How to reinforce classroom discipline?
WISE QUOTES ABOUT EDUCATION
Education is a progressive discovery of our own ignorance.
The only thing that interferes with my learning is my education.
If a man empties his purse into his head, no man can take it away from him. An investment in knowledge always pays the best interest.
Indirapuram Public School
INTRODUCTION
Didactic relations in teaching-studying-learning process incorporates many "interested parties" in creating a postive learning/teaching environment. Classroom discipline is of utomost importance since a mess results in messy job done. Teachers, learners, parents, resource materials, school management, the community etc. in their synergy and harmony may result in work success or failure. The classsroom in/discipline cannot be analysed per se without taking into consideration many direct and indirect factors that detemine, shape and hone the issue. We'll try to incoroporate as many factors which regulate classroom discipline as we possibly can.
THE "MAGIC" DIDACTIC TRIANGLE
WE - THE TEACHERS - KNOW THIS PERFECTLY WELL: THE TRIANGLE COMPRISING:
- THE LEARNERS
- THE EDUCATORS
- THE CONTENT /meant to serve both the Ls and educators: the teachers.
For so long, the text book was the only resource material for both the Ls and the Ts. Now, it's a matter of the past. But, to what extant can other media: computer, video, the Internet, various published resource materials etc. replace the "good, old textbook"?! How efficient are they? Are the Ls happier/more successful Ls taught and educated, and eventually, raised with the help/via the above mentioned media?
In reference to the issue of classroom discipline, which of the "subfactors" contribute to a better/worse classroom discipline the most? Old/traditional teaching methods? Poor resources? T's lack of experience? The Ls' "terrible age"? Because we're talking about teens!
This opens so many questions for which we migh create so many new projects, right? Teaching process is so complicated and complex incorporating so many factors... Nothing can be seen as black or white....
Problems of indiscipline in school JNV Bhiwani
Pictures highlighting the problems
No images defined in this gallery.
PRIMARY CAUSES OF MISBEHAVIOUR
Attention
Most students gain attention through normal channels. However, for some students, misbehaving is the only way of gaining attention.
Most commonly, these students are the ones who speak out without permission, arrive late for class, or make strange noises which force class or teacher attention.
They are all misbehaving for the purpose of gaining attention.
Attention is the need which must be met. If they cannot get attention in appropriate ways, they will misbehave. Remember, giving attention reduces potential problems and cures current ones.
You can identify Attention as the cause for inappropriate behavior by the feeling the behavior generates within you. When Attention is the reason for the misbehavior, you will generally feel Annoyed.
Power
We all have the need for power. Students express this need by open dissent, by refusal to follow rules, or by being controversial.
Remember, these students usually feel defeated if they do as they are told. They truly feel that more power is the answer to all their problems. If they cannot gain power in appropriate ways, they will fight to gain it in inappropriate ways
You can identify Power as the cause for inappropriate behavior by the feelings the behavior generates within you. When Power is the reason for the misbehavior, you will generally feel Threatened.
Revenge
There are some students who find their places by being disliked, feared, or hated.
Failure has made them give up trying to gain attention or power via socially acceptable methods. Unfortunately, they find personal satisfaction in being mean, vicious, and violent. The purpose of their misbehavior is revenge.
They are also the students who write on desks, beat up classmates, threaten younger students, cause constant controversy, mark rest room walls, and damage others' personal property. If you have students who fall into misbehaving because they are seeking revenge, realize that only appropriate success will change them.
You can identify Revenge as the cause of inappropriate behavior by the feeling the behavior generates within you. When Revenge is the cause of the misbehavior, you will generally feel fearful or Angry.
Self-Confidence
Students who lack self-confidence honestly expect failure. They frustrate teachers because they are often capable of handling their studies successfully. Again, only success can change these students' academic self-image.
You can identify Lack of Self-Confidence as the cause of the inappropriate behavior by the feeling the behavior generates within you. When Lack of Self-Confidence is the cause of the misbehavior, you will generally feel Frustrated.
Mistakes: Common misjudgments and errors in managing the child which may perpetuate or intensify the problem.
- Openly and publicly accusing certain students of being agitators.
- Failing to see the real fear of being discovered that underlies the agitator's behavior.
- Believing the agitator's actions are directed personally toward us and, therefore, reacting personally toward the agitator and his/her behavior.
- Getting into an argument, causing division among the class.
- Issuing punishments to the group, causing strong student reactions.
- Jumping to the conclusion that the agitator is responsible for a current situation, based on past history.
- Overreacting to all incidents of criticism and calling them agitation.
- Making threats to stop the behavior and backing ourselves into a corner.
- Feeling that "I must have the last word if I am to be the winner."
- Becoming involved in a power play.
- Openly confronting the student in class. This action can only cause serious difficulty for all. And our concern about losing respect may readily become a reality.
- Accusing a student too harshly and/or in the presence of class members.
- Playing detective, and acting unfairly when we aren't able to pinpoint the culprit.
- Attacking the followers rather than confronting the agitator.
TODAY'S TEENAGERS
Most certainly, times have changed dramatically when education is concerned. Once humble, patient, fully-concentrated Ls with a sense of great respect both for elders and for their Ts seem to be a matter of the past. New times, new problems... or new times - similar problems?! So, the Ls of today... where do we start from?
Podcast
Pink Floyd: Another brick in the wall
- Listen now:
- Listen later:
- pink floyd - the wall - another brick in the wall(2) - copia.mp3 5.2 MB
CLASSROOM MANAGEMENT
Classroom management and management of student conduct are skills that teachers acquire and hone over time. These skills almost never "jell" until after a minimum of few years of teaching experience. To be sure, effective teaching requires considerable skill in managing the myriad of tasks and situations that occur in the classroom each day. Skills such as effective classroom management are central to teaching and require "common sense," consistency, a sense of fairness, and courage. These skills also require that teachers understand in more than one way the psychological and developmental levels of their students. The skills associated with effective classroom management are only acquired with practice, feedback, and a willingness to learn from mistakes. Sadly, this is often easier said than done. Certainly, a part of this problem is that there is no practical way for education students to "practice" their nascent skills outside of actually going into a classroom setting. The learning curve is steep, indeed.
As previously mentioned, personal experience and research indicate that many beginning teachers have difficulty effectively managing their classrooms. While there is no one best solution for every problem or classroom setting, the following principles, drawn from a number of sources, might help. Classroom teachers with many years of experience have contributed to an understanding of what works and what doesn't work in managing classrooms and the behavior of students.
Classroom management and management of student conduct are skills that teachers acquire and hone over time. These skills almost never "jell" until after a minimum of few years of teaching experience. To be sure, effective teaching requires considerable skill in managing the myriad of tasks and situations that occur in the classroom each day. Skills such as effective classroom management are central to teaching and require "common sense," consistency, a sense of fairness, and courage. These skills also require that teachers understand in more than one way the psychological and developmental levels of their students. The skills associated with effective classroom management are only acquired with practice, feedback, and a willingness to learn from mistakes. Sadly, this is often easier said than done. Certainly, a part of this problem is that there is no practical way for education students to "practice" their nascent skills outside of actually going into a classroom setting. The learning curve is steep, indeed.
As previously mentioned, personal experience and research indicate that many beginning teachers have difficulty effectively managing their classrooms. While there is no one best solution for every problem or classroom setting, the following principles, drawn from a number of sources, might help. Classroom teachers with many years of experience have contributed to an understanding of what works and what doesn't work in managing classrooms and the behavior of students.
HUMAN VALUES
Human values are a set of emotional rules people follow to help make the right decisions in life. When values are used in a professional setting, they are called ethics.
Good values instill a sense of integrity, honesty, and diligence in people. Without good values, people would become corrupt, dishonest, and undependable as people and employees. Companies want to hire employees with a sense of moral value so that they can help improve the company as a whole.
Values are an integral part of every culture. Along with beliefs and worldview assumptions, they generate behavior. Being part of a culture that shares a common core set of values creates expectations and predictability without which a culture would disintegrate and its members would lose their personal identity and sense of worth. Values tell people what is good, beneficial, important, useful, beautiful, desirable, appropriate...etc. They answer the question of why people do what they do.
Values help people solve common human problems for survival. Over time, they become the roots of traditions that groups of people find important in their day to day lives. Values can be positive or negative; some are destructive. To understand people of other cultures, we must come to understand the values, beliefs and assumptions that motivate their behavior of there values over.
Values are related to the norms of a culture, but they are more general and abstract than norms. Norms are rules for behavior in specific situations, while values identify what should be judged as good or evil. Flying the national flag on a holiday is a norm, but it reflects the value of patriotism. Wearing dark clothing and appearing solemn are normative behaviors at a funeral, again, in some cultures. They reflect the values of respect and support of friends and family. Different cultures reflect different values.
Human values are a set of emotional rules people follow to help make the right decisions in life. When values are used in a professional setting, they are called ethics.
Good values instill a sense of integrity, honesty, and diligence in people. Without good values, people would become corrupt, dishonest, and undependable as people and employees. Companies want to hire employees with a sense of moral value so that they can help improve the company as a whole.
Values are an integral part of every culture. Along with beliefs and worldview assumptions, they generate behavior. Being part of a culture that shares a common core set of values creates expectations and predictability without which a culture would disintegrate and its members would lose their personal identity and sense of worth. Values tell people what is good, beneficial, important, useful, beautiful, desirable, appropriate...etc. They answer the question of why people do what they do.
Values help people solve common human problems for survival. Over time, they become the roots of traditions that groups of people find important in their day to day lives. Values can be positive or negative; some are destructive. To understand people of other cultures, we must come to understand the values, beliefs and assumptions that motivate their behavior of there values over.
Values are related to the norms of a culture, but they are more general and abstract than norms. Norms are rules for behavior in specific situations, while values identify what should be judged as good or evil. Flying the national flag on a holiday is a norm, but it reflects the value of patriotism. Wearing dark clothing and appearing solemn are normative behaviors at a funeral, again, in some cultures. They reflect the values of respect and support of friends and family. Different cultures reflect different values.
ON TEACHERS
A teacher affects eternity; he can never tell where his influence stops. ~Henry Adams
The best teachers teach from the heart, not from the book. ~Author Unknown
I am indebted to my father for living, but to my teacher for living well. ~Alexander the Great
A good teacher is like a candle - it consumes itself to light the way for others. ~Author Unknown
The dream begins with a teacher who believes in you, who tugs and pushes and leads you to the next plateau, sometimes poking you with a sharp stick called "truth." ~Dan Rather
What the teacher is, is more important than what he teaches. ~Karl Menninger
I can no other answer make, but, thanks, and thanks. ~William Shakespeare
No one who achieves success does so without acknowledging the help of others. The wise and confident acknowledge this help with gratitude. ~Author Unknown
The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires. ~William A. Ward
No duty is more urgent than that of returning thanks. ~James Allen
The only people with whom you should try to get even are those who have helped you. ~John E. Southard
One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child. ~Carl Jung
A teacher affects eternity; he can never tell where his influence stops. ~Henry Adams
The best teachers teach from the heart, not from the book. ~Author Unknown
I am indebted to my father for living, but to my teacher for living well. ~Alexander the Great
A good teacher is like a candle - it consumes itself to light the way for others. ~Author Unknown
The dream begins with a teacher who believes in you, who tugs and pushes and leads you to the next plateau, sometimes poking you with a sharp stick called "truth." ~Dan Rather
What the teacher is, is more important than what he teaches. ~Karl Menninger
I can no other answer make, but, thanks, and thanks. ~William Shakespeare
No one who achieves success does so without acknowledging the help of others. The wise and confident acknowledge this help with gratitude. ~Author Unknown
The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires. ~William A. Ward
No duty is more urgent than that of returning thanks. ~James Allen
The only people with whom you should try to get even are those who have helped you. ~John E. Southard
One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child. ~Carl Jung
God understood our thirst for knowledge, and our need to be led by someone wiser;
He needed a heart of compassion, of encouragement, and patience;
Someone who would accept the challenge regardless of the opposition;
Someone who could see potential and believe in the best in others . . .
So He made Teachers.
Author Unkown
| DEALING WITH Absences: NEW DELHI PUBLIC SCHOOL, Sushant Lok |
|
A MOST UNIVERSAL MATTER: BULLYING
Bullying is present not only in schools whether we deny it or not. It seems that children bully for a variety of reasons and when dealing with child bullying it's essential to identify who is the bully at the centre of the violence - there's usually one person who's the gang leader - and the reasons for bullying which include: frustration - a child is impaired in some way and is frustrated and resentful because the source of their difficulty has not been identified - problems can include deafness, dyslexia, autism, allergy, being left-handed, undiagnosed PTSD or some unidentified learning difficulty - nevertheless the child is expected to perform at the level required by the school and no attempt is made to identify the source of the frustration - the child is being bullied, the responsible adults have repeatedly failed in their duty of care, so the child slowly and reluctantly starts to exhibit aggressive behaviours because that's the only way to survive in this bullying-entrenched climate - poor or no role model - the child has no role model at home, or a poor role model for one or both parents and has never had the opportunity to learn behaviour skills - abuse at home - the child is being abused and is expressing their anger through bullying - neglect at home - similar to abuse as the child's emotional and behavioural development is being retarded - undue influence - the child has fallen in with the wrong crowd - conduct disorder - the child has a conduct disorder, the precursor to antisocial, psychopathic or other personality disorder
BELOW ARE TWO VIDEOS TAKEN IN CROATIAN PRIMARY SCHOOLS. WHAT IS YOUR EXPERIENCE? CAN YOU COMMENT, PLEASE? MELITA
Due to influence of peer group, teenagers like to show themselves off and care too much about their physical or outward appearance.
Melita's Rhymes
DAISY
"Dear Daisy,
you're so lazy!!"
But, Mom, why do you worry so much?
To me what matters is my friends' touch...
going out, having fun,
having a coke with some rum...
Leisure and pleasure
are my only treasure!
They make a world of mine
so divine!!
Rock'n roll
- not my shabby doll;
visiting a mall
to please my poor soul...
I don't need your scenarios
about how I should work hard in order to become glorius?!
Music is the inspiration
for my personal revelation.
My father works hard: so what?!
He's all tired and unhappy, which I'm not!
So, Mom, go to sleep; sleep tight!
Close the door and - good night!
DAISY
"Dear Daisy,
you're so lazy!!"
But, Mom, why do you worry so much?
To me what matters is my friends' touch...
going out, having fun,
having a coke with some rum...
Leisure and pleasure
are my only treasure!
They make a world of mine
so divine!!
Rock'n roll
- not my shabby doll;
visiting a mall
to please my poor soul...
I don't need your scenarios
about how I should work hard in order to become glorius?!
Music is the inspiration
for my personal revelation.
My father works hard: so what?!
He's all tired and unhappy, which I'm not!
So, Mom, go to sleep; sleep tight!
Close the door and - good night!
ASSERTIVE DISCIPLINE
Assertive discipline is a structured, systematic approach designed to assist educators in running an organized, teacher-in-charge classroom environment.
Lee and Marlene Canter, when consulting for school systems, found that many teachers were unable to control undesirable behavior that occurred in their classrooms. The Cantors, rightfully so, attributed this to a lack of training in the area of behavior management.
Based on their research and the foundations of assertiveness training and applied behavior analysis, they developed a common sense, easy-to-learn approach to help teachers become the captains of their classrooms and positively influence their students' behavior.
Assertive teachers believe that a firm, teacher-in-charge classroom is in the best interests of students. They believe that the students wish to have their behavior directed by the teacher. The Canter's state that society demands appropriate behavior if one is to be accepted and successful. Therefore, no one benefits when a student is allowed to misbehave.
Teachers show their concern for today's youth when they demand and promote appropriate classroom behavior. Additionally, educators have the right to request and expect assistance from parents and administrators in their efforts.
More than being a director, assertive teachers build positive, trusting relationships with their students and teach appropriate classroom behavior (via direct instruction...describing, modeling, practicing, reviewing, encouraging and rewarding) to those who don't show it at present.
They are demanding, yet warm in interaction, supportive of the youngsters, and respectful when addressing misbehavior.
Assertive teachers listen carefully to what their students have to say, speak respectfully to them, and treat everyone fairly (not necessarily equally).
Assertive discipline is a structured, systematic approach designed to assist educators in running an organized, teacher-in-charge classroom environment.
Lee and Marlene Canter, when consulting for school systems, found that many teachers were unable to control undesirable behavior that occurred in their classrooms. The Cantors, rightfully so, attributed this to a lack of training in the area of behavior management.
Based on their research and the foundations of assertiveness training and applied behavior analysis, they developed a common sense, easy-to-learn approach to help teachers become the captains of their classrooms and positively influence their students' behavior.
Assertive teachers believe that a firm, teacher-in-charge classroom is in the best interests of students. They believe that the students wish to have their behavior directed by the teacher. The Canter's state that society demands appropriate behavior if one is to be accepted and successful. Therefore, no one benefits when a student is allowed to misbehave.
Teachers show their concern for today's youth when they demand and promote appropriate classroom behavior. Additionally, educators have the right to request and expect assistance from parents and administrators in their efforts.
More than being a director, assertive teachers build positive, trusting relationships with their students and teach appropriate classroom behavior (via direct instruction...describing, modeling, practicing, reviewing, encouraging and rewarding) to those who don't show it at present.
They are demanding, yet warm in interaction, supportive of the youngsters, and respectful when addressing misbehavior.
Assertive teachers listen carefully to what their students have to say, speak respectfully to them, and treat everyone fairly (not necessarily equally).
SCHOOL IS FUN! BUT IS IT ALWAYS?
funny pictures and cartoons can demonstrate today's School atmosphere
No images defined in this gallery.
LOVE CONQUERS IT ALL!!!
Quotes on success - inspirational, uplifting
A LEADER
Anyone who influences others is a leader. -Chuck Swindoll
GREATNESS
A great man shows his greatness by the way he treats little men.
-Thomas Carlyle
ENTHUSIASM
Enthusiasm is contagious. It's difficult to remain neural or indifferent in the presence of a positive thinker.
-Melvin Maxwell
STICKING TO IT
We can do anything we want as long as we stick to it. -Helen Keller
GREATNESS
The price of greatness is responsiblility. -Winston Churchill
WITHIN
What happens to a man is less significant than what happens within him. -Louis L. Mann
CARING
People don't care how much you know until they know how much you care. -Howard Hendricks
EXCELLENCE
Excellence is doing ordinary things extraordinarily well. -John W. Garner
INTEGRITY
Integrity without knowledge is weak and useless, and knowledge without integrity is dangerous and dreadful.
- Samuel Johnson (1709 - 1784)
WORDS
We have too many high sounding words, and too few actions that correspond to them. - Abigail Adams (1744 - 1818)
FAILURE
Failure is not fatal, but failure to change might be.- John Wooden
HELPING
You can have anything you want in life if you just help enough other people get what they want. - Zig Ziglar
SUCCESS
Success is not the key to happiness.Happiness is the key to success.If you love what you are doing, you will be successful.
- Albert Schweitzer
OPPORTUNITY
When one door closes another one opens; but we so often look so long and so regretfully upon the closed door, that we do not see
the ones which open for us. - Alexander Graham Bell
GREATNESS
There are countless ways of achieving greatness, but any road to achieving one's maximum potential must be built on a bedrock of respect for the individual, a commitment to excellence, and a rejection of mediocrity. - Buck Rodgers
DEDICATION
The person who makes a success of living is the one who sees his goal steadily and aims for it unswervingly. That is dedication.
- Cecil B. DeMille
RESPONSIBILITY
The price of greatness is responsibility. - Winston Churchill
Quotes on success - inspirational, uplifting
A LEADER
Anyone who influences others is a leader. -Chuck Swindoll
GREATNESS
A great man shows his greatness by the way he treats little men.
-Thomas Carlyle
ENTHUSIASM
Enthusiasm is contagious. It's difficult to remain neural or indifferent in the presence of a positive thinker.
-Melvin Maxwell
STICKING TO IT
We can do anything we want as long as we stick to it. -Helen Keller
GREATNESS
The price of greatness is responsiblility. -Winston Churchill
WITHIN
What happens to a man is less significant than what happens within him. -Louis L. Mann
CARING
People don't care how much you know until they know how much you care. -Howard Hendricks
EXCELLENCE
Excellence is doing ordinary things extraordinarily well. -John W. Garner
INTEGRITY
Integrity without knowledge is weak and useless, and knowledge without integrity is dangerous and dreadful.
- Samuel Johnson (1709 - 1784)
WORDS
We have too many high sounding words, and too few actions that correspond to them. - Abigail Adams (1744 - 1818)
FAILURE
Failure is not fatal, but failure to change might be.- John Wooden
HELPING
You can have anything you want in life if you just help enough other people get what they want. - Zig Ziglar
SUCCESS
Success is not the key to happiness.Happiness is the key to success.If you love what you are doing, you will be successful.
- Albert Schweitzer
OPPORTUNITY
When one door closes another one opens; but we so often look so long and so regretfully upon the closed door, that we do not see
the ones which open for us. - Alexander Graham Bell
GREATNESS
There are countless ways of achieving greatness, but any road to achieving one's maximum potential must be built on a bedrock of respect for the individual, a commitment to excellence, and a rejection of mediocrity. - Buck Rodgers
DEDICATION
The person who makes a success of living is the one who sees his goal steadily and aims for it unswervingly. That is dedication.
- Cecil B. DeMille
RESPONSIBILITY
The price of greatness is responsibility. - Winston Churchill
MOODS
There are some moody people and moody words.
Can you think of some?
Think of possible contexts: the reasons for people to over/react - a specific situation - it/their consequences.
We all know that's perfectly easy to break bridges behind us, but when and how are we going to rebuild them?!
There are some moody people and moody words.
Can you think of some?
Think of possible contexts: the reasons for people to over/react - a specific situation - it/their consequences.
We all know that's perfectly easy to break bridges behind us, but when and how are we going to rebuild them?!
You-the TEACHER in the JNV Bhiwani school, my partner and my friend is ABSOLUTELY AN ANGEL!!!
Your message tor your Ls is a sign of a miracle of God!
IT'S MY UTMOST HONOUR AND OUR LORD'S WISH WE'VE MET AND STARTED WORKING TOGETHER!!
God bless you and lead you now and forever!!!
a humble Croatian teacher
Your message tor your Ls is a sign of a miracle of God!
IT'S MY UTMOST HONOUR AND OUR LORD'S WISH WE'VE MET AND STARTED WORKING TOGETHER!!
God bless you and lead you now and forever!!!
a humble Croatian teacher
A TEACHER'S INTROSPECTION on teaching
I've been a teacher for ages!!! So many generations of students behind me and a few to come...
The older - the wiser works for me sometimes but every day is a new challenge: my background knowledge, my working experience is no quarantee I find a best solution in classroom management case. But what I've learnt for sure is this:
- only assisted by God's mercy I manage to teach with no anger, no stress, no hard feelings; revenge is unknown to me nor is envy...
- love wins every time: when my Ls become impossible, I just glance at them; if it doesn't work, I start my monologue on describing them the situation; when they become aware, speechless as they become, then we can carry on with the activity interrupted due to their indiscipline. They are normally familiar with the fact I LOVE THEM!!! And wish every each of them to focus on work instead of leisure time... Time is so precious, and they're not aware of the truth! I'm aware of their delicate age, their personal and family matters which distract them from hard work. What I cannot stand is telling me a lie: whether it's a silly excuse regarding not doing homework to lieing me about not chit-chatting when I see the opposite.
- I teach them human values - that they are unique and precious. Why does it matter? It's so vital since lack of this awareness leads to nothing but failure - both in their private and school achievements.
- patience: oh, how much patience one needs in everyday life. I try to be calm and patient with them: just because I see my job as an absolute MERCY OF GOD. The reward for all your efforts you put in shaping THE WHOLE THEM - as considerative and tolerant, polite and patient teenagers - is when you recognize changes in their attitude. How? In the way they look at you, in their improvements, in the way how they treat peer Ls... in all aspects of their school culture and EL headway.
- when I see ALL my Ls do some activity with PASSION and WILLINGNESS - then my heart jumps with JOY!!! I'm calm and grateful to HIm since the courage and love all come from HIm!!! Then my goal is fulfilled - the task is done successfully and they are heading towards discovering the good in themselves, not knowingly... and it's so difficult to accomplish when so much is on the Ls' minds: their cell phone textings... their Facebook news... their loved ones... their little silly activities that can completely ruin their life unless they manage to control own life.
BEING A TEACHER IS GOD'S BLESSING!!
I know it - not just feel it!
MY LOVE TO YOU ALL - TEACHERS!!! AND OUR BELOVED LEARNERS!!!
I've been a teacher for ages!!! So many generations of students behind me and a few to come...
The older - the wiser works for me sometimes but every day is a new challenge: my background knowledge, my working experience is no quarantee I find a best solution in classroom management case. But what I've learnt for sure is this:
- only assisted by God's mercy I manage to teach with no anger, no stress, no hard feelings; revenge is unknown to me nor is envy...
- love wins every time: when my Ls become impossible, I just glance at them; if it doesn't work, I start my monologue on describing them the situation; when they become aware, speechless as they become, then we can carry on with the activity interrupted due to their indiscipline. They are normally familiar with the fact I LOVE THEM!!! And wish every each of them to focus on work instead of leisure time... Time is so precious, and they're not aware of the truth! I'm aware of their delicate age, their personal and family matters which distract them from hard work. What I cannot stand is telling me a lie: whether it's a silly excuse regarding not doing homework to lieing me about not chit-chatting when I see the opposite.
- I teach them human values - that they are unique and precious. Why does it matter? It's so vital since lack of this awareness leads to nothing but failure - both in their private and school achievements.
- patience: oh, how much patience one needs in everyday life. I try to be calm and patient with them: just because I see my job as an absolute MERCY OF GOD. The reward for all your efforts you put in shaping THE WHOLE THEM - as considerative and tolerant, polite and patient teenagers - is when you recognize changes in their attitude. How? In the way they look at you, in their improvements, in the way how they treat peer Ls... in all aspects of their school culture and EL headway.
- when I see ALL my Ls do some activity with PASSION and WILLINGNESS - then my heart jumps with JOY!!! I'm calm and grateful to HIm since the courage and love all come from HIm!!! Then my goal is fulfilled - the task is done successfully and they are heading towards discovering the good in themselves, not knowingly... and it's so difficult to accomplish when so much is on the Ls' minds: their cell phone textings... their Facebook news... their loved ones... their little silly activities that can completely ruin their life unless they manage to control own life.
BEING A TEACHER IS GOD'S BLESSING!!
I know it - not just feel it!
MY LOVE TO YOU ALL - TEACHERS!!! AND OUR BELOVED LEARNERS!!!
WHAT MAKES A QUALITY PUBLIC SCHOOL?
BASIC PRINCIPLES
- A quality public school prepares all students to succeed. Experts agree about the following:
a) High expectations for every student
Quality public schools recognize that all students can learn and provide the tools, support, and connections students need to reach their full potential.
b) Parent and community support
Parents and community members are actively engaged in supporting their schools in constructive ways. They hold school officials and themselves accountable for results.
c) Qualified teachers in every classroom
Highly qualified teachers who benefit from continuous professional development strengthen teaching and learning.
d) Rigorous curriculum and fair assessments
A rigorous instructional program tied to high standards builds student knowledge and strengthens critical thinking skills, while fair assessments monitor progress and truly measure what students know and can do.
e) Sufficient resources that help all students achieve
Student achievement is the measure of school success. Resources and teaching strategies are tied to this goal at quality public schools.
f) Safe, healthy and supportive learning environment
Safe, sound facilities and student enrichment activities create an environment where students can learn and grow.
g) Schools and classrooms equipped for teaching and learning
Students and staff have access to timely, relevant resources including up-to-date textbooks and current technology.
h) Strong school leadership
Principals are empowered to lead and make informed decisions that promote learning at the school level.
B).: article:THE COMPETITIVENESS OF CROATIA’S HUMAN RESOURCES - THE QUALITY OF CROATIA’S FORMAL EDUCATION SYSTEM
by Joseph Lowther and Deloitte Touch Tohmats, Washington
A country’s education system is one of the main determinants of the competitiveness
of its human resources. Highly competitive human resources
result from a quality education that is available to a large percentage
of the population. There is a significant correlation between an increased level of education in a country and the country’s economic growth.
Thus, one of Croatia’s most important issues is ensuring delivery of highquality
education to all Croatians. Accession to the European Union puts
further impetus on Croatia to concentrate on its education system, since
Croatia will need to develop a highly skilled workforce that can compete
directly with other EU countries’ workforces. Within the next few years,
the Croatian workforce must move quickly to knowledge-based industries
and jobs and innovation-driven economic growth, and workers will
need to be able to change jobs quickly, deal directly with customers, manage
themselves and others, and engage in continuous learning.
How do we measure the quality
of the education system?
It is difficult to assess the quality of Croatia’s education system since
Croatia has not participated in international learning assessments.1 Thus
we do not know how Croatia’s students perform in relation to students
in other countries.2 We have attempted to measure the quality of the education
system by:
• Comparing the quality of the Croatian education system with other
countries’ education systems using quantitative indicators.
• Determining whether it is developing the necessary skills for the current
and future needs of the economy. To determine whether the
Croatian education system is producing graduates with necessary skills
we have conducted a survey of 300 Croatian employers.
• Comparing Croatia’s education system with other countries by using
qualitative studies, particularly the OECD’s Reviews of National Policies
for Education.
2.
BASIC PRINCIPLES
- A quality public school prepares all students to succeed. Experts agree about the following:
a) High expectations for every student
Quality public schools recognize that all students can learn and provide the tools, support, and connections students need to reach their full potential.
b) Parent and community support
Parents and community members are actively engaged in supporting their schools in constructive ways. They hold school officials and themselves accountable for results.
c) Qualified teachers in every classroom
Highly qualified teachers who benefit from continuous professional development strengthen teaching and learning.
d) Rigorous curriculum and fair assessments
A rigorous instructional program tied to high standards builds student knowledge and strengthens critical thinking skills, while fair assessments monitor progress and truly measure what students know and can do.
e) Sufficient resources that help all students achieve
Student achievement is the measure of school success. Resources and teaching strategies are tied to this goal at quality public schools.
f) Safe, healthy and supportive learning environment
Safe, sound facilities and student enrichment activities create an environment where students can learn and grow.
g) Schools and classrooms equipped for teaching and learning
Students and staff have access to timely, relevant resources including up-to-date textbooks and current technology.
h) Strong school leadership
Principals are empowered to lead and make informed decisions that promote learning at the school level.
B).: article:THE COMPETITIVENESS OF CROATIA’S HUMAN RESOURCES - THE QUALITY OF CROATIA’S FORMAL EDUCATION SYSTEM
by Joseph Lowther and Deloitte Touch Tohmats, Washington
A country’s education system is one of the main determinants of the competitiveness
of its human resources. Highly competitive human resources
result from a quality education that is available to a large percentage
of the population. There is a significant correlation between an increased level of education in a country and the country’s economic growth.
Thus, one of Croatia’s most important issues is ensuring delivery of highquality
education to all Croatians. Accession to the European Union puts
further impetus on Croatia to concentrate on its education system, since
Croatia will need to develop a highly skilled workforce that can compete
directly with other EU countries’ workforces. Within the next few years,
the Croatian workforce must move quickly to knowledge-based industries
and jobs and innovation-driven economic growth, and workers will
need to be able to change jobs quickly, deal directly with customers, manage
themselves and others, and engage in continuous learning.
How do we measure the quality
of the education system?
It is difficult to assess the quality of Croatia’s education system since
Croatia has not participated in international learning assessments.1 Thus
we do not know how Croatia’s students perform in relation to students
in other countries.2 We have attempted to measure the quality of the education
system by:
• Comparing the quality of the Croatian education system with other
countries’ education systems using quantitative indicators.
• Determining whether it is developing the necessary skills for the current
and future needs of the economy. To determine whether the
Croatian education system is producing graduates with necessary skills
we have conducted a survey of 300 Croatian employers.
• Comparing Croatia’s education system with other countries by using
qualitative studies, particularly the OECD’s Reviews of National Policies
for Education.
2.
The great end of education
is to discipline rather than
to furnish the mind; to train
it to the use of its own powers,
rather than fill it with the
accumulation of others.
Tyron Edwards
Admiration of the World :Ahinsa(Non-Violation),,,Please do this to the students....do with love and affection
He walked through the thorny heartland of darkness in search of light ,the light which was already burning there within him to lead.It was truth which awakened a great nation.
The world needed to find an appropriate control over violence and taking life ,he taught highest spirit and moral principle to the mankind "Ahinsa".
Mahatma Gandhi is the name that the world knows by that person who devoted his whole life to fight against violence and make peace in the world and left the world with numerous) reasons for following his principles & so we admire such a person and that is what we mean to do by this participation .Mahatma Gandhi is our very admiration so we are in this to describe his life history and describe many of those incidents by which the world knows him.
AND THE WORLD CHANGED A LITTLE BIT BUT FOREVER
He walked through the thorny heartland of darkness in search of light ,the light which was already burning there within him to lead.It was truth which awakened a great nation.
The world needed to find an appropriate control over violence and taking life ,he taught highest spirit and moral principle to the mankind "Ahinsa".
Mahatma Gandhi is the name that the world knows by that person who devoted his whole life to fight against violence and make peace in the world and left the world with numerous) reasons for following his principles & so we admire such a person and that is what we mean to do by this participation .Mahatma Gandhi is our very admiration so we are in this to describe his life history and describe many of those incidents by which the world knows him.
AND THE WORLD CHANGED A LITTLE BIT BUT FOREVER
QUOTATIONS ABOUT PEACE
Andre Trocme:
All who affirm the use of violence admit it is only a means to achieve justice and peace. But peace and justice are nonviolence...the final end of history. Those who abandon nonviolence have no sense of history. Rather they are bypassing history, freezing history, betraying history.
Anton Chekov:
We shall find peace. We shall hear angels. We shall see the sky sparkling with diamonds
Baruch Spinoza:
Peace is not the absence of war; it is a virtue; a state of mind; a disposition for benevolence; confidence; and justice.
Dorothy Thompson:
Peace is not the absence of conflict but the presence of creative alternatives for responding to conflict -- alternatives to passive or aggressive responses, alternatives to violence.
Ecclesiastes:
For everything there is a season,
And a time for every matter under heaven:
A time to be born, and a time to die;
A time to plant, and a time to pluck up what is planted;
A time to kill, and a time to heal;
A time to break down, and a time to build up;
A time to weep, and a time to laugh;
A time to mourn, and a time to dance;
A time to throw away stones, and a time to gather stones together;
A time to embrace, And a time to refrain from embracing;
A time to seek, and a time to lose;
A time to keep, and a time to throw away;
A time to tear, and a time to sew;
A time to keep silence, and a time to speak;
A time to love, and a time to hate,
A time for war, and a time for peace.
Ecclesiastes 3:1-8
Indira Gandhi:
You can't shake hands with a clenched fist.
Martin Luther King, Jr.:
True peace is not merely the absence of tension: it is the presence of justice.
Mohandas K. Gandhi:
Namaste. I honour the place in your where the entire universe resides... a place of light, of love, of truth, of peace, of wisdom. I honour the place in you where when you are in that place and I am in that place there is only one of us.
Mohandas K. Gandhi:
Non-cooperation is a measure of discipline and sacrifice, and it demands respect for the opposite views.
Thomas a Kempis:
First keep the peace within yourself, then you can also bring peace to others.
Thich Nhat Hanh:
Everyday we do things, we are things that have to do with peace. If we are aware of our life..., our way of looking at things, we will know how to make peace right in the moment, we are alive.
Echo of Our Lady to the children in Medjugorje:
Message of the 25 December 2009 /Christmas/:
“Dear children! On this joyful day, I bring all of you before my Son, the King of Peace, that He may give you His peace and blessing. Little children, in love share that peace and blessing with others. Thank you for having responded to my call”
And thank you, my dear friend, for your above most inspiring message!!!
Andre Trocme:
All who affirm the use of violence admit it is only a means to achieve justice and peace. But peace and justice are nonviolence...the final end of history. Those who abandon nonviolence have no sense of history. Rather they are bypassing history, freezing history, betraying history.
Anton Chekov:
We shall find peace. We shall hear angels. We shall see the sky sparkling with diamonds
Baruch Spinoza:
Peace is not the absence of war; it is a virtue; a state of mind; a disposition for benevolence; confidence; and justice.
Dorothy Thompson:
Peace is not the absence of conflict but the presence of creative alternatives for responding to conflict -- alternatives to passive or aggressive responses, alternatives to violence.
Ecclesiastes:
For everything there is a season,
And a time for every matter under heaven:
A time to be born, and a time to die;
A time to plant, and a time to pluck up what is planted;
A time to kill, and a time to heal;
A time to break down, and a time to build up;
A time to weep, and a time to laugh;
A time to mourn, and a time to dance;
A time to throw away stones, and a time to gather stones together;
A time to embrace, And a time to refrain from embracing;
A time to seek, and a time to lose;
A time to keep, and a time to throw away;
A time to tear, and a time to sew;
A time to keep silence, and a time to speak;
A time to love, and a time to hate,
A time for war, and a time for peace.
Ecclesiastes 3:1-8
Indira Gandhi:
You can't shake hands with a clenched fist.
Martin Luther King, Jr.:
True peace is not merely the absence of tension: it is the presence of justice.
Mohandas K. Gandhi:
Namaste. I honour the place in your where the entire universe resides... a place of light, of love, of truth, of peace, of wisdom. I honour the place in you where when you are in that place and I am in that place there is only one of us.
Mohandas K. Gandhi:
Non-cooperation is a measure of discipline and sacrifice, and it demands respect for the opposite views.
Thomas a Kempis:
First keep the peace within yourself, then you can also bring peace to others.
Thich Nhat Hanh:
Everyday we do things, we are things that have to do with peace. If we are aware of our life..., our way of looking at things, we will know how to make peace right in the moment, we are alive.
Echo of Our Lady to the children in Medjugorje:
Message of the 25 December 2009 /Christmas/:
“Dear children! On this joyful day, I bring all of you before my Son, the King of Peace, that He may give you His peace and blessing. Little children, in love share that peace and blessing with others. Thank you for having responded to my call”
And thank you, my dear friend, for your above most inspiring message!!!
Participants
Discuss this project
messages: 6
WHERE DO THE PARENTS FIT?
When parents hear that they need to be more involved in their child’s school, the first reaction is sometimes a sense of guilt that they aren’t more active in the local Parent-Teacher Organization. The most valuable way a parent/parents can become involved in a child’s education is to provide a rich learning environment in own home to support the child’s shool achievement. Other parent involvement activities that benefit children’s educational development are to communicate with the teacher and school; discuss school activities with your child; and, monitor and supervise his out of school activities. Discussion topics: 1. How do parents in your school participate in their child education: actively-gladly; unwillingly; by totally neglecting their legal duties and responsibilities regarding the issue 2. Do you find your Ls' parents generally: - softhearted related to their care and support given to their child, - objective: willingly co-operate with Ts and staff, - tough to the child, - hostile or well-behaved towards the Ts and other staff? 3. Do the parents actually ACT when an action is needed? 4. Is the issue, to you, culture-related? I.e.: in some cultures, a child is treated like a king and neither parents nor teachers and others involved in child's education can help shape his/her personality? Or is it the opposite in your case - generally speaking?
Tags
THE LS' TIME-CONSUMING DISTRACTORS
In and out of class school distractors: - wirelell devices - cell phones - external noise - merry relationship amongs Ls during classes/lessons - boredom - lack of intrinsic and extrinsic motivation for learning - vicinity of cafeterias - the Internet - TV - flexibility of teachers allowing the Ls leaving school - etc. b) personal and family matters - divorced family of school kids - health problems - insecure/frustrated individual Ls - immature personalities lacking self-confidence and responsibility - etc.
Some COMMON L'S DISTRACTORS
- ITs
- cell phones
- benefits of modern life: car driving, going out...
- friends
- personal frustrations
- music /MP3.../
...
add some more, please!
- ITs
- cell phones
- benefits of modern life: car driving, going out...
- friends
- personal frustrations
- music /MP3.../
...
add some more, please!
CLASSROOM MANAGEMENT
Classroom management and management of student conduct are skills that teachers acquire and hone over time. These skills almost never "jell" until after a minimum of few years of teaching experience. To be sure, effective teaching requires considerable skill in managing the myriad of tasks and situations that occur in the classroom each day. Skills such as effective classroom management are central to teaching and require "common sense," consistency, a sense of fairness, and courage. These skills also require that teachers understand in more than one way the psychological and developmental levels of their students. The skills associated with effective classroom management are only acquired with practice, feedback, and a willingness to learn from mistakes. Sadly, this is often easier said than done. Certainly, a part of this problem is that there is no practical way for education students to "practice" their nascent skills outside of actually going into a classroom setting. The learning curve is steep, indeed.
As previously mentioned, personal experience and research indicate that many beginning teachers have difficulty effectively managing their classrooms. While there is no one best solution for every problem or classroom setting, the following principles, drawn from a number of sources, might help. Classroom teachers with many years of experience have contributed to an understanding of what works and what doesn't work in managing classrooms and the behavior of students.
Classroom management and management of student conduct are skills that teachers acquire and hone over time. These skills almost never "jell" until after a minimum of few years of teaching experience. To be sure, effective teaching requires considerable skill in managing the myriad of tasks and situations that occur in the classroom each day. Skills such as effective classroom management are central to teaching and require "common sense," consistency, a sense of fairness, and courage. These skills also require that teachers understand in more than one way the psychological and developmental levels of their students. The skills associated with effective classroom management are only acquired with practice, feedback, and a willingness to learn from mistakes. Sadly, this is often easier said than done. Certainly, a part of this problem is that there is no practical way for education students to "practice" their nascent skills outside of actually going into a classroom setting. The learning curve is steep, indeed.
As previously mentioned, personal experience and research indicate that many beginning teachers have difficulty effectively managing their classrooms. While there is no one best solution for every problem or classroom setting, the following principles, drawn from a number of sources, might help. Classroom teachers with many years of experience have contributed to an understanding of what works and what doesn't work in managing classrooms and the behavior of students.
