Dropping the A(dministrator)-Bomb for the First Time. Oh the shame!

Dear readers,

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,

Ms. Iseminger

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.