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Book: 25 Biggest Mistakes Teachers Make and How to Avoid Them by Carolyn Orange
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Authors: Carolyn Orange
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literally toe the line and recite their lessons. During this period, teachers told students how and where to sit or stand, if and when to talk, and so on. Students often waited for the teacher to give the signal to start and the student “body” was expected to move in lock-step fashion as one (Cuban, 1984). The coach publicly ridiculed the unsuspecting student who was unaware of the practice. Perhaps the coach would have been a little more lenient if he had been aware that the student was new, but given his strong need for control and his tendency toward loud reprimand, I doubt it.
“There is an objection to reproving the pupil publicly. . . . Ridicule is another weapon that should never be used. . . . It is the modest, conscientious child that is most affected,” (McFee, 1918). These quotes are evidence that perceptive, sensible teachers were around at the turn of the century. This old-fashioned advice is timeless and timely. Effective teachers are aware of the effects of public ridicule and shaming on a student’s self-esteem and usually avoid it in favor of soft, private reprimands. In addition, they would have rules or practices posted or they would offer a new student orientation.
SCENARIO 4.6
If You Muse, You Lose
In fourth grade, I was not paying close attention when the teacher was reading a story to the class. At the end of the story, another boy and I were asked to come to the front of the room and repeat as much of the story as possible. I had to go first and needless to say, did not recall much of the story. The boy did very well. I remember how embarrassed I was.
There are two apparent problems in this scenario. One, the student was inattentive, and two, the teacher’s response to the student’s lack of attention was to make him embarrass himself in front of the class. I think the teacher’s objective was to encourage students to pay attention so she set this student up as an example. Sprinthall et al. (1994) view such public shaming as an inappropriate, miseducative experience.
The effective teacher would not begin her lesson until she had everyone’s attention. Gagne (1977) points out that gaining attention is the foremost activity in the events of learning. Informed practitioners are well aware that some fourth graders are easily distracted. They would have a variety of methods to bring their strays back into the academic fold. They could ask distracted students if they are on the same page. They could direct everyone’s attention to a picture in the book. If the students did not have a book, the teacher could warn them, saying that they need to pay close attention because they will be called on later. If they cannot get the children to pay attention, a private, soft reprimand, known only to the individual student, could be effective (O’Leary & O’Leary, 1972).
SCENARIO 4.7
To Laugh or Not to Laugh, That Is the Question
In third grade, the teacher was talking about Pearl Harbor. She talked about the bombing and the deaths. I was totally involved, paying total attention. When she finished, she had summarized a very important day in U.S. history. Then she asked for questions. I raised my hand and asked, “Did she die?” She asked, “Did who die?” I said, “Pearl Harbor.” She and the entire class laughed; it seemed like forever. I didn’t ask a question again for a long time and I am still afraid the question I have may be stupid and I’ll be laughed at. Now I know better and try to teach my students that your question can’t be stupid if you don’t know the answer.
Human ignorance is exceptional fodder for comedy and entertainment. A talk show host recently increased his comedy offerings to include interviews with people in a mall, asking them questions such as, “Where is Pearl Harbor?” and “Where did we drop the atomic bomb?” Their less-than-knowledgeable responses bring guffaws, hoots, and peals of laughter, much like the student and teacher responses in this scenario.
“There is an objection to reproving the pupil publicly. . . . Ridicule is another weapon that should never be used. . . . It is the modest, conscientious child that is most affected,” (McFee, 1918). These quotes are evidence that perceptive, sensible teachers were around at the turn of the century. This old-fashioned advice is timeless and timely. Effective teachers are aware of the effects of public ridicule and shaming on a student’s self-esteem and usually avoid it in favor of soft, private reprimands. In addition, they would have rules or practices posted or they would offer a new student orientation.
SCENARIO 4.6
If You Muse, You Lose
In fourth grade, I was not paying close attention when the teacher was reading a story to the class. At the end of the story, another boy and I were asked to come to the front of the room and repeat as much of the story as possible. I had to go first and needless to say, did not recall much of the story. The boy did very well. I remember how embarrassed I was.
There are two apparent problems in this scenario. One, the student was inattentive, and two, the teacher’s response to the student’s lack of attention was to make him embarrass himself in front of the class. I think the teacher’s objective was to encourage students to pay attention so she set this student up as an example. Sprinthall et al. (1994) view such public shaming as an inappropriate, miseducative experience.
The effective teacher would not begin her lesson until she had everyone’s attention. Gagne (1977) points out that gaining attention is the foremost activity in the events of learning. Informed practitioners are well aware that some fourth graders are easily distracted. They would have a variety of methods to bring their strays back into the academic fold. They could ask distracted students if they are on the same page. They could direct everyone’s attention to a picture in the book. If the students did not have a book, the teacher could warn them, saying that they need to pay close attention because they will be called on later. If they cannot get the children to pay attention, a private, soft reprimand, known only to the individual student, could be effective (O’Leary & O’Leary, 1972).
SCENARIO 4.7
To Laugh or Not to Laugh, That Is the Question
In third grade, the teacher was talking about Pearl Harbor. She talked about the bombing and the deaths. I was totally involved, paying total attention. When she finished, she had summarized a very important day in U.S. history. Then she asked for questions. I raised my hand and asked, “Did she die?” She asked, “Did who die?” I said, “Pearl Harbor.” She and the entire class laughed; it seemed like forever. I didn’t ask a question again for a long time and I am still afraid the question I have may be stupid and I’ll be laughed at. Now I know better and try to teach my students that your question can’t be stupid if you don’t know the answer.
Human ignorance is exceptional fodder for comedy and entertainment. A talk show host recently increased his comedy offerings to include interviews with people in a mall, asking them questions such as, “Where is Pearl Harbor?” and “Where did we drop the atomic bomb?” Their less-than-knowledgeable responses bring guffaws, hoots, and peals of laughter, much like the student and teacher responses in this scenario.
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