25 Biggest Mistakes Teachers Make and How to Avoid Them (49 page)

Teacher # 1

A Scenario of a Teacher’s Worst Treatment of a Student

While student teaching, I would often yell at the students when I felt they were not “in control.”

Motive Probe

1.1. Describe the problem and your specific role in it.

I did not yet have control of the class
.

1.2. Why did you do what you did?

Frustration
.

1.3. What emotions or feelings were you experiencing at the time?

I was just frustrated that the kids would not listen
.

1.4. Was your behavior justified? If so, why?

No
.

1.5. Do you regret your action(s)?

Yes
.

1.6. Do you ever think about this incident? If yes, approximately how often since the occurrence(s)?

Not really. It was just a rookie mistake
.

1.7. If faced with the same or a similar situation, what would you do?

Well, hopefully I would not have a classroom that was completely out of my control
.

Commentary

This teacher appears to be in denial, wistfully hoping that she will never have a similar situation. To avoid making the same mistakes, she should make an effort to improve her classroom management skills to increase the likelihood that her classes will be under control in the future.

Teacher # 2

A Scenario of a Teacher’s Worst Treatment of a Student

I have not had any problem of that nature, but I have seen teachers punishing students. One day this little boy was interfering with the class. The teacher decided to put him by the corner of the classroom facing the wall for the entire day. This was not a very good way to teach the boy. After that day almost three times a week this boy was assigned to this corner. According to the teacher, the boy needed a lesson
.

Motive Probe

2.1. Describe the problem and your specific role in it.

The boy was moving around all the time
.

2.2. Why did you do what you did?

The teacher probably thought that a better way to teach a class was without problems
.

2.3. What emotions or feelings were you experiencing at the time?

I wanted to talk to the teacher because that was not fair to the boy
.

2.4. Was your behavior justified? If so, why?

No, her behavior was not justified. There are boys that are very active
.

2.5. Do you regret your action(s)?

Yes
.

2.6. Do you ever think about this incident? If yes, approximately how often since the occurrence(s)?

Three years and every time . . . (no further comment)
.

2.7. If faced with the same or a similar situation, what would you do?

(No response.)

Commentary

This teacher apparently did not want to admit to her mistreatment of this child, so she blamed it on an imaginary teacher. However, her admission to regretting her actions and saying that she still thinks about it, gives her away. Another clue that she is probably the teacher in the scenario is that she was aware that the boy was facing the wall the entire day. How did she know that if she was busy minding her own class? It is good that she has regrets and that she shows signs of being more knowledgeable about child development and behavior, noting that little boys are naturally very active. It is a common occurrence to put disruptive children in a corner or outside the room and forget about them. Not having to deal with such a child’s behavior will certainly make the job easier for the teacher. To avoid this mistake, teachers should have a specified maximum time-out that is just enough time to allow students time to regroup and rethink their actions before rejoining the group. Otherwise, the child should be engaged in some form of learning activity.

Teacher # 3

A Scenario of a Teacher’s Worst Treatment of a Student

When I first began teaching at a small school in East Texas, paddling was the accepted method of discipline. I was appalled by the idea, but by Thanksgiving, I asked my husband to make a paddle for me. I practiced on a blanket that was thrown over a clothesline. I am not proud that I participated in this form of discipline
.

Motive Probe

This teacher did not respond to the motive probe
.

Commentary

This teacher’s guilt and remorse are obvious in her last statement. Corporal punishment, although still legal in some states, is the least desirable form of discipline. To avoid resorting to paddling, this teacher could have ignored the actions of her peers and acquainted herself with other, more acceptable forms of discipline. She should consult successful veteran teachers in her school district to find out what they do in lieu of paddling.

Mistake 2: Physical Aggression

Teacher # 4

A Scenario of a Teacher’s Worst Treatment of a Student

One of my students went to bite another student in the back. When I saw her, I hit her on top of the head and yelled, “NO”! I quietly looked around to see if anyone saw me. She was screaming from the blow. I tried to calm her down so no one would ask me why she was crying
.

Motive Probe

4.1. Describe the problem and your specific role in it.

I was stopping a child from biting another
.

4.2. Why did you do what you did?

It was a reaction
.

4.3. What emotions or feelings were you experiencing at the time?

None
.

4.4. Was your behavior justified? If so, why?

Yes, I needed her to stop because she kept biting the other kids
.

4.5. Do you regret your action(s)?

Now I do
.

4.6. Do you ever think about this incident? If yes, approximately how often since the occurrence(s)?

Yes, every time a student does something wrong
.

4.7. If faced with the same or a similar situation, what would you do?

Probably the same thing; it was a split second reaction
.

Commentary

It is apparent that this teacher feels justified, and not responsible for her actions. She fails to realize that her behavior just exacerbated the problem. She modeled the aggressive, physical behavior that she was trying to deter. To avoid defaulting to a physically aggressive response to student behavior, teachers should react to problem situations with restraint, knowledge, and understanding. Impulsivity just makes problems worse; teachers must think before reacting.

Teacher # 5

A Scenario of a Teacher’s Worst Treatment of a Student

During my first year of teaching, I had six language arts resource classes, with about 20 kids in each class. I had no assistant. The students were majority male, with abilities ranging from prekindergarten to fourth grade. Additionally, sixth, seventh, and eighth were combined in each class, so I had kids ranging in ages from 11–16. Being that I was a first-year teacher, I thought being nice, I could get the kids to behave and achieve. Was I ever wrong? On the day of the incident, I had had it. The kids were being disrespectful, throwing things, fighting, and so on. I finally snapped. From the front of the class, I hurled an eraser across the room, barely missing 2 students. At the same time, I screamed for everyone to “shut up.”

Motive Probe

5.1. Describe the problem and your specific role in it.

I had not set up a good discipline program in my class
.

5.2. Why did you do what you did?

I was trying to send a message that I was about to snap
.

5.3. What emotions or feelings were you experiencing at the time?

Anger, frustration, and a feeling of failure
.

5.4. Was your behavior justified? If so, why?

No, although the kids were out of control I should have set guidelines from the start and the kids might have done better
.

5.5. Do you regret your action(s)?

Somewhat
.

5.6. Do you ever think about this incident? If yes, approximately how often since the occurrence(s)?

Yes, many times a year for 1–2 years
.

5.7. If faced with the same or a similar situation, what would you do?

I would take a deep breath and walk out of the room for a second. This is what I have done since the incident and it works pretty well
.

Commentary

The author of this scenario acknowledges that she was unprepared, that she had failed to set up a good discipline program. A lack of preparation is a lesson doomed to failure. This scenario teacher has not learned much from the experience, she does attempt to manage her anger, but she does not address the real issue, her lack of classroom management strategies, to prevent discipline problems. To avoid future problems, she could take some professional development courses on classroom management and effective pedagogy (teaching methods). She can also observe other classrooms where the teachers are successfully managing their classes.

Teacher # 6

A Scenario of a Teacher’s Worst Treatment of a Student

I hollered at a student to get out of my class after I specifically asked her to put up a Gameboy® (portable videogame player) while we were discussing the day’s math lesson
.

Motive Probe

6.1. Describe the problem and your specific role in it.

I asked twice and when I tried to take it away she snarled, “Don’t touch my f . . . . . g (profanity) stuff.”

6.2. Why did you do what you did?

Anger
.

6.3. What emotions or feelings were you experiencing at the time?

Anger
.

6.4. Was your behavior justified? If so, why?

No
.

6.5. Do you regret your action(s)?

Yes

6.6. Do you ever think about this incident? If yes, approximately how often since the occurrence(s)?

Ten–fifteen times a year for one year
.

6.7. If faced with the same or a similar situation, what would you do?

Try and maintain my composure
.

Commentary

The most obvious problem in this scenario is screaming at a student. This method of discipline is so ineffective. My forewarning to preservice teachers is “Once a screamer always a screamer” because students will enjoy pushing a teacher’s buttons to make her scream or yell. To avoid this screamfest, the teacher should revise her class rules to make bringing in an inappropriate object or toy, an infraction. She can include students in the plan to determine the consequences for an infraction of this rule. However, it is wise to try to guide students to decide that anyone violating the rules should lose possession of the item for a specified period of time, if that’s appropriate. Additionally, the offending student would be required to turn the item in after receiving a warning the first time. This would eliminate the need to physically take the item from the student and risk inciting aggression in the student that invites a power struggle. The student may be more apt to comply if reminded of classroom rules and mutually agreed-upon consequences. If the child refuses, it will be easier to maintain composure without the explosive situation that results from the physical aggression of taking something from someone. To avoid a serious confrontation, teachers should learn to gauge potentially explosive situations by being aware of these types of situations; student personalities, their personal circumstances, the collective persona of the class are all critical factors.