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This is how our TEFL graduates feel they have gained from their course, and how they plan to put into action what they learned:
Classroom Management
While researching classroom management tips and skills, I came across an article from The Penn State Teacher II: Learning to Teach, Teaching to Learn (1997), a handbook with practical advice for teachers. The article discusses guidelines for dealing with some unexpected, classroom issues, to include the following: tips for managing the classroom, handling disruptive students, availability outside the classroom, helping students who struggle academically, dealing with students who are having personal problems, dating students, and avoiding these and other problems. In this essay, I will discuss what I have learned from this article, from Unit 5- Managing Classes, and from my own experiences. The article, Unit 5, and my own experience have taught me the importance of giving individual attention. This means knowing all my students’ names, teaching both strong and weak students equally, and not allowing individual students to dominate class activities and discussions. When I feel that I am giving one student too much attention or the student is asking for too much attention, I may try turning my body away from the student or directing eye contact towards other students. “10. Do not deal with students when you are emotional. 11. Do not deal with students when they are emotional.” The article makes an important point here. When emotions are elevated, minor conflicts are likely to escalate. In situations where either the student or I are yelling, crying, or visibly emotional, it is best to deal with the issue at another time. This gives both parties a chance to think about the issue and decide how best to handle it at a later meeting. It is important to be punctual and well-prepared. My students react to how I feel. If I am ill-prepared, I am stressed and my students become stressed. If I am rushing, I am sloppy and my students become sloppy. The teacher determines the mood of the classroom so it is vital that I start class on time, bring all my materials with me, and end class on time. Something unique that the article addressed is the issue of dating. It is never appropriate for a teacher to date his or her student. As a teacher, I am in a position of authority. This authority should not be brought into my dating life. I am the responsible party, so it is important that I avoid words and gestures that can be misinterpreted. If a situation does arise wherein I feel that a student cannot handle the teacher-student boundaries, I should consider talking to the student with another party present or having the student transferred. Classroom management is one of the most important aspects of teaching. It is necessary for a teacher to make and maintain rules that will create a respectful and welcoming environment in which students are able to learn. This includes knowing when to give individual attention, respecting emotional limits, being punctual and well-prepared, and maintaining appropriate, teacher-student relationships. All these things will help me work in a situation that is comfortable for both me and my students.
While researching classroom management tips and skills, I came across an article from The Penn State Teacher II: Learning to Teach, Teaching to Learn (1997), a handbook with practical advice for teachers. The article discusses guidelines for dealing with some unexpected, classroom issues, to include the following: tips for managing the classroom, handling disruptive students, availability outside the classroom, helping students who struggle academically, dealing with students who are having personal problems, dating students, and avoiding these and other problems. In this essay, I will discuss what I have learned from this article, from Unit 5- Managing Classes, and from my own experiences. The article, Unit 5, and my own experience have taught me the importance of giving individual attention. This means knowing all my students’ names, teaching both strong and weak students equally, and not allowing individual students to dominate class activities and discussions. When I feel that I am giving one student too much attention or the student is asking for too much attention, I may try turning my body away from the student or directing eye contact towards other students. “10. Do not deal with students when you are emotional. 11. Do not deal with students when they are emotional.” The article makes an important point here. When emotions are elevated, minor conflicts are likely to escalate. In situations where either the student or I are yelling, crying, or visibly emotional, it is best to deal with the issue at another time. This gives both parties a chance to think about the issue and decide how best to handle it at a later meeting. It is important to be punctual and well-prepared. My students react to how I feel. If I am ill-prepared, I am stressed and my students become stressed. If I am rushing, I am sloppy and my students become sloppy. The teacher determines the mood of the classroom so it is vital that I start class on time, bring all my materials with me, and end class on time. Something unique that the article addressed is the issue of dating. It is never appropriate for a teacher to date his or her student. As a teacher, I am in a position of authority. This authority should not be brought into my dating life. I am the responsible party, so it is important that I avoid words and gestures that can be misinterpreted. If a situation does arise wherein I feel that a student cannot handle the teacher-student boundaries, I should consider talking to the student with another party present or having the student transferred. Classroom management is one of the most important aspects of teaching. It is necessary for a teacher to make and maintain rules that will create a respectful and welcoming environment in which students are able to learn. This includes knowing when to give individual attention, respecting emotional limits, being punctual and well-prepared, and maintaining appropriate, teacher-student relationships. All these things will help me work in a situation that is comfortable for both me and my students.
