I once taught a second grader who sometimes subtly refused to go along with what we were doing. For instance, if we had to leave the classroom and John didn't want to go, he'd get in line—but then walk as slowly as possible. The more his classmates and I urged him to walk faster, the slower he would go. At each deliberate step, I could feel my blood pressure rise. But in that moment, I could do little. I couldn't physically make John walk faster; nor was he ready to rationally discuss his feelings or options. Rarely did a student's behavior get to me, but John's resistance always did.
Oddly enough, I have been thinking a lot about New Year's resolutions lately. Specifically, I think about how I can't wait for January so I can start getting back into a healthful eating and exercising routine. Of course, I could start working on those things now, but it's November. Pretty soon it will be Thanksgiving, and I'll overeat that whole weekend. Then, the December holiday season will begin, bringing its own round of eating and scheduling challenges, so what's the point?
Q: "Specials" teachers often see each child for only one hour a week. What's one way that you and a special area teacher have worked together to help him/her get to know your students better?
I often hear teachers tell students, "Don't worry about who's first—we're all going to the same place (or "going to do the same thing"), so it doesn't matter who's first." This reasoning wouldn't work for me as I waited in line to board an airplane, buy things at the store, or get my driver's license. It won't convince many children, either.
Have you ever had a friend (or relative) who couldn't seem to give a full compliment? I have one (she shall go unnamed) who can't help but qualify every kind thing she says to me. "Your hair looks great—but you really ought to learn how to use make-up," she'll say. Or "Your cake tastes so much better than last time—did someone else make it?" Or "I heard your party was really fun . . . until the food ran out."
Just about every teacher needs to be away from the classroom at some point during the year. Whether you're away for a half day, a day, or several days, you'll want to make sure that the time goes smoothly for your students and for the substitute or "guest teacher." Some things to think about:
