From: Gail Watson <gwatson@illuminet.net>
Subject: Re: cooperation
Date: Tue, 30 Dec 1997 12:13:09 -0500
This is becoming an interesting string, not unlike one in another list I read
called (interestingly enough) the Dead Teachers Society. Here is a portion of a
posting from that list. The string is a discussion on classroom management.
"It is no secret that in all schools there are teachers who effectively
manage their classrooms and teachers who do not manage as well. The better
managers plan well, keep their students engaged/on task, have rules that
are both enforceable and enforced, AND they respect their students and are
respected in return. Not coincidentally, these are the teachers who
typically have fewer discipline problems.
The old saying that "people will usually do what they think they can get
away with" applies-- students know what their respective teachers will
allow and most (not all but most) students will behave accordingly. If you
don't believe it, just ask them."
I would add to this that these teachers also will have students who learn more
and in general have a very positive school experience. This is what makes
students hunger and thirst for more learning. Isn't that the desired result?
gail
Linda Conrad wrote:
> Hi John,
> Your perspective is a good one from which to evaluate the norm in
> education (of course allowing for the smattering of well oriented,
> capable, and very energetic teachers who are able to deliver necessary
> content in an engaging way--teaching some students in spite of
> themselves). I would be very interested in possible remedies that you
> would suggest (or could you share with us "what the ideal teaching
> situation would be"), in particular:
>
> On Mon, 29 Dec 1997, John Bernard wrote in part:
>
> > There are many criticisms about public school systems and possibly some
> > with merit. I think I have a good idea of what the ideal teaching
> > situation would be but it seems that there are two basic points that the
> > teaching fraternity and society tend to forget.. They are; how do we make
> > the best with what we've got
>
> Are you speaking here of material goods with which to enhance teaching or
> ...?
>
> > and society isn't preparing their children
> > for school and supprting the school system.
>
> I'm not sure I understand this point. Should we (society) be preparing
> children for school or for the work place? If you're speaking simply of
> preparing pre-school children to handle the school situation, maintaining
> a partnership with formal education in the "total education" of students,
> and supporting the school system with $$'s and respect, I quite agree
> There is unrealistic expectation made of an under-appreciated and
> -remunerated profession. If I've misunderstood, could you clarify what you
> meant by this point.
>
> >
> > As far as I'm concerned, too much time has to be spent trying to conduct a
> > class (plus discipine) and make it entertaining for the students. A lot
> > of effort goes into making things entertaining because students don't
> > appreciate the effort put into their education.
>
> >From your perspective, I would love to hear some possible suggestions you
> might make to help the teachers on this list respond to the challenges you
> find in the post-secondary student.
>
> Thanks,
> Linda
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Mrs. Gail Watson
Computer Technologist
John F. Pattie Elementary School
16125 Dumfries Rd.
Dumfries, VA 22026
http://www.illuminet.net/pattie/