|Cover Story by LaVerne Hamlin|
|Show Me The Money!!!|
|If you can develop a lesson plan for your class, then you can write a grant. Here's how!|
|Harry & Rosemary Wong|
|Coaching is six times more effective than class-size reduction|
|»||A System Is Superior To Talent Marv Marshall|
|»||What Writing Isn’t Cheryl Sigmon|
|»||The Busy Educator's Monthly Five Marjan Glavac|
|»||Privacy in a Technological Age Rob Reilly|
|»||10 Tips for Difficult Parents Barbara & Sue Gruber|
|»||Problem-Based Learning Hal Portner|
|»||Understanding Autism Leah Davies|
|»||March 2008 Writing Prompts|
|»||Internet Assisted Interactive Classroom|
|»||Our Civility Footprint|
|»||First Grade Family Reading Night Meets Speed Dating|
|»||Your Students Are Watching, Listening, and Learning|
|»||Teachers Lounge - To Go or Not to Go?|
|»||Retirement Guide for Teachers|
|»||Daily Lessons: Humility|
|»||Chatboard Poll: So What About Homework?|
|»||Teachers.Net Craft Favorite: Arrow to the Sun|
|»||Featured Lessons: March 2008|
|»||Video Bytes: Merit Pay; Tai Chi; Asperger's and More|
|»||Today Is... Daily Commemoration for March 2008|
|»||Live on Teachers.Net: March 2008|
|»||The Lighter Side of Teaching|
|»||Editor's Pick: Picturing America Program|
|»||Apple Seeds: Inspiring Quotes for Teachers|
|»||What Do You Want In A Co-Op Teacher?|
|»||Newsdesk: Events & Opportunities for Teachers|
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Your Students Are Watching, Listening, and Learning
Kids are never NOT learning, and the lessons they learn aren't always the ones teachers intend
|by Bill Page
Regular contributor to the Gazette
March 1, 2008
When you were teaching fractions to Anthony, you made a sarcastic remark.
I knew immediately it was okay for me to ridicule and chide Tony, too.
When Jeffery was late, he explained the problem, but you punished him anyway.
I learned that you really don’t care about kids’ reasons--just your rules.
When you put “Zero” on the worksheet Juanita told you she didn’t understand,
I could tell that only grades, marks, and correct answers really matter.
When you rolled your eyes at Jason’s explanation for not doing the worksheet,
I knew you don’t believe explanations or care about kids’ reasons.
When you shouted angrily because Gary got out of line to tie his shoe, I learned
that shouting and anger are the way to handle deviation or misbehavior.
When you explained clearly, “I will give the instructions once and only once”,
I knew when I didn’t understand instructions; all I could do was to flunk.
When you stared at me as though I were stupid to ask permission to turn an
assignment in late, I decided never to ask permission for any reason.
When you included trick questions and included material you said would not be
included on the test, I knew I couldn’t trust you. I saw no reason to study.
When I got an F on the first assignment in the new unit, I had to give up trying.
I knew that future assignments and tests could only get more difficult.
When you knew I was trying to ask a question and you deliberately ignored me,
I knew it was no use to expect help or consideration next time I need help.
When you told Jeffrey he couldn’t be trusted and that you didn’t believe him,
I was certain that you intended that message for me as well.
When you scare me with your mean looks and with yelling loudly in my face,
I can only think about how I hate you and know that I will forever.
When my stomach churns and my eyes tear-up waiting for tests to be returned,
I act like grades don’t hurt and like I don’t care about tests; but I do.
When you talk to my mother, adults, and other teachers, you are so nice,
Why have you never talked to me in a pleasant voice like that?
Don’t worry if kids aren’t learning the lessons; they are always observing.