Ethical Teacher
Critical incident week 5 of Practicum 4:
Setting:
Sports field for a game of T-ball
Key Players:
Three students (I, L, S) and myself
My response:
During my previous 4 weeks of this practicum, I have taken the class out for team sports numerous times. Every time we play t-ball there are three girls who stand around and talk during the game and don’t get involved. During my first three weeks I noticed my A. T tell the girls to get into the game or she would separate them to stop them talking. During my week of full responsibility (week 4) I talked to the class about the importance of teamwork and why it’s better when you work as a team. We then played a game of two-ball soccer trying to work as a team, however these three girls still didn’t get involved. I tried everything- making them go for a run, sitting them out of the game, separating them.
Finally during my last week of practicum I had had enough of these girls talking throughout team sports. At lunchtime on Monday I asked the girls to stay in and had a talk to them about why they don’t participate in sports and why they think its ok to have a chat while the rest of the class is playing team sports. They didn’t have much of an answer and didn’t really know why it was wrong that they weren’t joining in. I encouraged them to try participating in the games and explained to them that the rest of the team needed their help to win. The next day we went out for team sports all the girls got involved in the game and didn’t stop to have a chat! I was so excited and made a big deal of encouraging them and letting them know how I proud I was of them, and they were beaming. The next day they got involved again and two of the girls even got home runs.
What I learnt:
Sometime you need to talk it out with your students. I never realised the girls didn’t understand why they should be participating and that it was even expected of them. I learnt that sometime you have to take extra time to explain to students why you want them to behave a certain way or to do a task you set for them.
Possible theoretical applications:
Being intentional in my expectations and standards of students
Being gracious and kind in my actions
Forming positive relationships with students
Being relational
Coherence between action taken and who I want to be as a teacher:
I want to be a gracious teacher not a grumpy one. Instead of getting upset and yelling at the girls for not participating, I calmly asked them why they weren’t playing in the game and explained why I wanted them to participate. It reminded me to be intentional in my instruction and kind in my follow through.
How my response at the time aligned to my view of the ethical teacher:
My response to this critical incident showed the importance of relationship with your students. I was able to go straight to the students involved and have an honest chat with them about their behaviour and why it wasn't ok. I gave the students an opportunity to talk to me about their reasoning for their actions and what we could do to fix it.
Setting:
Sports field for a game of T-ball
Key Players:
Three students (I, L, S) and myself
My response:
During my previous 4 weeks of this practicum, I have taken the class out for team sports numerous times. Every time we play t-ball there are three girls who stand around and talk during the game and don’t get involved. During my first three weeks I noticed my A. T tell the girls to get into the game or she would separate them to stop them talking. During my week of full responsibility (week 4) I talked to the class about the importance of teamwork and why it’s better when you work as a team. We then played a game of two-ball soccer trying to work as a team, however these three girls still didn’t get involved. I tried everything- making them go for a run, sitting them out of the game, separating them.
Finally during my last week of practicum I had had enough of these girls talking throughout team sports. At lunchtime on Monday I asked the girls to stay in and had a talk to them about why they don’t participate in sports and why they think its ok to have a chat while the rest of the class is playing team sports. They didn’t have much of an answer and didn’t really know why it was wrong that they weren’t joining in. I encouraged them to try participating in the games and explained to them that the rest of the team needed their help to win. The next day we went out for team sports all the girls got involved in the game and didn’t stop to have a chat! I was so excited and made a big deal of encouraging them and letting them know how I proud I was of them, and they were beaming. The next day they got involved again and two of the girls even got home runs.
What I learnt:
Sometime you need to talk it out with your students. I never realised the girls didn’t understand why they should be participating and that it was even expected of them. I learnt that sometime you have to take extra time to explain to students why you want them to behave a certain way or to do a task you set for them.
Possible theoretical applications:
Being intentional in my expectations and standards of students
Being gracious and kind in my actions
Forming positive relationships with students
Being relational
Coherence between action taken and who I want to be as a teacher:
I want to be a gracious teacher not a grumpy one. Instead of getting upset and yelling at the girls for not participating, I calmly asked them why they weren’t playing in the game and explained why I wanted them to participate. It reminded me to be intentional in my instruction and kind in my follow through.
How my response at the time aligned to my view of the ethical teacher:
My response to this critical incident showed the importance of relationship with your students. I was able to go straight to the students involved and have an honest chat with them about their behaviour and why it wasn't ok. I gave the students an opportunity to talk to me about their reasoning for their actions and what we could do to fix it.
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