with the pre-lesson. Even though some of the kids did learn more than they would have with the short lesson, I think in the long run, I lost much more with this class than I gained. I know I have a tendency to "be too hard on myself." On the other hand, I want to catch these kinds of errors because it is damaging to my kids and it is even more damaging to me as a teacher. They make me want to quit. Does anyone have an idea for when a lesson has imploded or you realize it isn't going to work, and the students get out of control? You know it's your fault, not theirs but you still don't want to reward them for bad behavior. I don't want to put in a movie because that would feel like a reward. It would also signal them that I am lost as a teacher, and that they might not be in good, competent, confident hands. On the other hand, I don't want to keep going "beating a dead horse" which is what yesterday felt like. Only in this particular example, I am the one that killed the horse in the first place.

You say, "Deep down, I think I knew I was off, and suspected it was because I did not trust the lesson plans I came in with." ....Stick with what you trust! Deep down you know what to do. Trust yourself.
" I am the one that killed the horse in the first place".
1. You didn't kill a horse. You just ' took-a-lesson-too-far". This is not the same as killing a horse. 2. We all take lessons too far. (I'm probably doing it now!) 3. THAT'S OK.
Its OK to get it wrong. it really is. ...( Did you hear that?). It really is ok to get it wrong.
4. You have choices.
My brother teaches English Language in Brazil. He teaches 18yr olds. One morning he turned up in the classroom with a hangover. ( I know this isn't good practise and I don't approve of it). He walked in, looked at all his expectant pupils, realised he didn't know what lesson he was going to give, and then climbed up on the desk, lay flat out on it, staring at the ceiling, ...and groaned....and said....."WHERE AM I?"
Silence. Stony silence came from the pupils.
But Simon, my brother, wasn't going to be dissuaded by that.
He groaned again. " Where am I?"
One of the pupils tentatively offered 'in English' ( this was an 'English Language lesson') " You are in bed?"
"No, No " said Simon....

Other Brazilian pupils started to offer the answer to Simon's question , in English.
It turned out he was in "a Hospital" ( which is where he probably should be).

But he is an excellent teacher and he asked an excellent question . "Where am I?" and the next best question is " What am I doing?"

And Jaygee knows the answer to that.

[Jubs]

jow, on 25 March 2010 - 10:55 PM, said:

You say, "Deep down, I think I knew I was off, and suspected it was because I did not trust the lesson plans I came in with." ....Stick with what you trust! Deep down you know what to do. Trust yourself.
" I am the one that killed the horse in the first place".
1. You didn't kill a horse. You just ' took-a-lesson-too-far". This is not the same as killing a horse. 2. We all take lessons too far. (I'm probably doing it now!) 3. THAT'S OK.
Its OK to get it wrong. it really is. ...( Did you hear that?). It really is ok to get it wrong.
4. You have choices.
My brother teaches English Language in Brazil. He teaches 18yr olds. One morning he turned up in the classroom with a hangover. ( I know this isn't good practise and I don't approve of it). He walked in, looked at all his expectant pupils, realised he didn't know what lesson he was going to give, and then climbed up on the desk, lay flat out on it, staring at the ceiling, ...and groaned....and said....."WHERE AM I?"
Silence. Stony silence came from the pupils.
But Simon, my brother, wasn't going to be dissuaded by that.
He groaned again. " Where am I?"
One of the pupils tentatively offered 'in English' ( this was an 'English Language lesson') " You are in bed?"
"No, No " said Simon....

Other Brazilian pupils started to offer the answer to Simon's question , in English.
It turned out he was in "a Hospital" ( which is where he probably should be).

But he is an excellent teacher and he asked an excellent question . "Where am I?" and the next best question is " What am I doing?"

And Jaygee knows the answer to that.

[Jubs]

jow, on 25 March 2010 - 10:55 PM, said:

You say, "Deep down, I think I knew I was off, and suspected it was because I did not trust the lesson plans I came in with." ....Stick with what you trust! Deep down you know what to do. Trust yourself.
" I am the one that killed the horse in the first place".
1. You didn't kill a horse. You just ' took-a-lesson-too-far". This is not the same as killing a horse. 2. We all take lessons too far. (I'm probably doing it now!) 3. THAT'S OK.
Its OK to get it wrong. it really is. ...( Did you hear that?). It really is ok to get it wrong.
4. You have choices.
My brother teaches English Language in Brazil. He teaches 18yr olds. One morning he turned up in the classroom with a hangover. ( I know this isn't good practise and I don't approve of it). He walked in, looked at all his expectant pupils, realised he didn't know what lesson he was going to give, and then climbed up on the desk, lay flat out on it, staring at the ceiling, ...and groaned....and said....."WHERE AM I?"
Silence. Stony silence came from the pupils.
But Simon, my brother, wasn't going to be dissuaded by that.
He groaned again. " Where am I?"
One of the pupils tentatively offered 'in English' ( this was an 'English Language lesson') " You are in bed?"
"No, No " said Simon....

Other Brazilian pupils started to offer the answer to Simon's question , in English.
It turned out he was in "a Hospital" ( which is where he probably should be).

But he is an excellent teacher and he asked an excellent question . "Where am I?" and the next best question is " What am I doing?"

And Jaygee knows the answer to that.

[Jubs]

I would like to ask you to explain this a little further but I am not sure I would understand the response.

So what I will ask is How will your response help Jaygee in her moment of despair, and I will go for it, what are you saying exactly? as I am sorry to say I don't get it.