>> Case Studies >> Case Study 4

As a new Teacher

As a new teacher I was always concerned with controlling my students and having enough work for them to carry on with - I had to devise strategies that kept them constantly busy. After I got used to bells ringing and the general busy environment of an operating school I became concerned with another situation - "The Faculty Meeting!" As far as I was concerned this should be the least demanding part of my day or week at least I was sitting down! Over the first few weeks I became concerned with what was happening and wondered if the other teachers had ever been "new". Of course, I realised I was a naive; but when we discussed re-doing the Year 7 programme they seemed shocked and reacted badly or mockingly when I said we should ask the kids what they had already done in Primary School or even let them elect a topic they liked. When I mentioned group work on negotiating assessment which I had used during prac quite successfully they disapproved. The Head Teacher seemed to be doing a big juggling act during the meeting and I simply did not get the message about how things were done here. I thought that I had been on ?, the last thing that I needed was to feel not part of the History staff.

 I was appointed to my school of the beginning of term III. It was really difficult to pick up at this time of year the year and to try to get used to the routine of the place and to get to know the kids and staff. The Head Teacher informed me that because Year 12 now actually started in Term IV, an experienced teacher was being taken off Year 10 and taking up a Year 12 Ancient History class left by the outgoing member of staff. I wondered why I could not have taken the Year 12 as my major was Ancient History. She said I needed to "fill my load" and that the Year 10 fitted on my timetable.

 I had a brief meeting with the old Year 10 teacher who told me what the class had been doing and basically that they were a rotten spoilt lot - disinterested unmotivated and poorly behaved - "Typical Year 10", I was told. Everything she said came true but multiply it by five! The class resented a popular teacher "being taken away from them" even when I explained that when they were in Year 12 they would also get priority, a speech that was hard to deliver considering my feelings. They decided that because they had a reputation of being the worst Year 10 they had the worst teacher.

 The work that the other teacher left was a fifty question study guide on why Australia entered World War II. I really needed to make a few decisions just to survive - is it hard to get stress leave? They were disorganised, rude and unco-operative. My feelings of resentment rubbed off on them. I felt even worse when the Ancient History teacher told me that they were really a Modern History person and just wanted a swap!

 Having spent the weekend doing school work I decided to reward myself with a video. All that was left on Sunday night at 10pm was Forrest Gump! Yes, as an Historian I know its got its problems but I needed entertainment. Then it struck me! I thought that Year 10 could watch this movie and select an issue, event or group to research and present to the class, except giving it on Australian context (ig Presidents during that time changed to Prime Minister, Watergate and the Whitlam dismissal! The peace movement in Australia - why was Australia involved in Vietnam War, trawling for prawns in the Parramatta river! Satisfied that I was a genius I showed the movie to year 10 on Monday and Tuesday - they told me I was a cool teacher and watching the video was a real ? ! I told my head teacher my plans and she made a few really helpful suggestions like what outcomes did I want to achieve? To ring the librarian and discuss information skills and perhaps prepare some ideas on presentation! Maybe now and rethink I'm a decent teacher!

 They worked with their partner to write down as many people (Elvis topped the list) events and issues (drug use) as they could. The seemed pleased and the tension seemed less in the classroom. I was cautious! Then they worked with their partner to write down 10 questions which could be the framework for their research. It was very noisy but this is expected of a new teacher - I thought they were expected! They actually had great ideas and after two lessons on Asking Historical Questions - (H-Ti Idea) after the noisy events and issues and people lesson -> I booked the library.

 The librarian seemed to think 27 Year 10 doing research was a problem - she gave them an information skills lesson and then

- not enough of........

- never heard of........

- not available until....

- out of chains.........

- change the topic......

- photo-copier not working...

stop.......

 I got a book box - I need them to sit still for a while. Lesson on taking notes. Lesson on presentation - consider role play, interview, speech letter, primary source reconstruction front page of a magazine - mime! Disaster -> The answer to Question 19 is John Curtin not John Gorton!

<< Back to Case Studies