Wednesday, October 27, 2004

Slight Return

Another slightly awkward day was had. I certainly didn't think that I had everything satisfactorily planned but nevertheless it chugged along. The drama session was a success in terms of the product, but still difficult in terms of discipline. I think my street cred at the school among teachers is on the up, as many teachers are scared of teaching drama. Too many loose variables. But then again, I am nowhere near ready to teach dance, not to mention music. The principal then mentioned that she would like to observe how I take a drama class (because of my relievers spreading of malicious superlatives) and so will observe my drama next week (as well as mundane reading on this Friday).

It seems my expectations for classroom behaviour may have decreased. So now the children have managed to increase their volume of chatter and slight mat misdemeanours, and decreased their responsivity. This is a little disappointing but a good challenge for the last two days of the week. The reliever suggested it may have been partially to do with the scheduling being all over the place. This had many reasons, most of which were out of my control.

Tomorrow will be an ordinary day but I might need to make provision for rain (as there is sport on both Thursday and Friday), even though the forecast says that Friday will be the day of pours. Since the syndicate meeting on Tuesday, I have thought that I actually have no sort of contingency plan...

Thursday and Friday will be fine, at least for me, rather than the weather.

The same usual observation about progress. At my last practicum, I only needed to teach full-control for a week, and boy was that a long week and I was knackered by the end. Come this practicum, I have taught for over half a week, and so far it has been mostly smooth. Because I have in my mind three weeks, the short term is very settled and are already fast in my mind.

Anyway, tonight does have a reasonable load of preparation to attend to and the basics of Friday (especially the observed reading lesson).


James said...

I wish I could observe your class too. I want to see your methods of managing the class and maintaining the respect of the pupils.

Crypticity said...

I am still a beginner when it comes to classroom management but I think I am getting better. When you watch an experienced teacher it is sometimes akin to magic.

James said...

Do you think that a teacher would make a good manager/leader in all contexts, because of their classroom management skills?

Crypticity said...

Hmmmmm, that is an interesting question. I would say yes to a certain degree, not just because of the skills teachers develop but the constant challenge involved that forces the constant adaptation to new people.

I think a good teacher can avoid conflict and anticipate the feeling of children in the classroom, and can use praise to go effect. Also a good teacher should make expectations clear. It is a prerequisite of teaching and if you cannot do it, then you will suffer and probably quit. In fact, almost every minute of a teachers day they would need to interact with many different personalities.

So being an experienced teacher would naturally help some aspects of the softer side of management. Of course, the management of children and adults are not the same. You do not have a "star chart" in the board room. But I know some professions don't readily give much recognition for good work, or as our cognitive psychology lecturer would say, they reward good work, with more work. Whether children or adults, it is a common mistake (unless you know the person wants more work).

There is more to team or company leadership than those of course. Vision, acumen, knowledge and so on are all required.

That all being said, it is interesting the number of teachers who became politicians, but from memory they did not distinguish themselves well in leadership.