Gotta get this off my chest, here goes.
Harry Wong, that guru of pedagogy and efficient teaching,
insists that classroom management can make or break a new teacher. He also
preaches that the first days of school are the most crucial for establishing
routine, rapport and discipline in the classroom. I agree with his advice, and
I see proof of it in my CT’s success in his classroom. However, as a student
teacher and pre-student teacher, I missed the boat on those first crucial few
days. Even going into this semester straight out of the gate, I cannot pretend that
the first few days of this semester are the equivalent of the first few days of
the school year. First, I was only with one class last semester, and I didn’t
start with them until the second week of school. Second, and most troubling, I
was not involved at all with my CT’s other classes until a few weeks ago. According
to Wong, I have missed out on the all-important beginning which sets the tone
for students. The question that follows: What do I do now?
Before diving into that query, an examination of the
situation which provoked this train of thought is necessary. The class I have
now observed for a little over a semester is proof that rapport and respect can
be earned even after the first week. It seemed to come easily with that class, a
mutual respect and attachment forming within the first few weeks of last
September. I thought, naively, that it would be the same with the other classes
when this semester began. Perhaps I was thinking in collegiate terms: every
semester begins a whole new set of classes, a fresh start. With that mindset, I
was sure that the extra week I devoted to meeting these new classes at the end
of last semester would establish me, in their minds, as a part of their
classroom—and addition to whom the regular class routines applied. I helped
administer and grade finals. I made genuine effort to start learning their
names and getting to know them. I forgot about the part where the new semester
is not a new beginning, but a continuation of the previous one.
The first week of this fresh start I co-taught all of the
English classes with my CT. I took attendance every day and learned names and
faces. I introduced myself through our goal setting activity, opening up to
them about my personality and my goals in order to mirror what they were
expected to do. I felt pretty good; good enough that I was not worried when my
CT (who has such unbelievable faith in me) handed one of these classes over to
me on the fly in order to take care of another situation demanding his immediate
attention. One simple request at the beginning of the class period burst my
rose-tinted bubble.
I just asked a few students to return to their assigned
seats so we could get class started. One small defiance led to a larger
defiance, and when reason and respect failed, I used my CT as the excuse: he
wants everyone in their seats. That was matched with further defiance, the student
claiming that when my CT got back he would take her side. I stood my ground and
did what my CT had instructed me to do in this situation; I offered her an
alternative seat in her administrator’s office. I played the A-card! How did I
escalate to that so quickly? My guilt and shame were quickly compounded as,
minutes later, another girl announced to the class that, since the CT was not
there after ten minutes, and I was not a “real” teacher, they could all leave.
I played the A-card again, letting her know that I would also give the hall
monitors and security officers know to expect her at the door should she decide
leaving was a good option. She decided against that option, but the tension in
the classroom was high, everyone now questioning my authority and casting a
suspicious and negative eye.
My CT returned and things went okay until class let out.
Then I confessed my failure….and learned a lesson.
It was not entirely my
fault. My CT was angry (thank goodness not at me) and determined to speak with
the class about my role in their classroom. He also told me that, given the
circumstances, I had done what he expected me to do. Yes, he had told me that
he had a no-tolerance policy for disrespect and disobedience and that I was to
send students to the administrator if they would not cooperate, but he rarely
ever has to go that far. Why did I? Why couldn’t I diffuse the situation
without dropping the A-bomb? I asked him what I should have done differently.
He said, “Nothing.” They should know that any adult in the classroom is as good
as a teacher, he explained, assuring me that he would clarify that for them.
Later, after mulling this situation over, I realized that
Wong’s tenets did not apply to beginning of semester in the same way they
applied to the beginning of the school year. By semester the dominance of the
teacher as alpha pack leader has been established and disruption of that chain
of command requires considerably more time. My conclusion to the “What do I do
then?” question is an expansion of Wong’s pedagogy. First, it is imperative
that the CT, the alpha, clearly explain to the students who the student teacher
is, what they will be doing, and the place they hold in the group dynamic. Even
with this, though, the process of acceptance may take a while because the
student teacher was not there in the first days.
Next, and what ultimately made me stop despising my actions,
the CT and student teacher must be on the same page. The first discussion of
this semester between my CT and I focused on how he wanted me to handle
disruptions and inappropriate classroom behavior. I followed his expectations,
so I at least knew he would not be furious with me.
The last thing I realized you have to do (and my CT praised
me for doing it) was standing my ground despite my desire to avoid
confrontation or threat. He said they were testing me, pushing the boundaries
while they had the chance. Now that they knew I meant business, he offered me
one other gem of advice: tomorrow (after he had the chat with them) pretend
like it never happened. Hold no grudges, offer help as you would to any other
student, and be fair in your treatment of them. So far, this plan seems to be
working. Since my CT stood up for me and set the rules straight with the class,
we have been able to work productively and even begin to form some tentative
rapport. I feel more comfortable in the class as well, but I worry still. What
if they never accept me? So here is my question to anyone reading this?
What advice can you offer me? Have you had a similar
experience? What did you do? If you have suggestions, please share them. I know
I can use all the good advice I can on this topic.
Wishing you all a wonderful winter and a successful
semester,
Sincerely,
P.S. We watched this video in all my classes today. The students really liked it, even if they wouldn't all admit it. Just makes me smile! I want to be like this teacher....and he has great moves.
