25 Biggest Mistakes Teachers Make and How to Avoid Them (52 page)

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

The problem is that I used harsh words and demeaned a student
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16.2. Why did you do what you did?

I was frustrated with his persistent, mischievous behaviors
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16.3. What emotions or feelings were you experiencing at the time?

I felt total frustration and anger. I remember being really mad that he wasn’t responding to my kinder, gentler efforts
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16.4. Was your behavior justified? If so, why?

No, he really did not need one other person telling him he was worthless. If I had lived his life, I wouldn’t care about school either. He is probably clinically depressed
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16.5. Do you regret your action(s)?

I regretted it immediately. This boy has been virtually abandoned by his mother, who should be arrested. His dad is already in jail
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16.6. Do you ever think about this incident? If yes, approximately how often since the occurrence(s)?

Yes, maybe twice since it happened
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16.7. If faced with the same or a similar situation, what would you do?

I did apologize to him afterward. I think I told him how frustrated I was. I am not sure if it was a good idea to burden him with that
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Commentary

This teacher is obviously a believer in the old adage—the apple doesn’t fall far from the tree. She clearly sees the child’s parents as losers and has the same low expectations for him. She assumes he does not care about school and that he’s depressed, as if she has X-ray vision that can probe the interior of his deepest thoughts. Teachers must tread lightly through the muck and mire of low expectations and assumptions, lest they make them a reality. They must remember that some of those apples that fall close to the tree make great apple pie.

Teacher # 17

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

I had all three second-grade classes and no one was following directions or paying attention and this had been going on for a week or so. I had a visitor come in and had to stop and talk briefly. While I was talking, all control of my class was lost. You would have thought you were in a cage full of wild monkeys. When the visitor left, I started yelling at the students. I told them they were acting like idiots and if they did not know what an idiot was, all they had to do was to look in a mirror. The next day I was called into the principal’s office to face the principal and an irate parent of one of those idiots. I apologized to my students, but I also made them copy down all the rules and practice them for 45 minutes
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Motive Probe

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

I had had it
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17.2. Why did you do what you did?

I had had it
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17.3. What emotions or feelings were you experiencing at the time?

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

Not really
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17.5. Do you regret your action(s)?

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

Only when I see the parent—maybe once or twice a year
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17.7. If faced with the same or a similar situation, what would you do?

I would make them all sit down in time-out
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Commentary

Unfortunately for this teacher, the reflection the kids will see in the mirror will not be theirs, it will be hers. Her lack of planning and establishing procedures or rules when there is a visitor is evident in her students’ poor behavior. Being prepared is the only way to handle unexpected visitors. Good teachers expect and plan for the unexpected.

Mistake 9: Deliberate Mistreatment

Teacher # 18

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

When I was a teacher trainee, I sent one of my students to go play soccer with my ex-boyfriend who is a national soccer player. I told my ex to keep him on the field as long as he could. They ended up spending time playing soccer for almost 4 hours. My ex was fine, but my student did not come to school the next day. I felt so badly about that, but after that day, he had never skipped my class anymore
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Motive Probe

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

He always skipped my class, and went to play soccer
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18.2. Why did you do what you did?

I wanted to fatigue him and I was hoping he would stay in the class
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18.3. What emotions or feelings were you experiencing at the time?

Frustration and being upset
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18.4. Was your behavior justified? If so, why?

(No response.)

18.5. Do you regret your action(s)?

Yes, I realized I should not have done so
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18.6. Do you ever think about this incident? If yes, approximately how often since the occurrence(s)?

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

Sit down and talk to the student
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Commentary

The discipline strategy that the teacher’s trainee attempted to use was “satiation” or having a child repeat a behavior until he is beyond satiated (Schunk, 2004) to change a student’s behavior. This strategy changes behavior because what was once pleasurable when repeated excessively usually becomes punishing. This change is similar to the effect of the law of diminishing returns such as 1 scoop of ice cream may be delicious and satisfying but by the 20th scoop, a person could feel sick and nauseated. The teacher could have capitalized on the student’s love for soccer and created an engaging project and lesson on soccer that may have captured his interest. Additionally, the use of a potential hero or role model to abuse a child is a waste of talent and potential. Her ex could have been used more effectively to motivate the class. Whatever discipline strategy a teacher wants to use, he or she should never plan to harm a student. Positive behavior change and respect for students should be the only goal.

Teacher # 19

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

I was a summer camp counselor and had a very disruptive, hyperactive, disobedient camper. Every time he was disobedient I would take away his favorite activity for that day and I would sit him so that he could watch the other campers enjoy the activity
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Motive Probe

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

I had a disobedient problem-child camper. I was his counselor
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19.2. Why did you do what you did?

I felt like it was the only way to teach him a lesson
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19.3. What emotions or feelings were you experiencing at the time?

I was sad for the kid, but he was so bad and nothing would get through to him
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19.4. Was your behavior justified? If so, why?

Not really, his parents were paying money for him to enjoy summer camp and I took away his favorite activities
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19.5. Do you regret your action(s)?

Activities yes and no; it got me and the other campers through the summer better
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19.6. Do you ever think about this incident? If yes, approximately how often since the occurrence(s)?

Only when I see bad kids that remind me of him
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19.7. If faced with the same or a similar situation, what would you do?

(1) Call the parents earlier and explain. (2) Be sterner in the beginning so hopefully it wouldn’t come to this. (3) Get the director involved sooner
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Commentary

Apparently this teacher’s tactic crossed over the fine line of reasonable punishment to abuse. This is unfortunate because her ultimate goal was abuse. She could have capitalized on guiding the student toward more self-control by using his favorite activities as incentives. The excessive punishment of forcing the camper to watch other campers enjoying his favorite activity is retribution for the teacher’s damaged ego, but it also cheated the camper and his parents out of the camp experience they purchased. She could have avoided this unfortunate incident by redirecting his behavior to more positive, acceptable responses. The punishment, if any, should be limited to forfeiting some or all the activity only, but not being forced to watch.

Teacher # 20

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

One of my students was consistently late for class. She often disrupted the topic of discussion, would then proceed to talk with total disregard for the teacher (me) while class was in progress. When I asked questions, she would answer with something completely irrelevant to the topic of discussion or try to make a joke of it. Finally one day, I left the door open to let my students come in for class. When I saw her coming, I shut the door in her face just before she walked in
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Motive Probe

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

I was tired of a student coming to class late and disrupting things
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20.2. Why did you do what you did?

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

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

Ethically, as a teacher no, but as an individual with feelings, yes
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20.5. Do you regret your action(s)?

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

(No response.)

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

Have a counselor talk to her
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Commentary

A slammed door in your face sends a very strong message. It says, I am so angry with you, I am hurt and embarrassed, and I want you to feel the same way. Many of us, at some point in time, have wanted to send a similar message by slamming the door in someone’s face. I can remember being pursued by an angry co-worker who was ranting and raving at me very publicly. She was following me to my classroom and I locked my door behind me. As she approached, I pulled the shade down slowly in her face. Closing doors in someone’s face is a not-so-passive, very-aggressive message that has a latent humiliation factor. To avoid this problem, this teacher could have set up rules of etiquette for the classroom and modeled them. These would include how to enter the classroom when one is late to minimize disruption of the class. They may have to sit close to the door and wait if the teacher is busy instructing. Nowhere does the teacher say that she has
ever talked to the girl about her tardiness. There could be a number of reasons for her tardiness. First, she could suggest that the student use an alarm clock; if she does not have one, provide her with one. The student could have a sleep disorder, or perhaps there is a family situation such as violence or alcoholism that keeps her awake at night. Most school districts hold parents accountable for their child’s tardiness; notifying the parent may have prevented the slammed-door episode.