“Ms. Herbert, how old are you?”
“You don’t look old enough to be a teacher…”
“Um, student teacher? What?”
As a student teacher, I face such questions/statements on a daily basis. Just this morning, during first hour, my CT asked me to watch the class of seniors while she ran an errand to the office. I agreed and as she walked out the door, she shouted, “The class will be just fine!” Man, she couldn’t have been more wrong. Not even thirty seconds after she left, my classroom turned into a zoo. Three students (who are strategically placed in separate corners of the room) began shouting and throwing paper wads, leading the rest of the students down a dark path of unfocused, off-task behavior. I panicked. I did not know what to do.
Long story short, I was able to get the class under control before Mrs. Bradley got back, but it wasn’t easy. On top of that, I felt wholly disrespected by my students. Who could blame them though? I am just a student teacher in their eyes. I mean, I get mistaken for a student in the hallways. Clearly, they think they can bend the rules when it’s merely me in charge. So my question is, how can I look and act more like a teacher to my students, rather than just another one of them? I need some serious help in the management department, friends.
Long story short, I was able to get the class under control before Mrs. Bradley got back, but it wasn’t easy. On top of that, I felt wholly disrespected by my students. Who could blame them though? I am just a student teacher in their eyes. I mean, I get mistaken for a student in the hallways. Clearly, they think they can bend the rules when it’s merely me in charge. So my question is, how can I look and act more like a teacher to my students, rather than just another one of them? I need some serious help in the management department, friends.
In The First Days of School, Harry and Rosemary Wong convey the importance of establishing solid routines and procedures on the first few days of the school year or semester. However, since I am entering a classroom that is not mine during the middle of the school year, I feel defeated. Nonetheless, I brainstormed a list of ideas I can try out in my student teaching experience. Please feel free to share your own and evaluate mine.
1. Continue to dress and act professionally – Thus far, I believe I have maintained a personal disposition and appearance in my placement. If I continue to do this, I believe it will reinforce that I am here as a teacher, not as a friend to my students.
2. Stop students’ misbehavior before it starts – I believe that when students are actively engaged and participating in their learning, the chances of misbehavior significantly decrease. When I begin implementing my own lessons, I will ensure that my students are constantly working on something so that they are too busy to misbehave.
3. Be consistent – If I catch Molly texting on her phone during class, I need to follow the same procedure as I did when I caught John on his phone. When students see that I act consistently and fairly with every student, they will see that I am a polished and professional teacher.
4. Ask for help – As a professional, I will constantly ask my colleagues and fellow student teachers for guidance and thoughts about what I am doing and how I can do better. Veteran teachers may have some tricks up their sleeve that could potentially help me with my management concerns.
Now two weeks into student teaching, I still need to establish myself as a figure of authority to my students. My sophomore classes are willing to share their ideas with me and ask me for help on assignments, but the senior classes very much want to challenge my authority and test my patience. Hopefully I can change this with my own list of ideas and with the responses I receive.
Thanks for reading!
*All names have been changed to pseudonyms to protect privacy.
It's ironic your having similar problems that I am with respect and your older students. It's been talked about before that us being young may be a disadvantage because many of the students almost consider student teachers as "peers" rather the partner to our CT. I like your four steps to helping the situation, but I believe number 3 and 4 carry the most significance. Consistency is soooo important especially if your CT has already established procedures and rules the kids have been following for six months. We are already at a disadvantage because we aren't in the swing of these procedures, but our adjustment is mandatory for success in the room. It sounds like you have a great idea for being consistent in your classroom. I think asking for help a great idea. Your teacher has been in this position before, what was their experience with early classroom discipline problems? I would also ask your fellow student teachers if they have encountered the same problem (chances are most of them have). I think you've established the first step by acknowledging your weakness in classroom management, and have taken the next by looking up what can help your situation. I look forward to the hopeful progress you will have with your classes!
ReplyDeleteSpencer
Sarah, I DEFINITELY feel your pain. When I'm on duty at lunch there is a coach who is like 6 ft 3 and he walks past me without noticing EVERY TIME! Finally when he looks down and see's me, he goes into fits of giggles and apologizes. He says, "It's just that your face is so youthful." I think the image of me standing so low to the ground trying to be grown up with a walky-talky in my hand is amusing :(
ReplyDeleteAs for the classroom though, I think what was the game changer for me is the way my CT introduced me. She didn't say "Here's our student teacher for the year Ms. C" and then move onto the daily assignment. She said, "We have a student teacher who is going to be with us the rest of the year. She'll be taking over and teaching you guys in a few months. In the meantime, I expect you to treat her with as much respect as if she were me. Understand?" After that kind of introduction, I've had no problems from her senior classes. They do ask me for help and things, and I haven't once been asked about my age haha. I have to agree with Spencer when he says consistency is key. Whatever your CT doesn't allow, neither should you. I made the mistake of not calling out students on things when I knew my CT would. I was scared that I didn't have the authority! This resulted in my CT giving me the raised eyebrow, which basically meant, "Why are you letting that happen right under your nose?" Now anytime I see something that is not allowed in the classroom, I say something. It doesn't matter whether I know their names or not, they know the rules. That's another good way to establish authority; learn their names! Saying "hey you" or "please don't text in class" is less effective than "Brad put your phone away" or "Gabby are you done with your assignment yet?" I know it's only the second week you've been there, but after you learn their names it should get easier!
Sarah,
ReplyDeleteI think you have a great list of helpful ideas so far. Classroom management is very tricky and I can only imagine seniors in high school would be the most challenging. I've learned a lot from my cooperating teacher about the value of repetition this semester. At first, I thought it was overkill that he reminded the students of their expections for behavior and routines before EVERY task, but now that I have began to take over control of some challenging eighth grade classrooms, I realize it WORKS! It only takes a few sentences to remind students of their expections and it shows them that you expect them to follow those every day. I always praise them at the end of the class period for doing well and this seems to encourage them even more. Be firm and show confidence in what you say when you tell them your expectations. I always tell them that my expectations are the same as their teacher and that those will be enforced. After you lay the ground work, make sure to be caring and positive towards their work and they will not be offended by your "moments of seriousness"! Good luck to you and I'm sure you will do great!
Nancy Best