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In
my capacity as a teacher trainer, I often visit classes. Based on my
observations, I have drawn up the table below containing some of the
problems I observe, some of which are very common. The novice teacher is
aware of problems but does not know how to handle them. Thus, I have
provided my solutions alongside the problems. These solutions are not the
only ones but they offer the distinct advantage of being tried-and-tested. I want to emphasise that no-one is to blame for these problems. The fault lies with the lack of basic training in class management. Remi
Casteres |
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Problems |
Likely
causes, comments |
Advice |
You say: "I
must have repeated the same thing ten times, yet there are still pupils
who do not know what they have to do!" |
You repeat the same thing ten times. The children
decide that: 1. it's
boring listening to you; 2. it's
pointless listening to you, because, you will repeat it anyway. |
1. Do not repeat
what you have already said. 2. Ask if there
are any questions. 3. Make sure
that the pupils have understood your instructions (not with a cursory "Does
everyone understand? OK." ) One way is,
rather than asking the children to repeat your instructions, ask them to
interpret them, "Aristide, what do you have to do?"
This type of question prevents the children from listening passively. 4. Enable
children to return to the instructions if they are not sure, for example
by writing them on the board. |
You give
instructions to the children and, 20 minutes later, you notice that some
of them are doing something else. |
You did not ensure that the children had understood your
instructions. |
Be systematic
in checking that instructions have been understood. The time gained is
far in excess of the initial 5 minutes lost. |
The check for understanding of instructions was superficial. |
The cursory "Does
everyone understand?" is best resigned to the teaching waste bin.
Incidentally, it is impossible for a pupil to reply yes on behalf of
others. |
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When you notice that a child has not understood the instructions, explain them to him/her again.
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The key point is to involve all the children, in a way that forces them to think about what you tell them.
1. You ask another pupil (B) to explain what A has to do. Pupil B may have volunteered to do so or was chosen at random. 2. This is not enough: you then ask A what the instructions are. 3. If A replies correctly, then the activity can begin. 4. If A still doesn't know: another pupil (C) is asked to explain to A more clearly. It is
impossible for a child to carry out a task correctly if he does not know
what he has to do. |
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The pupils do not
carry out the task you have given them. |
You are
preventing them from working by continually talking. |
Leave the
children alone while they perform the task that you have given them. |
The instructions were
inconsistent. |
Do not improvise. Write down what you are going to say.
While preparing for the lesson, imagine how you would react if you were a
pupil. |
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It is impossible
for your instructions to be carried out (e.g. the children are asked to
find the screening times of a film from a cinema programme but the
particular film is not showing that week). |
Anticipate what
will happen in class. |
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You hate the fact
that the children do not listen to one another. |
You repeat what they say.
At the Teacher
Training Institute, you were told to repeat what children tell you, so that
they hear the correct version of what they said. |
Do not repeat
what the children say. This is easier said than done and it requires a
lot of composure. Time is required for this to be effective. |
You place yourself
at centre stage. Every verbal exchange must pass through you. You do not
allow any direct exchanges between the pupils. |
Think about the role that you have defined for yourself, and about the status that you assign to the children.
Generally,
unlike with the other causes, teachers are not aware of this one. |
|
Your pupils do not speak loud enough for others to hear them. |
You repeat or rephrase everything they say. |
Stop repeating or
rephrasing. The children's words will become more important. |
You complain that
it is too noisy in the class. |
You shout. |
Adjust the
volume of your voice: loud enough when you speak to the whole class,
quiet when you speak to a small group, and in a whisper when you speak to
one pupil. The children's behaviour will tend to reflect your's. |
You talk at the
same volume with one pupil or the whole class. |
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You talk
continually. |
Make a
video-recording. When you play it back, you will understand what you have to
change. |
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A lot of the
pupils are bored or are messing about... |
They have nothing
to do. |
You had
anticipated that all the pupils would work at the same pace, and this is
never the case. You should plan another (individual) activity for children
who finish before others. |
Make some changes
so that you do less and the children do more. For example, in science
lessons, the children should be actively involved, rather than simply
watching you. |
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The lessons are
too long. |
Make the lessons shorter. For any given lesson,
vary both the activities (oral, experimenting, drawing, writing...) and the
modalities (individual, small group, class...) |
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Alternate class
activities with individual activities, oral work with written work. |
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The purpose of the
activity is not clear to the pupils. |
Tell the pupils
why and for whom they are performing the task you have set them. Ensure that
they have understood. |
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...especially during the correction period. |
The correction
period is too long. |
Accept that you
will not address all aspects of the problem. |
There
is no stake. |
Make the
activity appeal to the children, for example, by introducing an element
of competition to sustain the children's attention, e.g. one point for each
correct answer. (This is not a grade since the children award the points to
themselves.) |
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The children
become bored very quickly when you give them a problem to solve, They get on
with the physical part, but are reluctant when it comes to thinking or
writing about the problem. |
You presented the
problem from your point of view only. Make the problem very important for
the children. |
You can appeal to
the children's love of a challenge (to solve a mystery) or competition (to
find the best answer). |
You feel useless
or lazy when you stop talking. |
At university and
then at the Teacher Training Institute, the common characteristic of all of
your lecturers was their ability to talk at length. You model yourself on
this behaviour. |
As soon as you can, start observing one or two children discreetly. Do this over time, noting down your observations.
It is they who
will teach you how to do your job. |
This
page has been translated from French by Andreas Theodorou. |
Discussion |
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summary |
Last Update :05/09/05 |