381. Young kids are so jumpy!


Yesterday I tried to help out a colleague of ours, by means of sending one comment to him. These posts have been published on the website of British Council – BBC; you can clic on the gadget this blog for further viewing the site; worth for teachers to visit. I changed some minor mistakes. Sorry if any formatting bugs when publishing this post from a Word document. Photo from www op-ccp ca

The makeover: from nice guy to strict guy

Submitted by teemingup on 21 June, 2010 - 03:43

Hi, my name is Joris, I am from Holland, now living and working in Japan. I am now teaching four science classes in Tokyo. They are to 3th and 4th graders, so in the age group from 8 to 10 years old. These Japanese children used to live in the U.S., U.K. etc. Mostly nice ` kids, but...there are some nasty exeptions in the `spoilt` department. They are in the two classes after the break. And I am a bit more tired after the break.....I am afraid that I have been the nice and patient teacher for too long, and we are getting towards the end of the semester. New houserules right away and repeat them at the beginning of the next semester or just new houserules the next semester. What are your thoughts on this? By the way, it is `Parents Day` next week, so then I can`t do anything. Plus...they will probably be on their best behaviour that day. I am thinking of using that the week after as a reference. Good idea?

Hello Joris,

I’ve just read your post several times so as to make out a clear idea about your situation. Let’s see if I can tell you something helpful.

First premise, whatsoever labour you have done with your students so far is not a lost battle, believe me. Keep cool. Your concerning for them is kept by them, they may look unconcerned nonetheless.

Your improving as a teacher and as a person will be reckoned by them. I’d tell you not to think you were too, say, lenient, and now you’ve got to be sort of Mr Sergeant. Or at least, learn from failures and achievements.

Perhaps, tell them, at the beginning of this semester, on the very first day, tell them or report to them about what was wrong with them and their behaviour and their learning science... and what was great, because of this reason, because of that reason (so the why’s).

Young people adhere themselves to good when presented and showed to them. Speak to them in simple terms, not too long, and address each one looking in his eyes. Set houserules, just the necessary ones and the ‘why’ (I confess I didn’t know the word ‘houserule’, I liked it – sounds funny; don’t get me wrong).

Make them up and move round for some class purpose: they are very young and they need move.

Plan your class. Take what worked fine and discard what didn’t work. Stop talking whenever the first ‘spark’ of a ‘riot’, or just a likely distracting chattering between two kids. Silence is very eloquent. Get sincerely concerned about each of them, about the way each feels in the class; and gently praise and smile whenever one student says something correct: give value to the small progress they’ll definitely attain. Authentic affection draws them to the right direction, no doubt.

Focus on the positive stuff that is going on in your classes. Ask each student a question and you give an acceptable reply, as though any response would be fine: tentatively any response can be acceptable. It may entail progress.

The ‘Parents Day’? Oh, I have passed through the same situations. Well, you can do that day what works fine with them in the regular classes, and practise that day’s session making them aware that on that day they will show off their best. Tell them what they are doing well lately, and let them know that this stuff will be showed off that very day.

Rope your students in the classes. Try.

It’s ‘their business’, ultimately: their process of learning science.

Best wishes! At your disposal.

Fernando Diez Gallego

Teacher of English. Teacher trainer/coach

Granada (Spain)

http://fernandoexperiences.blogspot.com

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