Imagine walking in to a class full of 12 year old boys from the East End of London. These boys predominately come from a lower-socio economic background and speak "Cockney Rhyming" slang to you all the time. It is obvious to you that a strong 'gang' culture exists between groups of the boys in the class and such groups are known around the neighbourhood for their disrespectful and rebellious behaviour. You have agreed to undertake your first 3 month teaching contract with this class through an agency called 'Timeplan'after having just completed your MTeach at Sydney University. Please answer the following questions regarding appropriate implementation of classroom rules in this context. A. In what ways and when would you implement simple clear classroom rules in this East End school for boys? B. Who would you consult on your first day/week regarding these rules? C. Do you think that the rules that you have chosen for this school would be appropriate to all systems of schooling and all categories of schools? Why?
Steph Lawson | (210.50.30.4) | Wednesday, 23 May 2001 4:44:40 PM
With such a difficult and unruly class of hormonal, pre-pubescent boys,I think it would be absolutely necessary to establish classroom rules, right from day one. First, I would seek the opinion of the head teacher, or principal, in regards to school rules, which I could incorporate into my own class rules. I think I would establish my set of class rules by getting the boys involved, and having them come up with what they think the classroom rules should be. Obviously, I would have to guide them,so they don't come up with inappropriate rules, but at least that way, they can't complain about any of it being unfair, because it would have been their decision. That way, it makes them feel like they are responsible for their education and the environment they learn in. Once we had established the class rules, I would write them up clearly in thick black texta on a piece of colourful cardboard (and laminate it, in case any smart arses tried to write over it! Nothing a bit of turps couldn't fix!)and I'd put it up in the classroom where everyone could see it, and be constantly reminded of the rules we set.
In regards to the appropriateness of the rules to other schools etc,I really think it's an individual thing, and the class rules need to be established catering to the types of students you have; their sex, age, socio-economic backgrounds etc. The rules you establish for a year 7 all-boys class with students from a lower-socioeconomic background are most likely going to be quite different from the rules for a year 11 all-girls class at a private school.
Jackie Saisithidej | (129.78.104.178) | Wednesday, 23 May 2001 4:47:19 PM
BEFORE ENTERING THE CLASSROOM, talk to other teachers who have taught your students in previous years. What problems they encountered. What work? What didn't work? As for the school rules, know them really well.Which 'punishments' could you administer? Which ones can only be administered by HOD for eg. What about incentives? Are they part of the school's disciplinary program? If not, intro them into your own class? BE POSITIVE.
A. Point out the school rules to the class. Ask them to come up with their own class rules. Small group work. If they come up with rules along the lines of "I can talk whenever I want" ask them to explore workability of their rules. Run small role plays with you talking over them or other students talking whenever they want. Do this ASAP ie first lesson. Get students to vote on rules. Get students to write up rules and stick in prominent place in classroom. Ask students to review workability of rules after say 4 weeks.
B. Check your understanding of school rules ie not just the written rules but the unwritten ones ie which ones actually enforced? which ones ignored? Talk to your HOD, talk to other teachers. Of course you have to do all this while maintaing a facade of confidence.
C. There would be general agreement and applicability of "core" values/rules eg no assault, no violence, no theft, respect school property etc. It is near the periphery that the rules will blurr. For example, in a military school it may be appropriate to have a rule requiring all students to stand up when a teacher enters the classroom as it may be argued that it is part of the school ethos etc etc etc. Try this rule in a public co-ed high school in the S.W of Sydney, though I would not rule it out completely. I'm unlikely to get anyone to stand when I enter a room in any other situation!!!
Lesley Thurston | (129.78.104.178) | Friday, 25 May 2001 4:32:51 PM
This is a hard one as it sounds like these students have had few teachers in the past who have been willing to work with them for long enough to teach them some basic respectful behaviour. The fact that they stick together and find little joy in school is going to make it difficult from the start. I would assign every boy in the class a seat at first to let them know they are expected to be in that seat and also as a way of getting to know each student in the class. Something like that used in Dangerous Minds where each student starts with an A and goes from there may work. I think most important of all would be to make the boys responsible for what they would like to learn and then go from there. I would consult with the HOD and other leading teachers for some hints on how they would maybe go about getting there attention and minimising the boys misbehaviour. When you get home from the first day, you may like to call your Mum!! I believe every school and many classes will need different rules and discipline procedures. No group of students is ever going to be the same and they have to be treated accordingly.
Wendy Kemmis | (202.7.169.70) | Friday, 25 May 2001 9:03:21 PM
Cockney slang would have to be one of the hardest dialects to understand but is not entirely impossible to learn! Before I even began at the school I would try to immerse myself in this culture (eg. at the pub!) so that I might be able to respond communicate with these boys on their level. If they knew that I understood what they were saying, it may deter them to try anything worse on me, and I beleive they may warm to the fact that I am willing to get to know them and not stick myself up on a pedestal.
As far as rules are concerned I would have my own mapped out with the aid of the principal or HOD but I wouldn't dump them on the students straight away. I would try, and I stress try, to encourage the students to form their own reasonable set of classroom rules and forms of punishment if these are broken. I think I would also let the boys know that they wouldn't only be letting me down but also themselves and their friends if they break any of these rules. If these boys are working in gangs it is highly liekly they have their own rules and ways of punishment. If a student broke a rule, they would soon be dealt with outside the classroom. But then again, this would only work if the students were willling to learn in the first place.
I think our main concern with this scenario would be motivating the students to learn. How can you teach those who are unwilling or simply don't care?
Esther Choi | (210.8.224.3) | Saturday, 26 May 2001 2:16:29 AM
It sounds like a really difficult situation and eventhough I could try and speculate what it would be like I don't think I would be able to really know until I get there. An honest feeling is that I hope I never come across such situation but if I did then as the others have suggested I'd probably do the same and let the students decide on the rules and punishments. In doing so however, it might be a good idea to have a role play. Tell or suggest to the students that you are going to take a student's role and get the "gang leader" to act out a teacher. I'd have a list of rules and consequences prepared so I could "direct" the students so they WILL inevitably come up with the list simialr to mine. I've found that exchange role play works quite well in all situations. Setting and laying out the rules from the very beginning is essential so even before I get to the school I'd do some research on the school,students and other relevant info using the internet. Arriving at school, I'd meet up with their previous teachers and find out more about the students and then consult the Head Teacher and school policy document.
Emma Skoczylas | (139.134.23.68) | Saturday, 26 May 2001 4:32:11 PM
I guess my actions would depend upon whether I knew prior to entering the classroom that the students behaved in the manner described above. However, if I was only new to the school, I believe that I would speak to a member of staff within the school that I thought might "push" me in the right direction in general (say the head of the English/History dept). Already I have decided that I will not enter any class with any preconceived ideas of the pupils. Just because I've been forewarned about individual students does not give me the right to judge them based on other teachers' opinions and experiences with them. Thus, I will answer based on the idea that I have walked into a class I know very little about, under the circumstances outlined above.
I agree with many of this weeks readings that suggest that on day one it is important to establish credibility. I would have very little prepared in terms of teaching, but would be more concerned with the basics, such as learning names etc. With this in mind then, I would enter the room and possibly wait for silence (doubtful). I would not sit down until I had full attention, and from experience it is not difficult to get attention as a new teacher. Kids are curious creatures. Hopefully there would be a school document outlining "school rules" and I would have read them in advance. If not, I'm all for common sense rules (Don't interupt; Don't talk over the top of others etc.) Of course, like many others have indicated, I feel that giving the students some kind of input (treating them as adults) might be a good start to a "good" relationship, so when establishing a set of class rules, the students would be given the opportunity to create their own. I would expect some "rules" that would not work to be suggested, such as Jackie's eg "I can talk whenever I want", and I would firmly point out that I can only treat people as adults if they behave like adults,(and too the person that made the suggestion)I would say something along the lines of "But, I also realise that sometimes adults like to have a bit of a joke. That was a clever joke, but we all know where a joke ends right?". As teacher after the students had had their turn of suggesting class rules, I would add any main rules that they had missed.
Next, I would get the class to come up with some suitable "punishments" for the rule-breakers. I could introduce this by stating that the class had come up with the rules, and that by breaking any of these they would be showing disrespect for each other ( as well as me). I would be sure that any punishments fit the crime too. Then it would be a matter of finding out names -(I like the idea of getting students to sit in the same place each lesson and writing out a map of names so to speak THANKS WHOEVER'S IDEA I PINCHED!). I would try to create a lesson (for the next class) that would relate to respecting differences. I would use the example of language, some language is suitable for in the classroom, some is not. I would not expect the students to come to my classes using perfect grammar, be incredibly polite to me (civilised is good enough for me), but I would not tolerate bad language, sexual harrassment, racial or discriminatory comments. I realise that students that have lived and spoken in the way described above would not change overnight. I would not expect that, and I would give them time to adapt to my expectations. If things continued after a reasonable period of time had passed, I would consult other staff that might have worked with these students prior, speak to the school counsellor and head of Depts.
Aside from my idea for a topic in the second lesson, the action of allowing student involvement in the making of classroom rules etc seems appropriate for most High School scenarios. I think I could apply this to other schools, and I this is because I tried not to come up with a solution to the above problem by catagorising these boys into a specific group. I wanted to be able to enter the room with no preconceived ideas, and give them the chance to show maturity. I wanted them to know that I was willing to give them a chance, to share some control. Am I naive?
Emma Skoczylas | (139.134.23.68) | Saturday, 26 May 2001 4:33:41 PM
I guess my actions would depend upon whether I knew prior to entering the classroom that the students behaved in the manner described above. However, if I was only new to the school, I believe that I would speak to a member of staff within the school that I thought might "push" me in the right direction in general (say the head of the English/History dept). Already I have decided that I will not enter any class with any preconceived ideas of the pupils. Just because I've been forewarned about individual students does not give me the right to judge them based on other teachers' opinions and experiences with them. Thus, I will answer based on the idea that I have walked into a class I know very little about, under the circumstances outlined above.
I agree with many of this weeks readings that suggest that on day one it is important to establish credibility. I would have very little prepared in terms of teaching, but would be more concerned with the basics, such as learning names etc. With this in mind then, I would enter the room and possibly wait for silence (doubtful). I would not sit down until I had full attention, and from experience it is not difficult to get attention as a new teacher. Kids are curious creatures. Hopefully there would be a school document outlining "school rules" and I would have read them in advance. If not, I'm all for common sense rules (Don't interupt; Don't talk over the top of others etc.) Of course, like many others have indicated, I feel that giving the students some kind of input (treating them as adults) might be a good start to a "good" relationship, so when establishing a set of class rules, the students would be given the opportunity to create their own. I would expect some "rules" that would not work to be suggested, such as Jackie's eg "I can talk whenever I want", and I would firmly point out that I can only treat people as adults if they behave like adults,(and too the person that made the suggestion)I would say something along the lines of "But, I also realise that sometimes adults like to have a bit of a joke. That was a clever joke, but we all know where a joke ends right?". As teacher after the students had had their turn of suggesting class rules, I would add any main rules that they had missed.
Next, I would get the class to come up with some suitable "punishments" for the rule-breakers. I could introduce this by stating that the class had come up with the rules, and that by breaking any of these they would be showing disrespect for each other ( as well as me). I would be sure that any punishments fit the crime too. Then it would be a matter of finding out names -(I like the idea of getting students to sit in the same place each lesson and writing out a map of names so to speak THANKS WHOEVER'S IDEA I PINCHED!). I would try to create a lesson (for the next class) that would relate to respecting differences. I would use the example of language, some language is suitable for in the classroom, some is not. I would not expect the students to come to my classes using perfect grammar, be incredibly polite to me (civilised is good enough for me), but I would not tolerate bad language, sexual harrassment, racial or discriminatory comments. I realise that students that have lived and spoken in the way described above would not change overnight. I would not expect that, and I would give them time to adapt to my expectations. If things continued after a reasonable period of time had passed, I would consult other staff that might have worked with these students prior, speak to the school counsellor and head of Depts.
Aside from my idea for a topic in the second lesson, the action of allowing student involvement in the making of classroom rules etc seems appropriate for most High School scenarios. I think I could apply this to other schools, and I this is because I tried not to come up with a solution to the above problem by catagorising these boys into a specific group. I wanted to be able to enter the room with no preconceived ideas, and give them the chance to show maturity. I wanted them to know that I was willing to give them a chance, to share some control. Am I naive?
Emma Skoczylas | (139.134.23.68) | Saturday, 26 May 2001 4:37:09 PM
I guess my actions would depend upon whether I knew prior to entering the classroom that the students behaved in the manner described above. However, if I was only new to the school, I believe that I would speak to a member of staff within the school that I thought might "push" me in the right direction in general (say the head of the English/History dept). Already I have decided that I will not enter any class with any preconceived ideas of the pupils. Just because I've been forewarned about individual students does not give me the right to judge them based on other teachers' opinions and experiences with them. Thus, I will answer based on the idea that I have walked into a class I know very little about, under the circumstances outlined above.
I agree with many of this weeks readings that suggest that on day one it is important to establish credibility. I would have very little prepared in terms of teaching, but would be more concerned with the basics, such as learning names etc. With this in mind then, I would enter the room and possibly wait for silence (doubtful). I would not sit down until I had full attention, and from experience it is not difficult to get attention as a new teacher. Kids are curious creatures. Hopefully there would be a school document outlining "school rules" and I would have read them in advance. If not, I'm all for common sense rules (Don't interupt; Don't talk over the top of others etc.) Of course, like many others have indicated, I feel that giving the students some kind of input (treating them as adults) might be a good start to a "good" relationship, so when establishing a set of class rules, the students would be given the opportunity to create their own. I would expect some "rules" that would not work to be suggested, such as Jackie's eg "I can talk whenever I want", and I would firmly point out that I can only treat people as adults if they behave like adults,(and too the person that made the suggestion)I would say something along the lines of "But, I also realise that sometimes adults like to have a bit of a joke. That was a clever joke, but we all know where a joke ends right?". As teacher after the students had had their turn of suggesting class rules, I would add any main rules that they had missed.
Next, I would get the class to come up with some suitable "punishments" for the rule-breakers. I could introduce this by stating that the class had come up with the rules, and that by breaking any of these they would be showing disrespect for each other ( as well as me). I would be sure that any punishments fit the crime too. Then it would be a matter of finding out names -(I like the idea of getting students to sit in the same place each lesson and writing out a map of names so to speak THANKS WHOEVER'S IDEA I PINCHED!). I would try to create a lesson (for the next class) that would relate to respecting differences. I would use the example of language, some language is suitable for in the classroom, some is not. I would not expect the students to come to my classes using perfect grammar, be incredibly polite to me (civilised is good enough for me), but I would not tolerate bad language, sexual harrassment, racial or discriminatory comments. I realise that students that have lived and spoken in the way described above would not change overnight. I would not expect that, and I would give them time to adapt to my expectations. If things continued after a reasonable period of time had passed, I would consult other staff that might have worked with these students prior, speak to the school counsellor and head of Depts.
Aside from my idea for a topic in the second lesson, the action of allowing student involvement in the making of classroom rules etc seems appropriate for most High School scenarios. I think I could apply this to other schools, and I this is because I tried not to come up with a solution to the above problem by catagorising these boys into a specific group. I wanted to be able to enter the room with no preconceived ideas, and give them the chance to show maturity. I wanted them to know that I was willing to give them a chance, to share some control. Am I naive?
Emma Skoczylas | (139.134.23.68) | Saturday, 26 May 2001 4:38:36 PM
I guess my actions would depend upon whether I knew prior to entering the classroom that the students behaved in the manner described above. However, if I was only new to the school, I believe that I would speak to a member of staff within the school that I thought might "push" me in the right direction in general (say the head of the English/History dept). Already I have decided that I will not enter any class with any preconceived ideas of the pupils. Just because I've been forewarned about individual students does not give me the right to judge them based on other teachers' opinions and experiences with them. Thus, I will answer based on the idea that I have walked into a class I know very little about, under the circumstances outlined above.
I agree with many of this weeks readings that suggest that on day one it is important to establish credibility. I would have very little prepared in terms of teaching, but would be more concerned with the basics, such as learning names etc. With this in mind then, I would enter the room and possibly wait for silence (doubtful). I would not sit down until I had full attention, and from experience it is not difficult to get attention as a new teacher. Kids are curious creatures. Hopefully there would be a school document outlining "school rules" and I would have read them in advance. If not, I'm all for common sense rules (Don't interupt; Don't talk over the top of others etc.) Of course, like many others have indicated, I feel that giving the students some kind of input (treating them as adults) might be a good start to a "good" relationship, so when establishing a set of class rules, the students would be given the opportunity to create their own. I would expect some "rules" that would not work to be suggested, such as Jackie's eg "I can talk whenever I want", and I would firmly point out that I can only treat people as adults if they behave like adults,(and too the person that made the suggestion)I would say something along the lines of "But, I also realise that sometimes adults like to have a bit of a joke. That was a clever joke, but we all know where a joke ends right?". As teacher after the students had had their turn of suggesting class rules, I would add any main rules that they had missed.
Next, I would get the class to come up with some suitable "punishments" for the rule-breakers. I could introduce this by stating that the class had come up with the rules, and that by breaking any of these they would be showing disrespect for each other ( as well as me). I would be sure that any punishments fit the crime too. Then it would be a matter of finding out names -(I like the idea of getting students to sit in the same place each lesson and writing out a map of names so to speak THANKS WHOEVER'S IDEA I PINCHED!). I would try to create a lesson (for the next class) that would relate to respecting differences. I would use the example of language, some language is suitable for in the classroom, some is not. I would not expect the students to come to my classes using perfect grammar, be incredibly polite to me (civilised is good enough for me), but I would not tolerate bad language, sexual harrassment, racial or discriminatory comments. I realise that students that have lived and spoken in the way described above would not change overnight. I would not expect that, and I would give them time to adapt to my expectations. If things continued after a reasonable period of time had passed, I would consult other staff that might have worked with these students prior, speak to the school counsellor and head of Depts.
Aside from my idea for a topic in the second lesson, the action of allowing student involvement in the making of classroom rules etc seems appropriate for most High School scenarios. I think I could apply this to other schools, and I this is because I tried not to come up with a solution to the above problem by catagorising these boys into a specific group. I wanted to be able to enter the room with no preconceived ideas, and give them the chance to show maturity. I wanted them to know that I was willing to give them a chance, to share some control. Am I naive?
Emma Skoczylas | (139.134.23.68) | Saturday, 26 May 2001 5:15:46 PM
I guess my actions would depend upon whether I knew prior to entering the classroom that the students behaved in the manner described above. However, if I was only new to the school, I believe that I would speak to a member of staff within the school that I thought might "push" me in the right direction in general (say the head of the English/History dept). Already I have decided that I will not enter any class with any preconceived ideas of the pupils. Just because I've been forewarned about individual students does not give me the right to judge them based on other teachers' opinions and experiences with them. Thus, I will answer based on the idea that I have walked into a class I know very little about, under the circumstances outlined above.
I agree with many of this weeks readings that suggest that on day one it is important to establish credibility. I would have very little prepared in terms of teaching, but would be more concerned with the basics, such as learning names etc. With this in mind then, I would enter the room and possibly wait for silence (doubtful). I would not sit down until I had full attention, and from experience it is not difficult to get attention as a new teacher. Kids are curious creatures. Hopefully there would be a school document outlining "school rules" and I would have read them in advance. If not, I'm all for common sense rules (Don't interupt; Don't talk over the top of others etc.) Of course, like many others have indicated, I feel that giving the students some kind of input (treating them as adults) might be a good start to a "good" relationship, so when establishing a set of class rules, the students would be given the opportunity to create their own. I would expect some "rules" that would not work to be suggested, such as Jackie's eg "I can talk whenever I want", and I would firmly point out that I can only treat people as adults if they behave like adults,(and too the person that made the suggestion)I would say something along the lines of "But, I also realise that sometimes adults like to have a bit of a joke. That was a clever joke, but we all know where a joke ends right?". As teacher after the students had had their turn of suggesting class rules, I would add any main rules that they had missed.
Next, I would get the class to come up with some suitable "punishments" for the rule-breakers. I could introduce this by stating that the class had come up with the rules, and that by breaking any of these they would be showing disrespect for each other ( as well as me). I would be sure that any punishments fit the crime too. Then it would be a matter of finding out names -(I like the idea of getting students to sit in the same place each lesson and writing out a map of names so to speak THANKS WHOEVER'S IDEA I PINCHED!). I would try to create a lesson (for the next class) that would relate to respecting differences. I would use the example of language, some language is suitable for in the classroom, some is not. I would not expect the students to come to my classes using perfect grammar, be incredibly polite to me (civilised is good enough for me), but I would not tolerate bad language, sexual harrassment, racial or discriminatory comments. I realise that students that have lived and spoken in the way described above would not change overnight. I would not expect that, and I would give them time to adapt to my expectations. If things continued after a reasonable period of time had passed, I would consult other staff that might have worked with these students prior, speak to the school counsellor and head of Depts.
Aside from my idea for a topic in the second lesson, the action of allowing student involvement in the making of classroom rules etc seems appropriate for most High School scenarios. I think I could apply this to other schools, and I this is because I tried not to come up with a solution to the above problem by catagorising these boys into a specific group. I wanted to be able to enter the room with no preconceived ideas, and give them the chance to show maturity. I wanted them to know that I was willing to give them a chance, to share some control. Am I naive?
Jenny Latham | (10.0.73.173) | Sunday, 27 May 2001 9:21:20 AM
I think the best option when first entering this year 7 boys school would be to implement the class rules right from the beginning when you walk into the classroom. I would start by stating in simple, straight to the point language what I expect from them as students. I then would state what some of the consequences of bad behaviour would be and what the benefits of good behaviour could bring. BEFORE I WALK IN THE CLASS: As a foreigner to the country and the school I would consult the teachers in the department about this class and their approaches to the curriculum and class rules. I think the next important issue would be to walk around the community area and talk to some of the people who live in this neighbourhood. I would not try and see the students outside of class at first due to the gang culture centred around the school and community as this would only put me in danger. I think the rules for this class would be implemented at a sticter level in the beginning because of the students being known for their rebellious behaviour. In order to gain respect in this class/small society you would have to set your rules at a higher but at the same time positive level than most typical Australian schools. Clear parameters and expectations of the students and consice outlining of the programs ensures the students perceive you as a firm but fair teacher rather than just authoritarian.
M.Grace | (129.94.6.30) | Sunday, 27 May 2001 12:40:58 PM
I was talking to an ex-teacher who taught at Punchbowl boys and he gave me some advise. He said make the rules clear and be sure not to break the rules your self. Secondly he said get to know the community that your teaching with in and most importantly know your students. He went on to say that he was socialable with them but not friends and once a month he would make an effort to go to the markets where most of his students parents worked and also where his students shopped. He would talk to the parents socially and introduce his wife to them. He made the effort where it counted and he showed them that he just wasn't a teacher but a socialable human being. It makes sence. He gained their respect, of course he would have had problems in the classroom like any other teacher but he earnt their respect.
Jenny Layzell | (139.134.23.68) | Sunday, 27 May 2001 1:37:21 PM
Before even entering the classroom, I would take a walk around the neighbourhood where the school was located. Just to get a general feel for the type of area into which this school was part of the community.The first thing I would do, is consult with other teachers who had previously taught this class. What worked for them? What didn't? ( as with several other's suggestions). If I felt uncomfortable with the suggestions, after all I am the new teacher starting from scratch, I would do as Steph suggested and involve the boys in the decision making process. The rules would be clear and simple with no deviation and the consequences for not following these would be carried out with consistentcy. I would also implement a reward system for good behaviour. The card system that is incorporated in a lot of schools seems to work very well. The thing is, that once a set of rules has been implemented, there must be consistentcy in following through with what has been laid down. I would certainly watch my behaviour as well. (IF I COPIED ANYONE'S IDEAS I APOLOGISE1111)
Jenny Layzell | (139.134.23.68) | Sunday, 27 May 2001 1:38:29 PM
Before even entering the classroom, I would take a walk around the neighbourhood where the school was located. Just to get a general feel for the type of area into which this school was part of the community.The first thing I would do, is consult with other teachers who had previously taught this class. What worked for them? What didn't? ( as with several other's suggestions). If I felt uncomfortable with the suggestions, after all I am the new teacher starting from scratch, I would do as Steph suggested and involve the boys in the decision making process. The rules would be clear and simple with no deviation and the consequences for not following these would be carried out with consistentcy. I would also implement a reward system for good behaviour. The card system that is incorporated in a lot of schools seems to work very well. The thing is, that once a set of rules has been implemented, there must be consistentcy in following through with what has been laid down. I would certainly watch my behaviour as well. (IF I COPIED ANYONE'S IDEAS I APOLOGISE1111)
Reema Hozeiran | (203.134.156.84) | Sunday, 27 May 2001 4:28:38 PM
Dear Georgina & Caroline,
Controlling such a class is a nightmare for me and it needs a teacher with high management skills. In general I agree with previous suggestion plus some other points.
My first step and before getting there is to start establish a general idea about their area & culture by using different resources; get knowing the school environment & to find about its policy especially the discipline one.
After arriving to school & before starting my first day of teaching consult the head teacher or principle in regards to school rules which I can use in controlling my class.
After having a list of my students names try to get access to their records or talk to their previous year teacher about their academic level, if they had any discipline problems and how it was solved, if there were any health or family problems.
The above information will provide me with an idea about my students and how to solve problems if they occur.
Now I am on the first day I will not try to teach them any thing; it is going to be a day to know each other. First thing I will change their places according to setting plan which I did according to information I got previously. Second I will provide each student a copy of my class expectation rules, ask them to read it carefully and if they have any comments it’s better to discuss it now because they have to work according to these rules for the whole school year. Third I will set some responsibilities especially for the students with worst behavior because researches shows that students given responsibility tend to behave more responsibly. Finally I will ask them to fill a form for me to know what are their interests so I can know how to motivate them (first stage to apply Glasser’s Theory).
This is my best and I hope it will work.
I believe the above steps could be appropriate to all systems & categories of school because all are general, nothing is specific till I start applying Glasser Control Theory which in that stage becomes individual thing.
Catherine Huang/ Eve Chen | (203.88.255.122) | Sunday, 27 May 2001 8:10:23 PM
I think in such a situation I would find out about the students in the class and the environment of the schools surroundings. Also, talk to and consult with those teachers who have taught them previously and try to work out what did and didn't work in controlling them and finding out the school rules. I think it would be wise to make classroom rules with those students, that way they will clearly know the rules in the classroom as they were all involved in the decision making of the rules. I would remind them every now and then and let them be aware of the rules that we as a class made up and have them obey the rules they have made and also the ones that are applied to the school. As for the last question, I do not think that the rules choosen for this class would be appropriate in all schooling because every grade, every school and every student are different, thus they will also have different needs and interest.
Yuki Tagana | (202.7.209.121) | Sunday, 27 May 2001 8:54:57 PM
It seems almost impossible for 1st year, non-experienced teacher who come from overseas to be able to effectively deal with such a situation in just 3 months! However if I was in that situation, firstly, I will definitely have to investigate the environment and culture of the students and try to familiarlise myself with it, I'll also seek to talk to other experienced teachers and gain as much info as possible about the students. I don't believe, with such rebellious boys,that any sort of 'ruling them with power' approach will work very well because they think that 'rules are there to be broken'. I believe in approaching such students with POSITIVE and UNDERSTANDING attitude. In my 1st day, I'll use the class time to get to know them. I'll show them (somehow...)that I'm not here to discipline them or 'educate' them by giving them more rules, but I'm simply interested in helping them make their learning as enjoyable as possible. I'll tell them about myself and talk about something that might interest them or they could relate to, then I'll ask them what they like to do, what their interests are, and try to corporate them as much as possible in the unit fo work. My point is that I have to make them see me positively, not as someone whose intention is to make them do things they don't want to do and punish them if they don't do what they're told to do, because that's how they see teachers are like and they hate them and that's why they are rebellious. So, once I've done that, I'll clearly explain some things that will be beneficial for both me and everyone in the class, without calling them rules (perhaps try to demonstrate the importance of respecting others). I agree with many others that getting students to take roles in deciding these would be a good idea as long as they are willing to cooperate. I think it's also important to get help from parents to know more about each student. Afterall, I think the key is to deal with each misbehaving or confrontation effectively (Druiker's theory may be useful), be patient and take time to earn respect and build good relationships with students. I'll try my best to show them the meaningfulness and relevance of what I'm teaching, and plan the work so that they will enjoy and experience sense of achievement in every lesson.I know it will not be easy, but trying to make strict rules and powering over them and punishing them are the last things I would want to do. That will only make them hate me and be more rebellious, I think. I would rather focus on positive aspects. Of course rules and the way rules should be implemented will always differ across various situations of different schools/classes.
young h | (198.142.206.25) | Sunday, 27 May 2001 9:44:08 PM
you got to do some homework before you enter the classroom. crazy not to.
i will consult almost all the teachers been involved with the so called 'junior gang' students. then go up to H.T for tips and wisdom. just about all the possible help and advise i could get.
control? i guess that comes bit later.
implementing class rule will start from the moment i walk into the class of day 1.
simple introduction of myself and the same way from the student according to the roll call list.
i know i can show mean face-miliary background.
but non-verbal directions are easier way to go then yelling or 'sit' 'quiet' use of short phrase direction would be approapriate.
then i will consult the worst case scenario of futher discipline procedure within the chain of command in the school. see how they react to that.
it will be more like a science experiment to see what happens if i do this.
but i am sure i will know i don't have to start from origin since i have done bit of research prior to that day 1.
should not be impossible, i believe.
Michael Hammonds | (203.27.69.92) | Monday, 28 May 2001 12:01:20 AM
I think its important to maintain perspective. Sure these boys may be the bane of your existence but at the same time its not good to assume working class children are any more monstrous than their wealthier peers. At least haughtiness shouldn't be a problem in this situation. I think clear classroom rules need to be established right at the beginning of your tenure. The teacher needs to seize the initiative and not let go. The rules should be clear, agreed upon and consistently applied. Hopefully this will bring an understanding that at least you, as teacher, are unequivocally fair. As for advice on the first week I suppose the most appropriate people to give advice would be teachers who are used to classes of this age group, in particular within your subject area. I think anyone who offers help should be listened too though to gain some sort of diverse understanding of your colleagues strategies. I'm inclined to think that classroom rules should be fairly standard regardless of the environment. Certainly some rules will not need to be enforced as frequently in some classrooms but they should still stand. If you are going to be consistent with one class its only fair to be consistent with all your classes.
Helena Ng | (203.109.250.95) | Monday, 28 May 2001 12:57:10 AM
I think discipline and consistency are key issues here. You obviously don't want to look like a tyrant but you still have to be firm and fair, for your own safety and the saftey of other students. In answer to the questions A. I would state from the very first class what the class rules were. These rules would have to worked out according to the schools policy and my own personal classroom rules. I would go over them with the students and get them to discuss what they thought of each one. I would also, as others have commented, write them up clearly somewhere in the classroom so that they are visible at all times and may be referred to when necessary. I would give a copy to the students so they cannot say they rules were not clear to them. If appropriate, make a special effort to try to get to know the gang "leaders" so they will listen and respect me. Hopefully this will have an effect on the rest of the group B. I would speak to the principal and other teachers who have taught these boys. Ask them of their background history, see who the ringleaders and particular trouble makers are. C. I don't know what the specific rules would be, but of course the nature of class rules would differ from school to school. Some students are generally well behaved and do not need class rules so blatantly and consistently reminded to them. For instance they may not NEED to have their bags checked for weapons every morning. Just some thoughts.
Yun-yi, Eve, Chen | (203.88.255.122) | Monday, 28 May 2001 3:55:42 AM
I think I would state my rules to the class on the first day or first class and try to make them understand that I know many of them dont want to be here but as a matter of fact, you just have to put up with the rules. If you are in my class then there are certain ways of behaviours are expected and if they respect themselves, and I would certainly respect them in the same way as they treat me. Of course, it would be a good idea to consult with a senior teachers or anyone who has experience in that school and ask them to tell you soem"tips" or something I have to pay more attention on, so if something did come up ( bad way) then I may know how to react!Not too sure about the last questions, because students are expected to be well behaved or respect teachers, but some are just really bad, like those in this case. So I think I would lower the rules to them. and I think different rules applied to different students, and to different schools as well.
Allison Throwden | (129.78.104.104) | Monday, 4 June 2001 10:35:53 AM
I would begin researching the local area and local colloqialisms before I entered the classroom so that I had an awareness and understanding of where the students come from and what language they speak. As a teacher you severley disadvantage yourself if you can not relate to the way your students speak.
SEcondly I would aquaint myself with the rules and regulations of the school so that I was clear and confident about behavioural expectations, rewards and punishments. I would also try to speak with some of the teachers at the school to get a feel for the way classes are generally run at the school.
Finally, I would create a set of class rules the first day I was in the class - in cooperation with the students so that they feel more responsible for upholding them.
Luzviminda Macasaquit | (203.76.17.27) | Monday, 4 June 2001 11:28:45 AM
For a beginning teacher or an experienced overseas teacher this situation really is a big challenge. Although you have learned loot of theories but HOW to implement them is the problem. "from my experienced when I taught in secondary school here about six months ago I was really HORRIFIED about students behaviour. The group was a mixed group from working class family and ethnic background and some students really behave badly. My first day was really terrible coz I have no idea about school environment and school system. I did not expect that majority of the students came from different culture. As casual teacher I was not informed by the school coordinator regarding students behaviour and school policy. She just hand me over the timetable for my assigned subjects and maps as my guide looking for different blocks and rooms. May be they presumed that I knew already the system and classroom rules as well. When I finished my last period class I decided to talk to the RESPECTIVE HOD's of the subjects assigned to me to get information about the students behaviour and how deal with this problem, their school policy and classroom rules. On my second day I explained to students that I was there as their Casual teacher and they need to respect me as their Classroom teacher if they want to be respected the same way. I also conveyed to them that I was aware of the school policy and classroom rules so they couldn't play game out of me." I believed as beginner before going straight to the classroom you should talk and get some information to the HOD then you can apply theories that you have learned in Classroom Management.
Luzviminda Macasaquit | (203.76.17.27) | Tuesday, 5 June 2001 7:34:11 AM
For a beginning teacher or an experienced overseas teacher this situation really is a big challenge. Although you have learned lot of this theories but how to implement these is the problem. “From my experienced when I taught at secondary school here about six months ago I was really HORRIFIED about students behaviour. The group was a mixed group from working class family and some of the students behave badly. My first day of teaching was terrible because I have no idea regarding school environment in this country and didn’t expect that students come from different culture. As casual teacher I was not informed by the coordinator which, I talk to and gave me the timetable for my first day in school. May be they presumed that I knew the system, curriculum and school policy as well. When I finished with my last period I decided to talk to the respective HOD’s of the subjects assigned to me to get information about the students behaviour, school policy and classroom rules. On my second day I explained to students that I was there as their Casual teacher and need to respect me as their teacher if they want to be respected the same way. I also conveyed to them that I was aware of the school policy and classroom rules so they couldn’t play game out of me.” I believed as teachers before going straight to the classroom you should talk and get some information to the HOD the you can apply theories that you have learned in classroom management
Roslyn S | (129.78.64.5) | Thursday, 7 June 2001 10:58:53 PM
My primary concern would be establishing some kind of order in the classroom so that learning could actually take place - not an easy task! I would chat with anyone who could give any advice about the class and the students in the class and methods that have been successful or not so successful with this group of students...class rules and expectations would need to be established from the start. I would not plan class activities which may go really well for some classes but in this case could just give the students a chance to get out of control.
Herlina Massing | (10.1.37.30) | Saturday, 9 June 2001 5:12:39 PM
I never taught before. So what I write is just the ideal of what I would do when I walk into a classroom of boisterous East Enders boys. Firstly I would introduce my name and tell them that I really look forward to work together with them and show that I am happy to be there bla bla bla ( with sincerity of course) Ideally we would be sitting in a circle where we can be on the same level. I probably would even bring some snacks, chips, dips, lollies and lemonade as my mum always says that the way to boys heart is through their stomach. On a second taught ... I think I better not
because there might be some diabetics or some who are allergics to chips. Or their own mums might be jealous and accusing me of spoiling their sons tea.)Then I would invite them to tell me about them selves and what their interests are, something that they would be really interested, such as foootball, bands, films etc. I hope one this would make them forget that they suppose to misbehave and two give me some understanding about them and their backgrounds which is needed to develop and implement classroom rules. Although, I would not call it rules, I don't like the sound of it. I ll find some other word for it. Of course it would be something that we will develop together. I don't think it will be possible to design a classroom rules on the first day. I think I rather spend the first day flexibly and expect the students to misbehave for some particular reasons. They might just want to test me out or know me. I don't think I ll like to be a tyranicall teacher because I would hate my self and I would not last long. I think a positive classroom rules can only be implemented if teachers blend care (glasser and Jesus call it love) , understanding, kindness, and warmth WITH firmness, realistics limit and clear expectations. I would also talk to other teachers, the head teacher and if possible the head master. But I don't think I would tailor my approach to their advice 100% Because I don't think what work for others would work for me.
Finally, No I would never use the rule of one class for another class. It would not be appropriate. ONE Size never fits all.
tracy chang | (129.78.104.119) | Wednesday, 13 June 2001 1:48:58 PM
I would first find out all the available information regarding the students' background, previous teacher's classroom rules and ways of teaching, and relevant school discipline rules.Hopefully, these information would help me think ahead of students and act accordingly to my judgement at the time. On the first day of teaching, I would emphasis the important of classroom rules, and ensure that rules would be carried out when necessary. In my opinion, once students know the limits and rules, you are on the upper hand.
tracy chang | (129.78.104.119) | Wednesday, 13 June 2001 1:49:11 PM
I would first find out all the available information regarding the students' background, previous teacher's classroom rules and ways of teaching, and relevant school discipline rules.Hopefully, these information would help me think ahead of students and act accordingly to my judgement at the time. On the first day of teaching, I would emphasis the important of classroom rules, and ensure that rules would be carried out when necessary. In my opinion, once students know the limits and rules, you are on the upper hand.
tracy chang | (129.78.104.119) | Wednesday, 13 June 2001 1:57:23 PM
I would first find out all the available information regarding student's background, previous teacher's classroom rules and teaching methods, school discipline rules, and so on. On the first day of teaching in class, students should be informed clearly the required classroom rules amd limits. With all thses info you would be able to think ahead of the students and act accordingly.
Hulya Boz | (203.202.59.151) | Monday, 3 June 2002 1:31:20 PM
Well it reminds me about my Observations at King Groves ...the school from hell during my observation i thought about this and this is how i would take each step ...firstly i would talk to other tEACHERS WHO HAVE TAUGHT EACH STUDENT find out about every single kid ...and work in with dicipline the sec u walk in, by now u already are a bit prepared as u know a little about each kid TELL THEM WHAT MY RULES ARE for the next 3 months after consulting with the head or principile,
get each kid to write them all up on paper the tape it to there desk .........hehehehehhehe any one who has a prob, my choose to leave day one, the ones who stay back and choose to agree i belive i have won already
anomynous | (12.77.219.249) | Monday, 28 October 2002 10:29:28 AM
When I walk into the classroom I would greet them, then I would tell them that they are going to have a very fun class with me as long as they listen to my rules and obey them. First rule, if they behave the whole week,each Friday they would get a free time to chat and play games.But if they continued to misbehave they would be required to write a 1 page essay about a certain subject and free time would be cancelled.If they still did not improve their behaviorI would make them stay after school and pick up garbage and clean the classroom,etc.This should work because boys hate cleaning their rooms let alone a whole classroom!!! If this still did not improve their behavior and they were bad and refused to stay after school,I would proceed to the next method.This is,I would get a notepad and write each boys name down, then I would explain to them that if they get three checks next to their name due to misbehaving.The punishments would be very harsh and would make the boys think twice before they done anything again. Try it,it may work!