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老师怀旧的危险

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由...赞助 mysimpleshow and 佩尔格莱德


 

“这是我们有史以来最糟糕的一群。”

When I hear a teacher say this, I know those students 是 in trouble: The person in charge of their well-being, the tone of their classroom, 和 their opportunities to grow has decided they 是 beyond saving.

They never look up from their phones, we say. They have this attitude of entitlement. They have no respect for authority. No respect for themselves.

我们警告我们的同事:“等到明年,您才能加入这个小组。”

Over lunch, we share anecdotes. The shocking thing 那 one kid said. The outfit this one showed up in.

当我们反思学生的许多不足之处时,我们不禁陷入了怀旧之情:以前不是这样。

…at my other school.

…与去年的小组。

…我还是学生的时候

These conclusions don’t come from nowhere. They start when something goes wrong: a missed assignment, a lesson gone bad, a hostile email, an act of aggression. Hurdles appear 那 were never there before. Teaching gets harder, 和 we try to figure out why. We notice things, we start to see patterns, 和 we construct generalizations to help us make sense of it all. The first step toward fixing any 问题 is to diagnose it.

But when we settle for a “kids today” diagnosis, romanticizing the past 和 blaming our teaching 问题s on the collective inferiority of a generation, we only make things worse.

怀旧有什么问题?

听起来很无害,不是吗?怀旧。我想到那些 乡村时间柠檬水 commercials, with grandpa on the porch reminiscing about his boyhood, the late afternoon sun playing across his face. It’s just looking back on the good times. How could 那 be a bad thing?

It depends entirely on the impact: Nostalgia for the past is toxic when it makes us 感觉 contempt toward the present. And 那 toxicity works itself into our classrooms in some pretty destructive ways.

自食其力

The 问题 with comparing the current batch of kids to an earlier group is 那 it puts a negative lens in front of our eyes. Through 那 lens, we start to view even ordinary, age-appropriate behavior as bad. We will treat the whole group as if they 是 always up to no good, or all lack motivation, or 是 all narcissistic, entitled little farts.

然后,通过 确认偏差, we start to find more 和 more evidence to support 那 conclusion, which in turn is likely to generate a self-fulfilling prophecy whereby students actually 开始表现得更自恋,标题小屁. If several teachers regularly report these incidents to each other, the lens just grows thicker, thereby assuring 那 few students in this group stand a chance of ever being seen as individuals.

阻碍关系

Building strong relationships with students is arguably the most important factor in student 和 teacher success. And when we decide 那 “this group” has some kind of undesirable trait compared with “that group,” we prevent ourselves from really getting to know this group as individuals. It’s kind of a done deal.

在他的书中 You’ve Gotta Connect: Building Relationships 那 Lead to Engaged Students, Productive Classrooms, 和 Higher Achievement, high school teacher 吉姆·斯特特万特(Jim Sturtevant)* warns teachers about the impact nostalgia can have on their ability to connect with students. “When nostalgia takes you away from the students 那 you have been blessed with the power to influence, it is far from harmless. This moment is all we ever have with each student. Nostalgia can absolutely detour efforts to accept a student for 什么 she or he is in this moment.”

让我们推卸责任

If we stamp an entire batch of students with a 问题atic label, we get a pass. It’s not me, it’s them. It’s the parents. It’s society! This country! The world today!

Taking this stance is convenient, because it means we don’t have to try. We don’t have to look at our own practices 和 find the spots 那 need improvement. It means we don’t have to fail. Sadly, it also means 那 什么ever 问题 we’re experiencing will never actually improve. And even if it does, it certainly won’t be due to anything we did.

Here’s the thing: A whole lot of our nostalgia might be true. Kids today might actually be more challenging. Teaching is undoubtedly harder than it used to be. But so 什么? If we stop there, throw up our hands 和 start counting the days to retirement, we lose. And so do our students. We can do better than 那.

 

如何克服怀旧并在现实中工作

投入正念

克服这种破坏性怀旧的一大关键是练习 非判断性正念, to pay close attention to exactly 什么’s in front of you 和 just take it in without judging it as good or bad; simply notice 和 accept things as they 是.

Does 那 mean letting students do 什么ever they want? Ignoring harmful or destructive behavior? No. Maintain your expectations, deliver appropriate consequences, just work on how you 感觉 about these exchanges. Instead of interpreting a student’s behavior as more evidence of his inferiority or poor character, just deal with the behavior. You’re still doing your job, but with a change in how you look at it, you no longer have 那 harmful added layer of judgment. In 如何练习非判断性正念, counselor Laura Schenck explains, “Releasing judgment does not mean 那 you “approve” of things 那 violate your true values. It means allowing yourself to move into a place of emotional stillness, peace, 和 acceptance of 什么 is.”

Another benefit to practicing mindfulness is 那 it helps you more clearly see the things 那 working, to notice the students who 是 behaving, caring for each other, respecting your guidelines, 和 trying their best. On days when my classroom started to 感觉 out of control, I would sometimes stop teaching, sit down, 和 写在笔记本上, often recording the names of students who were behaving, rather than listing the ones I wanted to punish. This helped me shift my focus away from the 问题s 和 give some energy to the things 那 were going right.

准确回顾

有时,我们不是将学生与以前的小组进行比较,而是将他们与自己进行比较。也许你是一个了不起的学生。有很多老师;我们非常热爱学校,因此成为老师。但是同龄人中的很多学生都不像你;因为你小时候,你没有’t know about all the 问题s 那 were being handled while you were out at recess or sitting on the carpet for story time. You didn’不知道所有的家庭作业’不要上交或其他孩子’低测验分数。而且如果您是那种准时上班,从不回头的孩子,如果您的笔迹整洁,衣服完全没有裂口或可疑的口号,那么您将处于对每个学生的难以置信的判断力的完美位置不只是像你以前那样这真是很多孩子的混蛋。

So if 那’s the case, instead of thinking about how you were as a student, try widening 那 lens a bit 和 remember some of the other kids you went to school with. Not everyone was an excellent student. Not everyone behaved. And now 那 you’re the one in charge, they 是 all yours.

爱你在一起的人

The only real cure for a bad case of nostalgia is to focus entirely on the students right in front of you, to set aside 什么ever visions you might have of past students 和 fall in love with 这些人.

And 那 can only happen if you make a real effort to get to know them. Ask questions about their lives 和 record 那 information somewhere (I have a chart 那 can help you 这里)。并了解他们的“东西”。与其评判他们的音乐,不如让他们为您播放自己喜欢的歌曲,并告诉您为什么他们如此喜欢他们。观看他们的一些电影,然后与学生讨论。试玩他们使用的应用程序。让他们给他们上他们使用的所有缩写的一个教训,然后让他们测验你。

Where will you find the time for this? You have content to cover 和 assessments to give. But it doesn’t have to be all 那 time-consuming: We’re just talking about five  minutes at the end of class every now 和 then. I promise you, it will be worth it. It might even turn 什么 could have been the worst group you ever had into a collection of real people you actually kind of like. ♥

 


* 谢谢至 吉姆·斯特特万特(Jim Sturtevant) for introducing me to the concept of nostalgia as a teacher 问题. This idea resonated so much with me when I read his book a few years ago 那 I wanted to devote a whole post to it!


 

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41条留言

  1. 如此真实。我今年确实的确有过最差的成绩。他们只是。有了16年的经验,我感觉到了’我很高兴认识到,今年提出的问题比以往任何时候都要多。但是我的学生是否知道,作为一个集体,他们是我迄今为止最艰苦的吗?否。我的团队之所以这样做,是因为我今年需要他们来帮助我导航,提出创新的想法,而当我累了时,我依靠他们的新鲜眼睛。我明年警告过吗’的老师?当然。我今年只有14个孩子。 30分中的14分,所以要得到这些孩子的两位老师需要事先知道孩子需要大量的协作时间,因为他们渴望与同龄人聊天。合作只是21世纪的良好教学,但它’s more than 那- it’的生存。感谢您对这篇文章。我知道我的抱怨远远超出了我的需要,将来我会做得更好。随着费用的攀升,人们的孩子将会减少,这意味着’好的。我很好。我们很好。我爱您的博客和观点!谢谢清洁“the lenses”我们翻阅!哇!

    • 泰迪 stephan 说:

      这大部分是错误的。今天的大多数老师可以’甚至还记得真正的卓越教育。如果您有足够的知识来体验怀旧,请使用记忆作为灵感。它’s probably useless advice in this gone-crazy world where real education takes a backseat to political correctness 和 the socialistic agenda 和 the teachers 是 in a no-win situation, but an effort to use the methods 那 worked so well for so many years is a good thing.

      • 理查德 说:

        泰迪’s apparently not self-aware enough to know 那 you’re succumbing to this exact same nostalgia fallacy. Education has been continually improving for decades. There was no prior period of educational excellence. What methods would those 那 worked in the past be? Rote memorization? Corporal punishment? Encouraging underachieving students to quit school 和 take up a trade? Never even trying to educate developmentally disabled children? Those were the days!
        错误地记住过去(并方便地将自己作为过去的英雄)不会’除了你自己,不要帮助别人。

    • 芭芭拉 说:

      I have encountered many tough children in classrooms. Sometimes these label the class as totally difficult. It is easy to recognize the 问题s , but difficult at times to find the solutions. I try to remain positive in the classroom but sometimes get trapped into conversations with other teachers making condescending remarks about the students. I try to see each student as an individual striving do do their best. The launch periods at the end of the day help to highlight positive energy portrayed 那 day. The students love it! This makes for a great return the next day. Forty-five years in the professions 和 still trying to learn!

  2. This 文章 made me cry. I had a particularly tough group of students my very first year of teaching, 和 I wish I could go back 和 do it all over again…Thank you so much for writing this!

    • 莫汉 说:

      I agree with you. I wish the same. Wish I can go back 和 give me best. I know I didn’t. I use the energy from 那 to give my best in every class I take now.

    • 凯文·康罗伊 说:

      I could not agree with you more. I also shed a tear after reading this 文章. Thank you so much for this post. I love teaching. Its all about the children.

  3. 红宝石 说:

    As a young, newish teacher, I truly dislike when I get trapped into those conversations with some veteran teachers (some, not all!) I try to be positive 和 turn things around, but it gets clear very quickly 那 they don’t want to hear 那 positive. Or they say something condescending like “Just you wait.”

    喜欢这篇文章。一世’我有很多艰苦的团队,不容小challenging的挑战对我来说是个挑战,但提出解决方案也同样具有挑战性。这些解决方案使我作为老师变得更好。我工具箱中的另一个工具,当一个类似的孩子敲我的门时,我赢了’t be so bewildered.

  4. 梅根 说:

    I enjoy reading your 文章s because there is sooo much I can learn. The 问题 I have is I am a sub, difficult to build trust &在6小时内建立关系。在俄勒冈州,我们与32名学生(36岁以上,有时40岁以上)打交道,并且在某些行为问题上总是最少。我想在课堂上保持积极的态度,但很难做到。我祈祷通过阅读您的文章为我提供了使我成为更好的老师的工具-

    • 说:

      如果您继续分配到某所学校或某些班级,他们’ll grow over time.

  5. 伟大的帖子詹妮弗!过去的生活从来没有建设性的,对学生来说可能是一个巨大的机会。我在中学时有一位老师,看上去像是博物馆的展览!他只说说过去的美好时光!我们不能’t relate to him!

  6. 帕姆 说:

    我们在本学年结束并开始考虑夏末时的完美时机。

  7. 妮娜 说:

    谢谢,仁!
    I’确保此深度数据概览图将非常有帮助–我自己永远都不会想到它!

  8. 凯莉 说:

    “保持您的期望,交付适当的结果,然后就自己对这些交流的感受进行工作。与其将学生的行为解释为更多的自卑或品格低下的证据,不如将其视为行为。”我喜欢这个,它会在今年作为提醒发布在我的办公桌上。

  9. 布里奇特 说:

    哇!它’就像你是一只苍蝇在墙上听着我的团队’的对话。我是一年级的老师,每天都被消极情绪所包围,听起来就像您在这里写的一样。我可以’不能帮我,但要同意我的同事,因为我过去一年与学生们在一起的经历,但与此同时,我没有’不想那样。您的帖子启发了我做出我一直想要摆脱的负面想法和对明年的内心的改变’的学生(显然比今年差的学生)’s)。我已经读过您的《万寿菊》文章,但是我想知道您是否对明年如何与我的同事谈论关于对我们的学生持乐观态度有任何其他建议,无论他们声称自己有多糟糕。他们不’t take my positivism seriously because I am a new teacher. I want to actually be happy next year 和 love 什么 I do instead of dreading each day. Help please!

    • Oh 布里奇特, I wish I had an easy answer for this. What you want to do is something I have never accomplished myself. Still, I have thoughts all the time about 什么 I would say to my former co-workers if I could go back now 和 be brave. I would be careful not to directly criticize THEM, for one thing, as 那 would only put them on the defensive. I would put the focus on myself 和 my own desire to change, but I would be very transparent about 那. Something along the lines of, “I’ve decided 那 this year I’m going to try to see each student as an individual 和 not go into the year with any expectations based on 什么 we’ve heard.”啊。我已经可以听到他们的回应了…”Yeah, 那’ll last about 2 days, 布里奇特. Good luck with 那.”

      我不’t know, see? I’我会考虑的。如果其他人有帮助Bridget的想法,请随时鸣叫!

    • 好的我’我在想更多。一种方法是让您在团队中只找到您认为对团队不利程度最低的一个人。与他们进行对话,这样至少您就可以将他们摆在角落。你能想到一个人吗?

      • 布里奇特 说:

        感谢您的答复!我今年将尝试保持透明,并且确实要考虑某个人。我的团队中还有另一位新老师,一位全纳老师,所以我们可以互相团结。因为她每天都在我的教室里,所以我认为至少在我的教室里保持积极性是我的一大优势。

        • 您好布里奇特,我想您可以做的另一件事是在每节课结束时记录每节课中发生的一些积极的事情。然后,当人们开始抱怨课堂上发生的坏事时,请尝试谈论课堂上发生的积极事情。这并不是说你不’t have issues in your classes its just you making a choice to focus on 什么 is going well. Keep in mind the list can be simple. For example, everyone was in their seats by the time the bell rang or little Johnny brought all his school supplies 和 turned in his assignment. I think making the list is important because you will start to have a record of all the good things 那 happened over time. Also you can record some of the things 那 是n’t going right 和 the soIutions you 是 going to put in place to solve those 问题s. You can try a keep a record of 什么’的解决方案正在工作,需要对其进行调整。当您与同事交谈时,这也会有所帮助,因为他们看到您正在尝试解决问题,而不仅仅是抱怨。希望这会有帮助。

        • 克里斯塔尔·史密斯 说:

          嗨,布里吉特!我要重申詹妮弗所说的勇敢。您想变得积极并保持积极,所以我鼓励您这样做。什么时候可以’不能让您的同事加入您的团队,而是要以乐观和积极的态度使他们加入您的团队。他们还是我不买,那还可以。我觉得’这就是为什么您找到此帖子以及此帖子中的人员的原因。继续来这里,阅读想法,尝试尝试。写下什么有效,什么无效’t。尝试在您听到的每个潜在负面评论中找到一些好的东西,然后翻转它。我今天必须要做。我们有一个夏季读书计划,只有3个家庭出现。一位老师认为这是失败的,因为她和她的孩子是三个孩子之一。我只是说“三个总比没有好。一世’很高兴您和您的孩子能够参加。”谈话到此结束。大声笑!我可以说“what’这些父母错了吗?我们’几乎带着免费书籍来到你家,你赢了’t even look!”那将为更多的抱怨和消极情绪腾出空间。另外,不要’t eat in the teacher’每天的休息室。每周自己吃1-3次。有时只是从戏剧中休息一下。获得一些头脑清晰。反思自己发生的食物。我想说’没有什么私人的(我’确保您对同事有很多喜欢和尊重的事物),但就您的心理健康而言,这是个人的事情。今年好运!
          P.S. Keep coming to this blog, 和 find other blogs to keep you positive, motivated, inspired, 和 rejuvenated throughout the year.

        • 黛博拉·霍根(Deborah Hoggan) 说:

          亲爱的詹妮弗和布里奇特
          I know exactly how you 感觉 布里奇特, Being a new teacher 和 being terribly enthusiastic about everything I have had the old rolling of the eyes 和 the negativity you mentioned from more experienced teachers. However, I have the advantage of age, being 53 和 having been through a career before teaching I know 那 this kind of attitude exists everywhere.
          When the comments come out in our staffroom (I must say my current colleagues 是 just lovely) we turn to Monty Python 和 the Four Yorkshire men sketch from the Secret Policeman’s ball. It works every time.
          //www.youtube.com/watch?v=Xe1a1wHxTyo

  10. 詹妮弗·班克斯 说:

    This is such a great 文章 那 helps teachers reflect on their attitudes about teaching. I believe 那 each educator should look at a new year through the eyes of a child. I always look at data from year to year… but don’t count 那 data until I have tested 那 child myself. I also 感觉 那 building relationships with each child in my classroom really makes a difference in 那 child’s 学习 和 comfort in the classroom. I 感觉 那 reflecting daily upon each days instruction is huge in making sure 那 the instruction was beneficial for each student… or take note of students who did not understand instruction.. 和 什么 better methods I can use to meet 那 students’ need.
    I am a new teacher to this county 和 school, however I have taught for 21 years in another county. I understand 和 have gone through so much in my career, but know 那 each year I start from scratch.. I listen to information I am given from the previous years, but I only go with 什么 I find when I meet each student in my classroom. Every year is a new one. Every student is different. Every child/student has different experiences at home 和 at school. My job as an educator is to make 学习 fun 和 make sure 那 each student receives 什么 he or she needs in order to learn. I am always focusing on myself, rather than on the student. I know both is important.

  11. 哇,真棒。我是音乐老师,所以我在学校里看到所有的孩子。今年,我有一位老师一遍又一遍地抱怨她的课有多糟糕。他们有挑战性吗?一点点。但是他们很有趣(有点零散和闲谈,但仍然很有趣。)…只是希望她阅读了这些伟大的智慧话语,可以帮助她度过这一年!

  12. 你说对了。我认为没有理由说明老师/学生之间的关系(无论是学生还是集体班)‘personality’) shouldn’不能像医生期望的那样受到尊重和尊重’办公室。随着我们对神经科学的了解越来越多,大脑如何处理‘learning’当压力荷尔蒙皮质醇起作用时,并且当我们尝试帮助孩子将‘growth vs fixed’从心态上讲,我们确实拥有不可思议的力量,可以选择不参与那种在经历了一天辛苦的一天之后非常强烈的诱惑。考虑一下我们有多困难’为真正渴望保持公正的新教师而努力。我们最终会保留关于儿童的个人信息的心理仓库,这些孩子应该拥有愚蠢,情绪爆发,因不安全感和恐惧而承担的选择仍留在我们的记忆中,而不是像标记的行李那样传递给下一个新的起点。如果我们不这样做’t假装忘记了过去的错误和错误(甚至是严重的错误)–相信准备取得重大成就就可以了,他们怎么会相信这样的事情?

  13. 克里斯塔尔·史密斯 说:

    令人深思的食物。我对参加老师怀旧活动的老师感到内。我说了,“这些天孩子不好。我不记得我们当时在学校里。”但是,当我真正考虑时,我们可能会更糟。为了帮助我克服这一挑战,我坚信第二次机会。今年我的课程充满挑战,但对我来说,对其他老师而言并不那么重要。唐’t get me wrong, I’一位小学老师和我的3名学生正在试用中,另一名学生在该年剩余时间内被开除。因此,存在一些问题。我听到了有关即将到来的孩子及其行为的所有故事。我知道我班上的每一项功课都是谁,上课睡觉,小偷,不诚实,挑衅,欺凌学生是谁。我也知道谁也是直人,爱书,从来没有缺席的学生。我的反应一直都是一样的,“People change.”我喜欢每年给我的学生怀疑的好处。大多数时候,这对学生有用,他们欣赏我不这样做的事实。’评判他们。但最重要的是,它对我有用,因为我与学生之间的关系处于教学的最前沿。他们从来没有过我,所以他们应尽我所能,不受审判。

  14. 德比 说:

    感谢您的这篇文章珍妮佛。我两年前搬到另一所学校“syndrome”猖ramp-我不能’然后在上面加上一个名字。一世’我可能对您提到的某些事情感到内((“at my old school”),但您的文章将使我从对未来学生更好的老师转变为BEST老师。也是更好的同事。

  15. 塞西莉亚 说:

    Thanks for the 文章. I work with undergraduate teachers at a university in Peru 和 i could not explain better 什么 happends to them. Most of them were unhappy this semestee going to class because of their beliefs about their students 和 their lack of compromise. But the truth is 那 they change 什么 they want to. I will share the 文章 with them befor starting next month.

  16. “The children now love luxury. They have bad manners, contempt for authority; they show disrespect for elders 和 love chatter in place of exercise.”
    -苏格拉底
    (是的,例如大约在公元前400年左右!)
    很棒的帖子!感谢您涵盖此主题。

  17. 丽莎·库尼亚(Liza Kurnia) 说:

    谢谢珍妮佛,您给我一个关于如何保持课堂良好状态的新观点。

  18. 香农·斯托克代尔 说:

    我不’不知道这是否对其他人有帮助,但是当我开始灰心的时候,我尝试着眼于孩子总是需要同样的东西的想法。爱,关注,肯定。的“problem”并不是需求已经改变,’孩子们满足这些需求的众多选择,这对于我们许多人来说都是无法获得的。我问我自己;“如果我有社交媒体和电话,我的表现会和他们有什么不同吗?” Or some other influence. The reality of our society changes the dynamic between teacher 和 student in a way we have to adapt to. Keeping this in mind helps me see those behaviors for 什么 they really 是, attempts to get their needs met in ways society has told them is socially acceptable. Part of my job then becomes to show them alternatives. When all else fails I try to imagine myself in their shoes 和 I try really hard to be honest with myself about 什么 it would have looked like. It probably helps 那 I was not one of those kids who was a model student. I made plenty of poor decisions as a kid 和 young adult. So, I aim for the empathy. Though, some days 是 harder than others. 🙂

  19. 亚历克西斯·斯尼德(Alexis Snider) 说:

    Such a relevant post. Especially at the beginning of the year, I have to constantly remind myself 那 these kids 是 more like end of year 3rd Graders, than 4th Graders. They will be able to do the second things as last year’的小组,但及时。对孩子的回应’的行为并整理出来,花时间去了解你的学生,这对我来说是最大的两点。感谢你的分享。

  20. 爱丽丝 说:

    某些有时可以帮助我摆脱这个漏洞的东西,但我尝试避免这样做(但不要’t总是)是要认识到挑战者群体可能带来的积极影响。到目前为止,我’ve每年都有挑战性的学生(因为要找到满足他们需求的创造性方法面临更大的挑战),但两年来,整个团队都具有整个学校所熟知的这种传奇人物。我注意到让我感到积极而不被淹没的一些方法是,那些有很多行为挑战的小组中的孩子通常更友善和更宽容,因为尽管他们有时被剥夺了更标准的课堂学习时间, ,他们可以通过社交和情感技巧,正念和创造性的问题解决方案进行更多的练习,既可以通过在实践中得到指导,也可以在实践中看到。在去高中之前,我曾有过这样的一群人,到今年年底,他们实际上使我比平时更充满希望,因为这些孩子都知道宽容,真正的公平,善良,做得好快甚至在混乱的环境中,以及如何破坏权威。我认为我们现在都在某种程度上需要这些东西,因此我寄予厚望,希望他们能永远利用这些力量。重新框架帮助我冷静下来“浪费教学时间”并帮助我记住他们一直在学习一些东西,如果有的话’将会超出标准,那么至少如何友善,宽容,专心和创新是值得学习的好东西。

  21. 刚刚在播客上听到了这一集。我真的对如何使用怀旧作为警察的想法产生了共鸣。我刚刚写了一篇有关教授执行官职能的博客文章,并谈到了相同的概念,即只怪罪于一代或父母,而不是从事第1层干预的工作。

    我也喜欢跟踪您从学生那里学到的东西的想法。

  22. 斯科特·盖斯勒 说:

    另一个杰出的职位,詹妮弗。一世’我已经从同事那里听到了一些这样的言论。认真与否,某种程度上让我感到沮丧,只是知道那里有老师在一个新学年左右的一个月后会感到这种感觉。从定义上讲,他们对新学生群体的期望是不合理的。

    I’d add to your post, too, 那 if one’s mindset is truly growth driven, this sort of nostaligia-addiction won’t take hold for long, if at all.“The power of yet”is the focus we must keep in our brains 和 our hearts!

  23. 大卫 说:

    My wife 和 I 是 both educators with about 20 +/- years experience. We have talked about this topic quite a bit. One thing we keep coming back to is 那 the kids will almost always meet expectations. If we expect them to be “the worst class ever”然后他们会的。他们不仅可以用我们的语言,而且可以通过我们的语气,表情,我们每天向他们介绍的全部内容来感悟我们的期望!有些小组需要更多的工作,管理等工作,但最重要的是我们–我们必须改变他们的生活,而不是相反。如果我们期望他们会“the best class ever” they will get there. It just takes time 和 work on our part. Educators 那 disagree will justify 和 rationalize why this is wrong, but ultimately can’t or won’投入时间和工作。

  24. 梅拉夫·伊兰 说:

    说得好

  25. 林赛·布朗 说:

    非常感谢。一世’一位舞蹈老师,我们无休止地抱怨与过去相比,孩子们有多糟糕。您关于我们都是在课堂上表现出色的孩子的观点在舞蹈中尤其如此–我们大多数人很快学到了东西,没有’不挣扎,所以我们可以’甚至不了解我们大多数学生的真实感受和想法。

    而且,在一天结束时–所以呢?!孩子们很坚强。父母们’不要以我们想要的方式做事。大。现在我们实际上仍然需要找到一种教学方法…that’仍然是我们的工作。我对几个班级感到沮丧,开始滑入“well they shouldn’这样,我不应该’不必改变我的班级或结构”。但事实是,是的’取决于我,老师和成人…I need to make it work, 和 to stay sane, I need it to work better. Would I rather be high 和 mighty, or would I rather have a class 那 functions better 和 promotes better overall 学习? Reframing this really helped me see where I could change some of my tactics 和 my tone, 和 it made for a much better evening…我什至有一个通常的贫民窟班子说“this is so much fun” out of the blue.

    I’我要像疯了似的重新发布。

  26. 温迪·约翰森 说:

    当我经常与沮丧地敲门的老师分享时,每一次艰难的经历都是学习的机会。通过自我反省,最具挑战性的行为使我们成为更好的老师和辅导员。随着视野的扩大,更大“bag-of-tricks,” 和 the knowledge 那 even the smallest step forward is an achievement, we 是 better able to start each day with a positive attitude 和 connect more fully with the next youngster who is in need of understanding, support, 和 direction.

  27. 德普 说:

    我从未想过老师怀旧的含义。它’很难避免,特别是作为顾问。我的第一堂课绝对是我最喜欢的课。我们得以继续去迪斯尼乐园旅行。我们为全班和慈善团体筹集了资金。我们庆祝精神周。它’s easy to consider them to be the best class, but 什么 I haven’他们要注意的是,他们还是高中传统班的最后一班。我们目前的前辈被双重录取,并因大学课程工作而陷入困境。它’他们几乎没有时间去做所有让我最喜欢的课变得如此有趣的事情。我需要提醒自己,这些老年人与那些老年人的处境不同。上下文是不同的。不一样’不好感谢分享这篇文章!

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