25 Biggest Mistakes Teachers Make and How to Avoid Them (54 page)

Motive Probe

26.1. Describe the problem and your specific role in it.

I did not let a child go to the restroom
.

26.2. Why did you do what you did?

Teaching students a routine and using a schedule break time for restroom use
.

26.3. What emotions or feelings were you experiencing at the time?

Frustration
.

26.4. Was your behavior justified? If so, why?

Yes, in order to keep the entire class on track, keep the class activity going and class routine of going to the restroom before class, at break, and the end of class
.

26.5. Do you regret your action(s)?

Yes, because the child had a medical condition that required her to use restroom more often
.

26.6. Do you ever think about this incident? If yes, approximately how often since the occurrence(s)?

Yes, about five times a year since that time. I will never forget this child or the lesson I learned
.

26.7. If faced with the same or a similar situation, what would you do?

Check to see if the child had a medical condition prior to saying “NO.”

Commentary

This scenario is a classic classroom management problem regarding toileting practices. The teacher’s frustration is the result of trying to squeeze the square peg of student bathroom needs into the round hole of classroom management. To avoid the problem in this scenario, teachers must realize that the square peg won’t fit because students are complex; they vary in their physiological needs and elimination schedules. This is an area that should not be controlled or denied, but rather monitored and gently managed. They should always let a student go without repercussions or humiliation, but to preserve the integrity of their classroom management policies, they should make every effort to minimize disruption to the class and the school. Allowing students to quietly take the restroom pass and excuse themselves in an emergency will minimize disruption of the lesson.

Mistake 13: Inappropriate Toileting Practices

Teacher # 27

A Scenario of a Teacher’s Worst Treatment of a Student

I had a young boy who requested to go to the restroom during class. It was my practice to let children go, if I was not in the middle of a direct teach so they would not miss any instruction. (Of course this was for my convenience.) I asked him to wait until I was done. I forgot after my direct teach to let him go and he ended up having an accident in the classroom!

Motive Probe

27.1. Describe the problem and your specific role in it.

I was the teacher and because it was my classroom, I felt it was up to me to give permission to go to the restroom
.

27.2. Why did you do what you did?

I only wanted to go over my lesson once without interruption
.

27.3. What emotions or feelings were you experiencing at the time?

I was tired
.

27.4. Was your behavior justified? If so, why?

No, I should have let him go
.

27.5. Do you regret your action(s)?

Yes!

27.6. Do you ever think about this incident? If yes, approximately how often since the occurrence(s)?

Yes, about five–six times a year for 7 years
.

27.7. If faced with the same or a similar situation, what would you do?

I would let him or her go to the restroom!

Commentary

In this scenario, hindsight can be very effective for avoiding this problem. As the teacher said, just let children go to the restroom. Teachers would not say no to an adult that wanted to be excused, so they should not say no to a child.

Mistake 14: Inappropriate Educational Strategies

Teacher # 28

A Scenario of a Teacher’s Worst Treatment of a Student

This occurred during my first year of teaching. A student constantly asked questions in my class, and I assumed that she was not paying attention. I got very upset, and called her attention by questioning her choice to disrupt the class environment. From that point on she never spoke, not even to participate. Later in the year, I found that she had ADHD. When I spoke to her about it, she quickly apologized for asking “too many questions.” She apologized for having ADHD. I quickly explained to her that she did nothing wrong, and that I was at fault
.

Motive Probe

28.1. Describe the problem and your specific role in it.

I caused this student to be afraid to ask questions
.

28.2. Why did you do what you did?

I was not aware of the students’ medical histories, and did not know how to properly redirect the behavior
.

28.3. What emotions or feelings were you experiencing at the time?

I was angry at her constant questioning, but after learning that she was ADHD, I was very ashamed of my initial reaction
.

28.4. Was your behavior justified? If so, why?

No, definitely not because this student’s ability to communicate was impeded by my lack of knowledge
.

28.5. Do you regret your action(s)?

Yes!

28.6. Do you ever think about this incident? If yes, approximately how often since the occurrence(s)?

Yes, for about 5 years
.

28.7. If faced with the same or a similar situation, what would you do?

Oh, in education, I am faced with this situation periodically and I now have the tools to better (properly) handle the students
.

Commentary

For the teacher in this scenario, the problem is still opaque. Although she admits she is at fault, she cannot clearly see her part in it. When asked what she would do in a similar situation, she says she can now handle students better. To avoid making the same mistake this teacher made, teachers should recognize that help seeking is difficult for most students. If they care enough to ask a question, respect their right to do so as many times as is necessary. Answering questions is a critical part of every teacher’s job. Don’t be too quick to judge. Find out if the child has special needs such as the one in this scenario. Make special arrangements such as personal tutoring after class if the questions seem to impede the progress of the rest of the class.

Mistake 16: Teacher Insensitivity

Teacher # 29

A Scenario of a Teacher’s Worst Treatment of a Student

I had sent a child to another room and he ended up elsewhere. He was lost so he went to the office. I went to the office and got the child. I laid into him and made him cry
.

Motive Probe

29.1. Describe the problem and your specific role in it.

I gave the child too much freedom and he could not handle it
.

29.2. Why did you do what you did?

I was frustrated
.

29.3. What emotions or feelings were you experiencing at the time?

I was angry and embarrassed because this child did not follow instructions
.

29.4. Was your behavior justified? If so, why?

No
.

29.5. Do you regret your action(s)?

Yes
.

29.6. Do you ever think about this incident? If yes, approximately how often since the occurrence(s)?

Yes, about four times per year, since that time
.

29.7. If faced with the same or a similar situation, what would you do?

(No response.)

Commentary

In this scenario, the teacher is Anglo and the student is a Hispanic kindergartner. Although an experienced teacher, the teacher may have missed the significance of possible language barriers, particularly at this age. The child apparently did not understand the instructions and, feeling lost, he went someplace safe . . . the office. To avoid such errors, teachers should make themselves aware of language acquisition of children at this age, particularly when English may be their second language. To improve a young child’s chances of getting instructions correct, have them repeat them one or more times for accuracy.

Teacher # 30

A Scenario of a Teacher’s Worst Treatment of a Student

A male student had just assaulted his girlfriend by punching her in the eye. I escorted the student to my office and yelled at him loudly about how wrong this was and that he was going to be arrested for his actions. I left my office to inquire further into the situation; the student then assaulted a female staff member and ran out the front door. Instinctively, I gave chase and all my other students witnessed the chase
.

Motive Probe

30.1. Describe the problem and your specific role in it.

Dealing with the student while upset and not cooling down first
.

30.2. Why did you do what you did?

Out of anger and instinct
.

30.3. What emotions or feelings were you experiencing at the time?

Anger and frustration
.

30.4. Was your behavior justified? If so, why?

No
.

30.5. Do you regret your action(s)?

Yes
.

30.6. Do you ever think about this incident? If yes, approximately how often since the occurrence(s)?

About five times per year for 1 year
.

30.7. If faced with the same or a similar situation, what would you do?

Not chase the student
.

Commentary

This teacher is oblivious to the real offense in this scenario. Assault is against the law. The student committed a crime by assaulting two females. This type of offense is beyond the scope of everyday teacher discipline problems and should have been handled by administrators and possibly the local authorities, depending on the severity of the injuries and whether the injured parties wanted to press charges. The teacher was more focused on his own actions, chasing the student and probably not catching him, rather than on what happened to the victims and the proper procedure for handling such a problem. To avoid misguided solutions to very serious problems, teachers should familiarize themselves with the school districts’ policy for student offenses. In most districts, offenses are ranked in order of severity with detailed instructions for how they should be handled.

Teacher # 31

A Scenario of a Teacher’s Worst Treatment of a Student

I called a student dumb, jokingly, in a conversation in a classroom full of students (ha ha . . . oh you’re so dumb . . .) and I realized what I said and the impact it probably had on the student
.

Motive Probe