They shelter the lazy and incompetent and at the same time discourage and beat down the eager and hard-working.
Yet, with the possible exception of parents, teachers have an unparalleled potential for harming young people. Unfortunately, that potential is realized far more often than we might think.
Almost without exception kindergarten teachers tell me how delightful the little ones are when they first enter school. I am told that almost all of them are warm, affectionate, and anxious to learn. On the other hand, many secondary teachers tell me how miserable many of the young people are by the time they reach their classes.
They are described as cold, unresponsive, and hostile to learning. The consistency with which these comments are repeated has led me to pose a question to students in my graduate classes in instructional communication: While there are many things that teachers do that harm children for the most part unknowingly, not maliciouslyI want to restrict my comments here to things that teachers can do or avoid doing to help one portion of our young people, the quiet ones.
Several years ago Daly and I reported a study that indicated the extent of the negative perceptions that teachers have of quiet children. The results are always the same. The striking thing is that the teachers do not realize why they respond as they do.
This does not deny that the teachers have negative expectations of quiet children, but it does indicate that, for the most part at least, these negative expectations exist below the level of conscious awareness.
This suggests that teachers' behavior toward quiet children probably is habitual rather than adapted to the individual child.
When asked what one should do to help a child that is quiet, the most frequent suggestion of the teachers with whom I have worked is to "give them more speaking experiences.
Not all quiet children are alike. Beyond that, they are as different from one another as any other group of human beings. If we wish to help quiet children, then, we need first to be able to determine why they are quiet and whether they need help.
Let us consider some of the factors that result in a quiet child. Essentially this is a stereotypical response. Like most other stereotypes, it has some basis in fact, but not enough to justify the general expectation.
While there is no meaningful general correlation between quietness and intellectual ability, some children who are verbal, when they enter school become more quiet as they discover that they are not as good at school work as most of their peers.
It is quite normal for Johnny to refrain from volunteering to read before the class if he knows he is a poor reader. Nevertheless, this factor accounts for only a small part of the variability in verbal output of young people. Remember, there still are a lot of stupid, verbal people in the world!
Some of these have late developing language and speech production but are severely deficient in social communication skills. Many are verbal during the pre-operational stage of their development but become quiet as they approach adolescence because they become sensitive to their communicative inadequacies.
If not overcome, this may become a life-long problem. Social introversion appears to be a fairly firmly established element of an individual's personality which is developed in the preschool years and continues throughout adult life. Social introverts typically can communicate when they want to but more frequently choose to remain quiet.
They are likely to be quiet in the classroom or absent! These young people are, by far, the most difficult for the teacher to help.
Among these there is great diversity in communication norms, language, accent, and dialect. When a young person is placed in a classroom in which he or she represents a minority culture, the person is likely to become very quiet.
While such persons may have adequate or even superior communication skills to survive in their own subculture they may be extremely deficient in the skills needed in their new environment.
As many as one young person in five may experience communication apprehension, generally, across all or nearly all communication situations. Many others have apprehension about one or more specific communication situations, the the classroom being but one environment which can produce this feeling.Mid-Self Evaluation Essay - Mid-Self Evaluation Essay As this semester has begun, and I have begun to adjust to this course’s requirements, expectations, and goals I have found myself taking more risks and challenging my prior writing style.
BibMe Free Bibliography & Citation Maker - MLA, APA, Chicago, Harvard. A preschool teacher’s job is to start the foundation for a child’s future not only in school but in their everyday lives.
The pay is not exactly ideal and at times it is a very stressful job, but no matter how difficult the days, any preschool teacher can still leave their job with a smile on their face.
It is that time of year again when we must start keeping an eye on the weather for the possibility of snow.
Will we have school? What happens if it snows while school is in session? QUIET CHILDREN IN THE CLASSROOM: ON HELPING NOT HURTING. JAMES C.
McCROSKEY. Most teachers enter the profession to help students. Yet, with the possible exception of parents, teachers have an unparalleled potential for harming young people.
career paper (preschool teacher) career paper (preschool teacher) Words 2 Pages. History Preschool is something very important for toddlers.
Preschools were established in Europe around the late ’s. They were later introduced to the United States in the ’s.
My Career as a Teacher Essay Words | 6 Pages.