One of the most basic tenets of teaching in the classroom is the attitude of the teacher.
The students’ can be tired, upset, caught-up in teenage social issues, ready to fight or wanting only calm after a particularly rough game of football on the school oval. A thirteen or seventeen year old feels life very strongly because these emotions and feelings are new and dealing with them is, for the most part, a guessing game. Really, these young human beings do not “deal” with these new feelings but seem to lash out like cornered animals because this is the only response, instinctively, they currently know. Unfortunately we sometimes, as teachers, will over look these in-your-face emotions, only wanting to deliver the curriculum, move the day forward, get the day over…thus no connection between teacher and student is made, nothing of common ground is established – students react and teachers react thus the environment becomes a dark cloud of irrationalism.
My point is that despite an apparent riot in the classroom, there is a process going on; dealing with emotions run amok…and shouting or threats of punishment from the teacher mostly go unheard and in the end have no effect nor outcome.
I can see or sense when a girl or boy have been deliberately harassed or intentionally humiliated or bullied. I can see it in their eyes – fear and humiliation or embarrassment are the most frequent and common expressions.
Classroom management and caring for the individual student's welfare is a big job but truly vital because without it, learning and teaching does not occur.
Apart from teaching the curriculum, these issues should be our main concern.
Despite main stream media and their campaign to make the teaching profession something low or unworthy…or inefficient, (most journalists are over paid hacks, by the way) popular society takes these lies in and responds to teachers inappropriately. I attempt to communicate to the majority of parents and succeed more often because we have something in common: the welfare of the child.
We try and try very hard because this is our purpose.
My grief is not the students or the children but the “big” children one has to deal with every day: one’s work associates.
The students’ can be tired, upset, caught-up in teenage social issues, ready to fight or wanting only calm after a particularly rough game of football on the school oval. A thirteen or seventeen year old feels life very strongly because these emotions and feelings are new and dealing with them is, for the most part, a guessing game. Really, these young human beings do not “deal” with these new feelings but seem to lash out like cornered animals because this is the only response, instinctively, they currently know. Unfortunately we sometimes, as teachers, will over look these in-your-face emotions, only wanting to deliver the curriculum, move the day forward, get the day over…thus no connection between teacher and student is made, nothing of common ground is established – students react and teachers react thus the environment becomes a dark cloud of irrationalism.
My point is that despite an apparent riot in the classroom, there is a process going on; dealing with emotions run amok…and shouting or threats of punishment from the teacher mostly go unheard and in the end have no effect nor outcome.
I can see or sense when a girl or boy have been deliberately harassed or intentionally humiliated or bullied. I can see it in their eyes – fear and humiliation or embarrassment are the most frequent and common expressions.
Classroom management and caring for the individual student's welfare is a big job but truly vital because without it, learning and teaching does not occur.
Apart from teaching the curriculum, these issues should be our main concern.
Despite main stream media and their campaign to make the teaching profession something low or unworthy…or inefficient, (most journalists are over paid hacks, by the way) popular society takes these lies in and responds to teachers inappropriately. I attempt to communicate to the majority of parents and succeed more often because we have something in common: the welfare of the child.
We try and try very hard because this is our purpose.
My grief is not the students or the children but the “big” children one has to deal with every day: one’s work associates.
The ranting of children can be understood but the negative ranting of adults can be extremely troublesome.
My question is this: what affect do complaining, negative comments and general down tone behaviour have on one’s working environment?
My question is this: what affect do complaining, negative comments and general down tone behaviour have on one’s working environment?
The answer: Probably more than you think.
To walk into the staff room after, for example, a successful lesson, to find someone complaining about how “nothing is ever done in this place” without providing any solutions, can bring down the most optimistic teacher.
A negative employee will:
Come to work in the morning with a negative expression: unhappy or seemingly ‘depressed’ about something.
Despite one’s best efforts, the negative employee will criticise everything, finding fault with any positive comment you put out there...
“The students seem relaxed today,”
“Yea, that’s because they’re asleep. Wait till 4th period!”
“The new attendance system is working well. Don’t you think?”
“It is crap. “They” (meaning the management) have no idea! Sooner I find another position the better!”
Often times, they never do.
These seemingly innocent comments or flippant statements affect everyone and general moral, overall, plummets.
The negative staff member will most often use generalities, ‘they’, ‘them’, ‘everyone’ and ‘all’ when assigning blame.
In group conversation, someone will comment on a good situation or person, the negative staff member will counter the comment with a negative generality: wording their statement so that there is no possible retort.
When attempting to describe this kind of person, words like: insidious, covert, subtle, anal, annoying, anti-social, destructive, sadistic, selfish, sarcastic, power-aware, conscienceless, immature and cruel are a few traits that instantly come to mind.
When in the work environment, merely a genuine “good morning” can make someone’s day a lot brighter. Providing solutions to well known problems can change conditions for the better. Helping a fellow worker who you believe is over-worked can change the entire feeling of the work space. Nipping negative comments at the start, in other words, challenging them as they arise, will force them to move away.
A negative free work environment is a realistic goal.
Most of us want to at least come to work and do our best without someone criticising every movement and decision made.
Some common sense advice:
Be vigilant of those that only think of themselves, utter general criticisms, try to make you look bad and smile as they wriggle out of another situation, while, as always, pointing the finger at someone else or some abstract “they”.
At least be aware of those that pour vinegar into the sugar bowl. Notice the negative comment, think it through: is it legitimate gripe or simply another “whinge?” If the latter, ask them, on the spot, what “They” are doing about it. In most cases the whinging will stop, at least in your presence.
Mostly though, one will and should keep one’s eye on the task, which are the students, their welfare, their learning and their general well being.
Because a negative free environment is a productive one, when suddenly the staff discover it is a joy to come to work. Most importantly, this joy spills out over the students, and this can only be a good thing.
To walk into the staff room after, for example, a successful lesson, to find someone complaining about how “nothing is ever done in this place” without providing any solutions, can bring down the most optimistic teacher.
A negative employee will:
Come to work in the morning with a negative expression: unhappy or seemingly ‘depressed’ about something.
Despite one’s best efforts, the negative employee will criticise everything, finding fault with any positive comment you put out there...
“The students seem relaxed today,”
“Yea, that’s because they’re asleep. Wait till 4th period!”
“The new attendance system is working well. Don’t you think?”
“It is crap. “They” (meaning the management) have no idea! Sooner I find another position the better!”
Often times, they never do.
These seemingly innocent comments or flippant statements affect everyone and general moral, overall, plummets.
The negative staff member will most often use generalities, ‘they’, ‘them’, ‘everyone’ and ‘all’ when assigning blame.
In group conversation, someone will comment on a good situation or person, the negative staff member will counter the comment with a negative generality: wording their statement so that there is no possible retort.
When attempting to describe this kind of person, words like: insidious, covert, subtle, anal, annoying, anti-social, destructive, sadistic, selfish, sarcastic, power-aware, conscienceless, immature and cruel are a few traits that instantly come to mind.
When in the work environment, merely a genuine “good morning” can make someone’s day a lot brighter. Providing solutions to well known problems can change conditions for the better. Helping a fellow worker who you believe is over-worked can change the entire feeling of the work space. Nipping negative comments at the start, in other words, challenging them as they arise, will force them to move away.
A negative free work environment is a realistic goal.
Most of us want to at least come to work and do our best without someone criticising every movement and decision made.
Some common sense advice:
Be vigilant of those that only think of themselves, utter general criticisms, try to make you look bad and smile as they wriggle out of another situation, while, as always, pointing the finger at someone else or some abstract “they”.
At least be aware of those that pour vinegar into the sugar bowl. Notice the negative comment, think it through: is it legitimate gripe or simply another “whinge?” If the latter, ask them, on the spot, what “They” are doing about it. In most cases the whinging will stop, at least in your presence.
Mostly though, one will and should keep one’s eye on the task, which are the students, their welfare, their learning and their general well being.
Because a negative free environment is a productive one, when suddenly the staff discover it is a joy to come to work. Most importantly, this joy spills out over the students, and this can only be a good thing.
