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Is The Teaching Profession so Black & White?
As a teacher, I joined a School within the West Midlands, establishing myself in the subject areas of IT, Business Studies, Health and Social Care with pastoral responsibilities.
During my two years, I witnessed a school behavioural turn-around when a new Headmaster joined us and witnessed a school journey from bad to good and this was through addressing the discipline within the school and full support to all teachers, full, part-time and supply.
I can say it was easier for a teacher full-time, as pupils knew that to get on the wrong side of a teacher, could have long term consequences on relationships, reputations and grades. I did take a strict approach rather than a liberal one and found I had gained more respect over the period, being seen as firm, fair and compassionate (without overdoing compassion). and emphasised 'one treat those as they wish to be treated', I would always acknowledge every pupil with 'Hello', Good Morning' etc. Something that small would go a long way to some individuals as it also acknowledged their existence within what seemed to be a large 'war zone' environment. Eventually, I was a member of staff always greeted by the pupil first.
Many pupils want to learn, and there are those that give up on their learning based mainly on their personal 'barriers'. I would always offer personal tuition to pupils, especially if difficulties were evident, even if it meant I lost personal time... This school improved and I received very good pass rates in my subjects, even was promoted during my time there. Time moves on.
Through my experiences at working within other schools within the region, I discovered; if one is on Supply, life at a 'troubled school' can be so 'soul destroying'. Pupils walking over desks, running around a classroom, totally deaf to what the teacher is asking of them. Pupils distracting whilst riffling through your briefcase and this is only a couple of examples. This has happened to me on numerous occasions throughout my career, one can be strict, one can be liberal and any other description can apply, without success. One of the main problems is that full-time teachers assume Supply teachers will get the same respect, this has proved not the case as pupils know the Supply teacher is only a temporary measure and will be gone within a week or two. For those pupils that have given up on their education, they will embrace the opportunity to use this time for blame and shame their failings on what is available and if this means a supply teacher, so be it. The classroom becomes a chaotic place and good pupils become disallusioned and disheartened very quickly.
During my two years, I witnessed a school behavioural turn-around when a new Headmaster joined us and witnessed a school journey from bad to good and this was through addressing the discipline within the school and full support to all teachers, full, part-time and supply.
I can say it was easier for a teacher full-time, as pupils knew that to get on the wrong side of a teacher, could have long term consequences on relationships, reputations and grades. I did take a strict approach rather than a liberal one and found I had gained more respect over the period, being seen as firm, fair and compassionate (without overdoing compassion). and emphasised 'one treat those as they wish to be treated', I would always acknowledge every pupil with 'Hello', Good Morning' etc. Something that small would go a long way to some individuals as it also acknowledged their existence within what seemed to be a large 'war zone' environment. Eventually, I was a member of staff always greeted by the pupil first.
Many pupils want to learn, and there are those that give up on their learning based mainly on their personal 'barriers'. I would always offer personal tuition to pupils, especially if difficulties were evident, even if it meant I lost personal time... This school improved and I received very good pass rates in my subjects, even was promoted during my time there. Time moves on.
Through my experiences at working within other schools within the region, I discovered; if one is on Supply, life at a 'troubled school' can be so 'soul destroying'. Pupils walking over desks, running around a classroom, totally deaf to what the teacher is asking of them. Pupils distracting whilst riffling through your briefcase and this is only a couple of examples. This has happened to me on numerous occasions throughout my career, one can be strict, one can be liberal and any other description can apply, without success. One of the main problems is that full-time teachers assume Supply teachers will get the same respect, this has proved not the case as pupils know the Supply teacher is only a temporary measure and will be gone within a week or two. For those pupils that have given up on their education, they will embrace the opportunity to use this time for blame and shame their failings on what is available and if this means a supply teacher, so be it. The classroom becomes a chaotic place and good pupils become disallusioned and disheartened very quickly.
Classroom Experience - Barriers
INTRODUCTION
Source: NGW 2013
Classroom Behaviour Exp. 2
Classroom Behaviour :
Classroom Behaviour MENU