The problems I face up everyday in my classrooms
Go to group page
Do you have problems as a teacher?
Discussion started by Shimo , on 10 September 08:59 PM
Here you can share your everyday problems with other teachers, and hopefully. solve it. Even without the pressures of a violent crisis, teachers complain that their jobs, while rewarding, are getting harder because of too few resources, too much paperwork, crowded classrooms, students with emotional problems, low pay and high-stakes ... Do you have any of this problems?
Replies
You will need to be a member of this group first before you can post a reply.
hey!....
i'm actually a pharmacy student and coincidently got roled in teaching children how to read in english for 2 summers in a summer school. which help me realise along with my experience as a student that i don't believe knowledge is something you can lay out in a curriculum and expect to work. but each one of us acquires knowledge at best in a particular way which may differ from someone else....if i'm making sense. for example someone may acquire info. at best through tune, or pictures or simply reading....this interests me but my problem always is that i'm too soft...or at least i'm afraid of being cruel i think...or maybe i'm just trying to concentrate on the good points that i can't get the feedback i need. the feedback i get is shyness. co-operation but shyness. any coments?
i'm actually a pharmacy student and coincidently got roled in teaching children how to read in english for 2 summers in a summer school. which help me realise along with my experience as a student that i don't believe knowledge is something you can lay out in a curriculum and expect to work. but each one of us acquires knowledge at best in a particular way which may differ from someone else....if i'm making sense. for example someone may acquire info. at best through tune, or pictures or simply reading....this interests me but my problem always is that i'm too soft...or at least i'm afraid of being cruel i think...or maybe i'm just trying to concentrate on the good points that i can't get the feedback i need. the feedback i get is shyness. co-operation but shyness. any coments?
Friday, 03 December 2010 16:42
Throughout m 2 years experience in teaching,my biggest problem has been the discipline,Have made up thousans od ideas to solve incessan tlking,but yet it's not as good as I've been craving for
Thursday, 23 September 2010 20:51
hi,
i'm new here but this has helped me many times over the years: http://drlorrainefox.com/downloads.html#downloads />
Article #2: "TEACHERS OR TAUNTERS: THE DILEMMA OF TRUE DISCIPLINE" Published in Spring, 1987 in the Journal of Child and Youth Care Work, Vol. 3
i know it's long but...
i'm new here but this has helped me many times over the years: http://drlorrainefox.com/downloads.html#downloads
Article #2: "TEACHERS OR TAUNTERS: THE DILEMMA OF TRUE DISCIPLINE" Published in Spring, 1987 in the Journal of Child and Youth Care Work, Vol. 3
i know it's long but...
Saturday, 15 May 2010 06:00
aFy, your students should always respect your position no matter your age. The fact that they are so much older and yet do not have the knowledge you have is enough cause for respect. The limited experience I have had with adult students has been enough to make me realize that they are just big kids - they need boundaries and they like rewards. What profesors in college do (who teach adults) is make a percentage of the students' grades participation. If your grade system is based on 100 points, then you could make 20% of their grade participation. Tell them this straight out when you begin teaching. "Twenty percent of your grade is participation. If I feel like your input is not on course with the topic of discussion, or if you are trying to be a distraction in any way, your participation will go down. However, if you enter into class discussions and are a supportive member of the class, your participation grade will be high." Obviously, you can not give them "time-outs," but you can make them feel it in their grade average. And, if they are challenging you by asking questions that they know you will not have the answers to, then turn it around on them: "Megumi, that is a fantastic question. I want you to go home tonight and research that and bring in the answer tomorrow. I believe that you will learn this much better if you do the work." You could also say: "Megumi, that is a fantastic question. I am so glad you asked that! Whoever hands in the answer to that question to me first tomorrow will get 5% extra credit!" Of course, you'll go home that night and find the answer out too, but this way, you have turned the challenge back around on them, and while this will probably make them quit challenging you, it might also help them study the subject more on their own. Remember: it is not your age that you are requiring them to respect, but your position as a teacher. You yourself may one day have someone younger than yourself over you (it has happened to me!) and you will discover that no matter their age, their position requires and demands respect. I hope this helps!!
Monday, 08 February 2010 06:41
aFy,
I teach English to adults in a private institute. The classes are good but the problem is that most of my students are much older than me-sometimes even old enough to be my mother! That sometimes makes me feel like I have no authority over the class,like I'm in the wrong place and it's me who's gotta be sitting in those chairs instead of my students!! And the other problem is that some students always wanna find fault in your teaching,they ask unrelated stupid questions,interrupt u now and then and, in the case of language classes, try to ask some words u probably don't know! well, that's really annoying,but I'm becoming more experienced in how to cope with them! and no matter how hard it is, i still prefer adult classes to those of kids!!
Friday, 05 February 2010 19:41
Sirin, you should try looking up this link: http://www.enchantedlearning.com/Home.html />It contains so many wonderful projects and activities for younger children. Have fun!
Thursday, 04 February 2010 08:26
The younger the students you teach, the more high energy and expression you must put into your lessons. Be creative. Keep class rotating from one thing to the next. If you keep your students doing one type of lesson too long, they'll get bored and act out. You can stay ahead of them by having the next thing lined up before what they're working on is getting old. The longer you teach and the more time you spend with your class, the better you'll be able to "read" them and tell when it's time to switch. For example: Say you were trying to teach nouns (grammar is usually considered boring). Start with an animated class discussion. What is a noun? A person, place, thing, or idea. Provide some examples. Next, say, "Raise your hand if you can spot a noun in this room! Who can find one first?" And call on them. But make sure they raise their hands....this is teaching discipline in a fun way....they won't even notice they're being taught to act in an orderly fashion! When you've called on some of them, say, "That was excellent! You are such pros at finding nouns! Here's a picture for each of you. I want you to label all the nouns you can find in your picture." This is quiet time. Each student should be independently doing their work. It would be excellent to hand out more than one type of picture so students sitting side by side don't have the same picture to label. Walk around the room, assisting when necessary. Keep track of how focused they are. When attention begins to wander, clap your hands and say, "You have done brilliantly! You are amazing noun detectives! Now we will learn the noun song!" And sing them a noun song (there are more than one). Wrap up the activity by telling them that before they are allowed into the classroom door the next morning, they must provide the "password." The password can be telling you what a noun is (person, place, thing, idea) or giving an example of a noun, etc. The main idea here is that you can teach a concept by breaking it down many different ways. This helps your students because they have different learning tendencies, and helps keep their behavior in check because they're focused and actively participating. Hope this helps!
Thursday, 04 February 2010 05:55
"I do have such problems. I'm an english language teacher in a public elementary school. Most of my students seems to have emotional problems that come from their family. It is something difficult for me to decide the proper punishment for the naughty kids."
The children are being naughty because they are craving your attention and they probably don't have any home training. The best way to handle situations is to give them basic rules and everytime they disobey there should be some consequences. The best consequence is no recess. But to thwart the bad behavior classwork should be challenging and fun and always give them praise. Also, give the 'bad ones' responsibilities such as passing the papers out to students or lining up first etc.
The children are being naughty because they are craving your attention and they probably don't have any home training. The best way to handle situations is to give them basic rules and everytime they disobey there should be some consequences. The best consequence is no recess. But to thwart the bad behavior classwork should be challenging and fun and always give them praise. Also, give the 'bad ones' responsibilities such as passing the papers out to students or lining up first etc.
Thursday, 28 January 2010 04:07
Earlier reply contains some mistakes. Let me try again---
I teach first graders English in public school. It is very different from six graders but not far from kindergarten. The most difference will be such young kids don't know why they are here and what they need. I think that's why most of them like rules that help them to behave. Kids always love games. If we make the rules for the class just like for the game, they'll follow through. For the naughty ones, there is peer pressure speaking itself. So, I think the important thing at the beginning is to take some time to establish classroom rules and stick to them all along.
As for activities, best cope with their physical development, the four skills come in different priority: listening--> speaking--> reading--> writing, so we put most time into listening and speaking. And they learn more from the concrete than the abstract, so we use a lot of props and design activities that involve them to DO things. You can look into methods such as TPR(Total Physical Respond) that gets kids to learn to listen through body movement. Also they love to sing and dance. They learn to pronounce with the notes.
Hope this will help.
I teach first graders English in public school. It is very different from six graders but not far from kindergarten. The most difference will be such young kids don't know why they are here and what they need. I think that's why most of them like rules that help them to behave. Kids always love games. If we make the rules for the class just like for the game, they'll follow through. For the naughty ones, there is peer pressure speaking itself. So, I think the important thing at the beginning is to take some time to establish classroom rules and stick to them all along.
As for activities, best cope with their physical development, the four skills come in different priority: listening--> speaking--> reading--> writing, so we put most time into listening and speaking. And they learn more from the concrete than the abstract, so we use a lot of props and design activities that involve them to DO things. You can look into methods such as TPR(Total Physical Respond) that gets kids to learn to listen through body movement. Also they love to sing and dance. They learn to pronounce with the notes.
Hope this will help.
Friday, 09 October 2009 04:32
Sorry, I mean it is very different from the SIX graders.
Thursday, 08 October 2009 23:48
I teach first graders English in public school. It is very different from first graders but not far from kindergarten. The most difference will be such young kids don't know why they are here and what they need. I think that's why most of them like rules that help them to behave. Kids always love games and if we make the rules they can understand why, they'll follow through. For the naughty ones, there are pear pressure speaking itself. So, I think the both important thing at the beginning is to take some time to establish classroom rules and stick to it all along.
As for activities, best cope with their physical development, the four skills comes in different priority: listening--> speaking--> reading--> writing, so we put most time into listening and speaking. And they learn more from the concrete than the abstract, so we use a lot of props and design activities that involve them to DO things. You can look into methods such as TPR(Total Physical Respond) that gets kids to learn to listen through body movement. Also they love to sing and dance. They learn to pronounce with the notes.
Hope this will help.
As for activities, best cope with their physical development, the four skills comes in different priority: listening--> speaking--> reading--> writing, so we put most time into listening and speaking. And they learn more from the concrete than the abstract, so we use a lot of props and design activities that involve them to DO things. You can look into methods such as TPR(Total Physical Respond) that gets kids to learn to listen through body movement. Also they love to sing and dance. They learn to pronounce with the notes.
Hope this will help.
Thursday, 08 October 2009 23:47
hi everyone,
I'm an english language teacher in a private kindergarden.I have some problems to find documents,games,enjoyable teaching methods for kids.Because this is my first experience in kindergarden,before ı was teaching to adults.You can imagine the troubles ı have.
I'm an english language teacher in a private kindergarden.I have some problems to find documents,games,enjoyable teaching methods for kids.Because this is my first experience in kindergarden,before ı was teaching to adults.You can imagine the troubles ı have.
Thursday, 08 October 2009 16:32
I do have such problems. I'm an english language teacher in a public elementary school. Most of my students seems to have emotional problems that come from their family. It is something difficult for me to decide the proper punishment for the naughty kids.
Friday, 25 September 2009 08:35
SEO by AceSEF
Activity Stream
1 hour ago
Latest Discussion
- by Marie Davis 0 replies.
by Marie Davis 0 replies.by Marie Davis 1 reply.- by Tahera 0 replies.
by Jenifer Phillips 1 reply.
Latest group walls
-
Technology Integration for the Classroom Spigot Science Publication is hosting a Video Contest for kids grade 5-8. First prize is a digital ...
-
Technology Integration for the Classroom Hi I collect texts in English for reading comprehension. http://www.efl.elearning-burkina.com
-
Useful links The New Motions Issue by Spigot Science is now available; www.spigotscience.com
-
21st century Teacher skills Hi Everyone, Teaching in the 21st century is still all about teaching the kid whose needs in terms ...
-
The problems I face up everyday in my classrooms To all the Teachers Here: How are you doing? After working with volunteer groups and voluntee...
