25 Biggest Mistakes Teachers Make and How to Avoid Them (50 page)

Teacher # 7

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

One of my students was one of those children who refused to make an effort. He would be off task, talk back with statements like, “I wasn’t doing that” or “you let him” or “my other teachers let me.” Often when he was asked to do something he would say “I am doing it,” but he was not, and did not; he just ignored the directive. He would be standing; I would say “sit down”; he would say “I am.” Then he would remain standing. I tried moving his seat, calling home, and writing office referrals. Nothing worked; to top it off, he is reading way below level and he was in denial. One day I had enough. I grabbed him by the arm and forced him to sit down, while yelling at him
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Motive Probe

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

I forced a student to sit down, while yelling at him
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7.2. Why did you do what you did?

I was frustrated and wanted to communicate with him in a language he could understand
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7.3. What emotions or feelings were you experiencing at the time?

Anger
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7.4. Was your behavior justified? If so, why?

Yes, the boy needed to know his behavior was going to hurt him in the long run and “conventional” means of telling him that was not working
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7.5. Do you regret your action(s)?

Only that it was illegal
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7.6. Do you ever think about this incident? If yes, approximately how often since the occurrence(s)?

No
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7.7. If faced with the same or a similar situation, what would you do?

Now, I don’t get as angry because I have come to accept that some children will be failures and there is nothing I can do about it. So I do all I can
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Commentary

What appears to be misbehavior may in fact be a student’s defense tactic to mask an embarrassing learning disability. The child’s misbehavior, talking back to the teacher and being off task, may be distracters designed to redirect the focus off real problems such as his reading deficiencies that interfere with his ability to perform at the level of his peers. It is easier and face saving for the student to act as if he does not want to do the work. To avoid misdiagnosing chronic misbehavior, note when, where, and why it occurs. Teachers should try to clearly distinguish between behavior disorders and intentional misbehavior. To make the distinction, teachers should try reading student behavior for hidden messages—that is, to see what is not apparent and to hear what is not being said.

Teacher # 8

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

There was a child in my class who had severe mental challenges. It was his first year in school. So my only alternative was to document his behavior for a referral. He had ADHD, and possibly Asperger syndrome, a form of autism. He couldn’t sit still; he would bother others by talking, playing, or hitting. One day, I just got so frustrated with his daily behavior that after he was acting up and hurting another child, I pulled his arm by his hand and sat him down in a chair
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Motive Probe

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

I told a student to sit down, while yelling at him
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8.2. Why did you do what you did?

My frustration with his daily behavior and fear for the safety of the other children
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8.3. What emotions or feelings were you experiencing at the time?

Anger, frustration, and disbelief
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8.4. Was your behavior justified? If so, why?

Yes, the point was that I removed a student from an unsafe situation
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8.5. Do you regret your action(s)?

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

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

I would be more gentle in my actions
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Commentary

A premature judgment and labeling can unnecessarily mar a student’s record and influence other teachers’ expectations and perceptions of that child. This
teacher rushed to judgment and labeled a kindergarten student before getting a formal diagnosis. Additionally, she had less than 3 years of teaching experience which translates into limited ability to recognize exceptionality in children without the assistance of experts in that area. What is worse is that she was aggressive with the student, although she believed he was not totally responsible for his actions. To avoid misjudgment and misdiagnosis, teachers need extensive training with special needs students. Teachers must not forget that special needs students have feelings and they should not be mistreated.

Teacher # 9

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

It was not a student, per se, it was a player on my basketball team. It was the fourth quarter of a game late in the year. The player was on the bench because we were ahead by a large margin. The players in the game at the time were having problems. I walked down in front of the aforementioned player and told him to check in for another player. He just sat there for a few seconds. When he finally decided to get up, I gently pushed on his chest (so he remained seated) and I said, “Fine, I’ll get someone else.” Things would have been okay except he decided to leave the bench before the game was over. I did not know until we were in the locker room and he wasn’t there. I met with his parents and him after the game to clear up the problem. He was great the rest of the season
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Motive Probe

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

A player failed to comply with my request immediately. I overreacted a little
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9.2. Why did you do what you did?

He should have jumped up and checked in the game. He was feeling sorry for himself because he did not play in the entire fourth quarter
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9.3. What emotions or feelings were you experiencing at the time?

Anger, because the kid was being selfish and not a team player. He should have been cheering for his teammates who rarely got to play
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9.4. Was your behavior justified? If so, why?

Yes, it is my decision who I substitute and when. I guess I could have waited until the next practice to speak with him and/or punish him
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9.5. Do you regret your action(s)?

No
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9.6. Do you ever think about this incident? If yes, approximately how often since the occurrence(s)?

One–five times for 5 years
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9.7. If faced with the same or a similar situation, what would you do?

The same thing
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Commentary

This teacher suffers from the omnipotent-teacher syndrome. He acts all-powerful and all-knowing. He’s in charge and a mind reader, knowing what the player was thinking. He is authoritarian, expecting immediate obedience to his request; when he did not get it, he passed judgment and administered punishment in a split second giving the child no opportunity to explain. The child could have been hesitating for another reason. Although the coach felt that he was correct and the child was wrong, I question his unwillingness to examine his behavior and seek alternatives, particularly when he admitted he overreacted and he used physical force to make the student sit down. To avoid the omnipotence syndrome, teachers can adopt a more authoritative or diplomatic way of dealing with students that does not demand unquestioned obedience. Whenever possible, teachers should give students an opportunity to explain their behavior.

Mistake 4: Public Ridicule

Teacher # 10

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

I told the students in my class to get in groups for a project. There was one student who nobody wanted to work with because she was “weird.” I made another student get out of his group and work with her. I yelled at him and ridiculed him in front of the class. He was so angry at me and embarrassed that he turned bright red and wouldn’t look at me for the rest of the class period. Previously, he would come to my classroom after school and help me in class. After this incident he never did it again
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Motive Probe

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

I didn’t consider his feelings. I took out my anger on him
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10.2. Why did you do what you did?

I felt badly for the little girl and I also wanted everything to be my way
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10.3. What emotions or feelings were you experiencing at the time?

Anger, confusion, and overwhelmed with my job. It was my first year
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10.4. Was your behavior justified? If so, why?

No, I keep thinking I should have put my students’ feelings first but I didn’t. I really believe in the saying “no one has the right to hurt someone else.”

10.5. Do you regret your action(s)?

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

Ten times for 2 years since the event happened
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10.7. If faced with the same or a similar situation, what would you do?

I have completely changed the way I handle my groups—I either assign students to groups, allow them to work alone, or work it so that everyone is ok with the way they are grouped
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Commentary

This is the wrong, wrong, wrong approach. This scenario presents a lose–lose situation for the girl who needed help and the student who was forced to help her. This teacher took her male student for granted, mistaking his niceness for weakness. She thought she could manipulate him more easily than the other students that did not come to help her after school. She could have avoided the disastrous situation by first treating her students with the same respect that she would give an adult friend. She could have asked him privately to help which would avoid a scene that would embarrass the girl and she could have treated him well in the process. The good news is that she has acknowledged the wisdom of the ages that simplifies life . . . being aware that she always wants her own way and that is not always possible or desirable.

Teacher # 11

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

I think my worst treatment of a student was when one of my boys was refusing to do his work in class and his homework assignments. I was so frustrated that I embarrassed him in front of the class
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Motive Probe

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

I tried to make him feel badly about what he was doing
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11.2. Why did you do what you did?

Out of frustration
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11.3. What emotions or feelings were you experiencing at the time?

Anger, frustration, and disappointment
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