Ms Milano made a number of mistakes during her first encounter with the Year 12 class. To begin with I will isolate 2. Please add others that you recognised. Mistake 1: Ms Milano shouted at the class to try and gain control and made no initial attempt to introduce herself. She did later at the student's request. On her first day in particular, I think it would have been helpful for her to arrive in class before the students so she could organise and establish herself in the room. Mistake 2: Ms Milano did not effectively deal with the mobile phone being used by a member of her class. She was obviously not impressed with the behaviour, but made no attempt to outline what she was and was not prepared to accept in relation to mobile phones. She needed, in some way, to address the issue directly. What were the rules?
Rachel | (210.49.100.144) | Tuesday, 7 May 2002 6:19:11 PM
I agree with Rebecca's two points. My two criticisms of Ms Milano's encounter with the year 12 class were; 1. She did not attempt to assert control of the class immediately. 2. She at first attempted to be too relaxed, which allowed the students to walk all over her. It think that these two points do overlap with Rebecca's criticisms in that her shouting at the class to gain the student's attention was a result of her not asserting control in the first place or arriving early to the class to prevent the students running riot to begin with.
Sally | (203.54.171.172) | Thursday, 9 May 2002 2:43:37 PM
I agree with Rebecca, I feel that Ms Milano should have set the rules for her classroom. This would have been a difficult task to do, however, because she would need the classes co-operation first. I also believe Ms Milano took the wrong approach with certain students when they asked her questions or tried to volunteer information. Instead of listening she told them to be quiet. She should have at least said she would deal with that later on or whatever.
Jessica | (203.45.114.219) | Saturday, 11 May 2002 3:45:20 PM
I agree with what has been said thus far. It was apparent that the two boys' behaviour towards the teacher instigated the poor behaviour of the class. This behaviour began in the hall and I felt she could have possibly stopped it there, but would this have made a difference? Along with asserting control of her classroom she could have possibly tried to start setting the groundwork for asserting her authority and position. A small example of this would be introducing herself to the class instead of writing her name on the board. Also, she made the mistake of saying to the class that they were behaving like small children, unfortunately name calling at this level incites a smart-arse response from students. It also highlighted to the students of her lack of power and ability to stay calm. Perhaps she could have tried another method such as a simple 'That will do' (though this may have not worked either).
Rie | (203.109.250.95) | Monday, 13 May 2002 11:44:51 PM
I agree with everything said so far as well, especially about (as Rachel said) how Ms Milano did not assert the class immediately and therefore allowed students to walk all over her.
Rebecca's comment on how Ms Milano should have come to class earlier was helpful because that thought didnt even come to mind.
I think that her main mistake was that she was too easy going, and she still kept a smile even rude comments were made at her, until she finally exploded by actually degrading the students.
The comments she used "bunch of 5 year old kids,.." made the naughty students even more fired up.
Rebecca - Week 2 | (137.111.13.32) | Wednesday, 15 May 2002 6:31:08 PM
As has already been articulated, Ms Milano made a number of mistakes. To begin with, I would have gained control of the classroom prior to proceeding with any administrative or lesson tasks. Part of this would involve having all the students seated and facing in the right direction. Groups were still huddled, talking about summer holidays, with students having their backs to the teacher. I would also want to begin by trying to get to know the students and neogtiating groundrules for how the class is going to operate. They are a senior class, it was the first day back after holidays and the students were restless. Yelling at them only inflamed the situation. She was treating them like 5 year olds and they were responding accordingly.
Jessica | (203.45.114.219) | Saturday, 18 May 2002 5:52:55 PM
-establish order straight away as soon as you get into the classroom
-get the two smart arses to sit down strauight away and remain standing
-use different non verbal communication
-tell your name to the class
-no smart arse comments to the class
-allow students to just raise their hands, et al. when calling the role
-confiscate the phone and tell him he can have AFTER the class has finished
-use adivce from all the teachers who have had experienced (eg: the female teacher seemed to know what she was talking about)
-establish authority outside the classroom as well as in it
-don't use negative language
-don't lose your temper (I'd personally take a valium before the bloody class)
Jessica | (203.45.114.219) | Saturday, 18 May 2002 5:55:26 PM
-establish order straight away as soon as you get into the classroom
-get the two smart arses to sit down strauight away and remain standing
-use different non verbal communication
-tell your name to the class
-no smart arse comments to the class
-allow students to just raise their hands, et al. when calling the role
-confiscate the phone and tell him he can have AFTER the class has finished
-use adivce from all the teachers who have had experienced (eg: the female teacher seemed to know what she was talking about)
-establish authority outside the classroom as well as in it
-don't use negative language
-don't lose your temper (I'd personally take a valium before the bloody class)
Jessica -wk 2 | (203.45.114.219) | Saturday, 18 May 2002 5:58:27 PM
-establish order as soon as you get into the classroom
-establishe authority inside and outside classroom
-control your temper but deal with issues and don't allow them to fester
-be flexible: students don't need to answer when calling role, any indication is better than none
(anything which has been indicated above)
Rie | (203.109.250.99) | Sunday, 19 May 2002 1:23:58 PM
Ms Milano should have told the two main boys to sit down and be quiet as soon as she walked into the class room. It wasnt a good idea that she sat down at the beginning, also allowing the boys to take authority over her with the classroom.
She smiled too much and so it gave away to the kids, making the naughty kids think of her as 'easy'. When rude remarks were made at her, she continued to smile and laugh it off instead of telling them straight away the inappropriateness of their comments. Commenting on the students as if they were 'animals' or '5year old kids' made them more hostile, --she should avoid any negative or degrading comments, as it will not add any respect towards her and will be useless.
Rie | (203.109.250.95) | Sunday, 19 May 2002 1:33:04 PM
Ms Milano should have told the two main boys to sit down and be quiet as soon as she walked into the class room. It wasnt a good idea that she sat down at the beginning, also allowing the boys to take authority over her with the classroom.
She smiled too much and so it gave away to the kids, making the naughty kids think of her as 'easy'. When rude remarks were made at her, she continued to smile and laugh it off instead of telling them straight away the inappropriateness of their comments. Commenting on the students as if they were 'animals' or '5year old kids' made them more hostile, --she should avoid any negative or degrading comments, as it will not add any respect towards her and will be useless.
Rie | (203.109.250.98) | Sunday, 19 May 2002 1:36:05 PM
Ms Milano should have told the two main boys to sit down and be quiet as soon as she walked into the class room. It wasnt a good idea that she sat down at the beginning, also allowing the boys to take authority over her with the classroom.
She smiled too much and so it gave away to the kids, making the naughty kids think of her as 'easy'. When rude remarks were made at her, she continued to smile and laugh it off instead of telling them straight away the inappropriateness of their comments. Commenting on the students as if they were 'animals' or '5year old kids' made them more hostile, --she should avoid any negative or degrading comments, as it will not add any respect towards her and will be useless.
Rie | (203.109.250.98) | Sunday, 19 May 2002 1:39:35 PM
Ms Milano should have told the two main boys to sit down and be quiet as soon as she walked into the class room. It wasnt a good idea that she sat down at the beginning, also allowing the boys to take authority over her with the classroom.
She smiled too much and so it gave away to the kids, making the naughty kids think of her as 'easy'. When rude remarks were made at her, she continued to smile and laugh it off instead of telling them straight away the inappropriateness of their comments. Commenting on the students as if they were 'animals' or '5year old kids' made them more hostile, --she should avoid any negative or degrading comments, as it will not add any respect towards her and will be useless.
Rachel | (211.28.96.7) | Sunday, 19 May 2002 3:02:28 PM
I think that if i was teaching the class that i would try to assert control immediately. I would have taken a more serious tone to begin with as opposed to Ms Milano's smiling and relaxed attitude. I would also get control of the class before beggining any tasks.
Gemma | (203.191.196.5) | Sunday, 19 May 2002 4:25:07 PM
Although your first class would be very daunting. I do believe Ms milano could have done a couple of things differently.Firstly although she may have lacked confidence and been nervy she could have tried to act confidently. I believe that if you can convincingly act confident, your students will believe you.
Tony - week 2 | (202.172.107.2) | Sunday, 19 May 2002 10:48:22 PM
While I agree with what has been pinpointed as Ms Milano's major mistakes vis-a-vis confronting an extremely rowdy bunch of kids on her first day, and their first day back from holidays, surely we have to empathise with her predicament (we're going to be there!)? She buckled, allowed a fellow teacher to usurp her authority to achieve class control, which further undermined her position. I feel the anarchy could have been curtailed through her maintaining composure - showing calmness, rather than letting her frustrations fly loose, which merely fuelled the mob mentality that ensued. She allowed herself to be an easy target, by succumbing to the kids' imposed groundrules, rather than RIGHT FROM THE BEGINNING laying down her expectations. She needed to detach herself to read the situation, and then strategise an approach. Instead, she flowed with the tide. My thoughts ... she should have engaged with the atmosphere, allowing rapport to grow, thereby gaining their attention. THEN she would have had the power to negotiate mutually acceptable rules of behaviour. She didn't woo them - she castigated them. Mutual respect wins in the end.
Tony - week 2 | (202.172.107.2) | Sunday, 19 May 2002 10:51:10 PM
While I agree with what has been pinpointed as Ms Milano's major mistakes vis-a-vis confronting an extremely rowdy bunch of kids on her first day, and their first day back from holidays, surely we have to empathise with her predicament (we're going to be there!)? She buckled, allowed a fellow teacher to usurp her authority to achieve class control, which further undermined her position. I feel the anarchy could have been curtailed through her maintaining composure - showing calmness, rather than letting her frustrations fly loose, which merely fuelled the mob mentality that ensued. She allowed herself to be an easy target, by succumbing to the kids' imposed groundrules, rather than RIGHT FROM THE BEGINNING laying down her expectations. She needed to detach herself to read the situation, and then strategise an approach. Instead, she flowed with the tide. My thoughts ... she should have engaged with the atmosphere, allowing rapport to grow, thereby gaining their attention. THEN she would have had the power to negotiate mutually acceptable rules of behaviour. She didn't woo them - she castigated them. Mutual respect wins in the end.
Tony - week 2 | (202.172.107.2) | Sunday, 19 May 2002 11:02:41 PM
While I agree with what has been noted as Ms Milano's errors of judgement in her handling of the anarchic classroom, surely we have to empathise with her predicament (seeing that we may very well be there!)? I feel that the essence of the problem in her approach was her lack of composure - she allowed herself to flow with the anarchy, and succumb to the kids' imposed rules. Her position of authority was further undermined by her allowing a senior teacher to usurp her position by intervening. She needed to detach herself from the situation, observe the main players and the dynamics, take a deep breath and strategise an approach. My plan would have been to engage in the atmosphere, establish an initial rapport with the students, thereby getting their attention - AND THEN negotiate mutually acceptable groundrules for 'civilised' behaviour in the classroom. Woo them, rather than castigate them. In the end, establishing mutual repsect wins.
Tony - week 2 | (202.172.107.2) | Sunday, 19 May 2002 11:04:58 PM
While I agree with what has been noted as Ms Milano's errors of judgement in her handling of the anarchic classroom, surely we have to empathise with her predicament (seeing that we may very well be there!)? I feel that the essence of the problem in her approach was her lack of composure - she allowed herself to flow with the anarchy, and succumb to the kids' imposed rules. Her position of authority was further undermined by her allowing a senior teacher to usurp her position by intervening. She needed to detach herself from the situation, observe the main players and the dynamics, take a deep breath and strategise an approach. My plan would have been to engage in the atmosphere, establish an initial rapport with the students, thereby getting their attention - AND THEN negotiate mutually acceptable groundrules for 'civilised' behaviour in the classroom. Woo them, rather than castigate them. In the end, establishing mutual repsect wins.
Tony - week 2 | (202.172.107.2) | Sunday, 19 May 2002 11:07:12 PM
While I agree with what has been noted as Ms Milano's errors of judgement in her handling of the anarchic classroom, surely we have to empathise with her predicament (seeing that we may very well be there!)? I feel that the essence of the problem in her approach was her lack of composure - she allowed herself to flow with the anarchy, and succumb to the kids' imposed rules. Her position of authority was further undermined by her allowing a senior teacher to usurp her position by intervening. She needed to detach herself from the situation, observe the main players and the dynamics, take a deep breath and strategise an approach. My plan would have been to engage in the atmosphere, establish an initial rapport with the students, thereby getting their attention - AND THEN negotiate mutually acceptable groundrules for 'civilised' behaviour in the classroom. Woo them, rather than castigate them. In the end, establishing mutual repsect wins.
Tony - week 2 | (202.172.107.2) | Sunday, 19 May 2002 11:10:00 PM
While I agree with what has been noted as Ms Milano's errors of judgement in her handling of the anarchic classroom, surely we have to empathise with her predicament (seeing that we may very well be there!)? I feel that the essence of the problem in her approach was her lack of composure - she allowed herself to flow with the anarchy, and succumb to the kids' imposed rules. Her position of authority was further undermined by her allowing a senior teacher to usurp her position by intervening. She needed to detach herself from the situation, observe the main players and the dynamics, take a deep breath and strategise an approach. My plan would have been to engage in the atmosphere, establish an initial rapport with the students, thereby getting their attention - AND THEN negotiate mutually acceptable groundrules for 'civilised' behaviour in the classroom. Woo them, rather than castigate them. In the end, establishing mutual repsect wins.
Tony | (202.172.107.2) | Sunday, 19 May 2002 11:16:46 PM
I concur with what has been pinpointed as Ms MIlano's mistakes in dealing with the anarchic classroom - however, surely we should empathise with her predicament seeing that we may very well BE there one day! Lack of composure, to me, was the essence of the problem with her approach - she allowed herself to let the kids' rules rule. She needed to detach herself instantly, take a deep breath, identify the main 'players', then strategise a plan to eradicate the chaos. My plan would have been to engage in the atmosphere of the situation, relate and establish rapport, thereby getting their attention, AND THEN start to negotiate mutually acceptable groundrules of 'civilised' class behaviour. Woo them, rather than castigate them. Mutual respect in the end wins.
Tony | (202.172.107.2) | Sunday, 19 May 2002 11:19:03 PM
I concur with what has been pinpointed as Ms MIlano's mistakes in dealing with the anarchic classroom - however, surely we should empathise with her predicament seeing that we may very well BE there one day! Lack of composure, to me, was the essence of the problem with her approach - she allowed herself to let the kids' rules rule. She needed to detach herself instantly, take a deep breath, identify the main 'players', then strategise a plan to eradicate the chaos. My plan would have been to engage in the atmosphere of the situation, relate and establish rapport, thereby getting their attention, AND THEN start to negotiate mutually acceptable groundrules of 'civilised' class behaviour. Woo them, rather than castigate them. Mutual respect in the end wins.
Tony | (202.172.107.2) | Sunday, 19 May 2002 11:21:47 PM
I concur with what has been pinpointed as Ms MIlano's mistakes in dealing with the anarchic classroom - however, surely we should empathise with her predicament seeing that we may very well BE there one day! Lack of composure, to me, was the essence of the problem with her approach - she allowed herself to let the kids' rules rule. She needed to detach herself instantly, take a deep breath, identify the main 'players', then strategise a plan to eradicate the chaos. My plan would have been to engage in the atmosphere of the situation, relate and establish rapport, thereby getting their attention, AND THEN start to negotiate mutually acceptable groundrules of 'civilised' class behaviour. Woo them, rather than castigate them. Mutual respect in the end wins.
Tony | (202.172.107.2) | Sunday, 19 May 2002 11:24:48 PM
I concur with what has been pinpointed as Ms MIlano's mistakes in dealing with the anarchic classroom - however, surely we should empathise with her predicament seeing that we may very well BE there one day! Lack of composure, to me, was the essence of the problem with her approach - she allowed herself to let the kids' rules rule. She needed to detach herself instantly, take a deep breath, identify the main 'players', then strategise a plan to eradicate the chaos. My plan would have been to engage in the atmosphere of the situation, relate and establish rapport, thereby getting their attention, AND THEN start to negotiate mutually acceptable groundrules of 'civilised' class behaviour. Woo them, rather than castigate them. Mutual respect in the end wins.
Tony | (202.172.107.2) | Sunday, 19 May 2002 11:28:18 PM
I concur with what has been pinpointed as Ms MIlano's mistakes in dealing with the anarchic classroom - however, surely we should empathise with her predicament seeing that we may very well BE there one day! Lack of composure, to me, was the essence of the problem with her approach - she allowed herself to let the kids' rules rule. She needed to detach herself instantly, take a deep breath, identify the main 'players', then strategise a plan to eradicate the chaos. My plan would have been to engage in the atmosphere of the situation, relate and establish rapport, thereby getting their attention, AND THEN start to negotiate mutually acceptable groundrules of 'civilised' class behaviour. Woo them, rather than castigate them. Mutual respect in the end wins.
Tony | (202.172.107.2) | Sunday, 19 May 2002 11:30:49 PM
I concur with what has been pinpointed as Ms MIlano's mistakes in dealing with the anarchic classroom - however, surely we should empathise with her predicament seeing that we may very well BE there one day! Lack of composure, to me, was the essence of the problem with her approach - she allowed herself to let the kids' rules rule. She needed to detach herself instantly, take a deep breath, identify the main 'players', then strategise a plan to eradicate the chaos. My plan would have been to engage in the atmosphere of the situation, relate and establish rapport, thereby getting their attention, AND THEN start to negotiate mutually acceptable groundrules of 'civilised' class behaviour. Woo them, rather than castigate them. Mutual respect in the end wins.
Glenn | (172.16.79.62) | Monday, 27 May 2002 7:24:52 PM
I have to say that I agree with what most of you have said about the source of Ms. Milano's problems. I guess technically we could call them errors. However, I agree with Tony that it is easy for us to sit back and criticise everything that she did or did not do or should or should not have done, but I suspect that, for most of us, we would not necessarily fare much better, especially when the first student did not react the way that we wanted them or expected them to. It does appear that Ms. Milano's biggest problem was that of control of the class. Clearly, she was never in control of her class and her comments to and attempts to manage the class were less than successful. However, this is probably the case with new teachers all over the country. Students can be brutal! We can remember our classes, can't we? I say "Good try, Ms. M.!"