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Message board > STORMED OUT!
STORMED OUT!
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orahbi
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Hi stormed out.
I just gave my pupils their grades....
I had about 15 grades and the 16th grade was "the teacher point of view" here I can give the student his grade also about his behavior but this is only a little part of the final grade.
They also decided at our school that you can give till 10 points (out of 100) more for a good behavior and till 10 less for a bad behavior....I didn �t use it because after these grades the pupil could say "you hate me and that is the reason why you gave me less and to the other more because you like him/her".....
Good luck anyway............. |
24 Jan 2010
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DUSIA
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I think that bad behaviour can have an influence on the final mark - you cannot assess a student who is really good at English but his behaviour during the lessons is totally unacceptable with the highest mark.
I think that final mark depends on the knowledge, results of tests and exams but also attitude and effort shown during the lessons - so it might be one grade lower just because the students does not put any effort in his classroom performance or what �s worse disturbs you or other students. However, we come from different countries with different education systems so sometiomes it is hard to compare our work and demandings of the system...
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24 Jan 2010
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Bare
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I must say I agree with Zora... I �ve been teaching for 20 years and during all these years I �ve tried a lot of things to deal with bad behaviour.Now I let them "punish" themselves but they cannot fail just because they misbehave.
I clearly say and show what is expected and what will not be tolerated ( but these are universal rules - not only mine - and we �ll follow them for sure).I explain them that I had to work hard to prepare for the lesson and I feel really bad when they do not participate - do not respect what I �ve done.I respect their effort so they should do the same. I show them that we can have good time during our lessons but they can be bored to death, too.It depends on them not me - so they have to make choice.I �m not a policeman and don �t want to be one ( although I feel like one from time to time).
Right now I �m making a poster for my grade 7 with their names .There are 33 students ( the biggest class I have ) and they are very talkative ( but not about the topics we are supposed to discuss ). I talked with them about the problem we have and asked THEM to tell me what to do. How to make things better. So now we �ll make notes together ( symbols next to their names on the poster) about their behaviour. Hope it �ll work.The hardest but most important thing is to be persistent  . Uh !
You can show them that their misbehaviour influence their knowledge
therefore their final grade too.Do they do their homework regularily
?Little by little all elements can lower their their grade...
But I think the main question is ...How to deal with misbehaviour?How to prevent things?
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24 Jan 2010
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manonski (f)
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Curriculum and behaviour are two different things. I know in mine, there is nothing about behavior in what I have to evaluate. However, if the child misbehaves, there is a good chance he or she will miss important info that will eventually have an impact on the results of an exam/evaluation.
I �d never deduct marks for behavior problems but I �d definitely inform the parents and my principal.
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24 Jan 2010
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DUSIA
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I agree. Failling a student just because he is naughty or even rude wouldn �t be fair (especially if his/her knowlegde of the language is OK). It is hard to talk in general - as teachers we meet different problems with behaviour. Some students cannot control themselves during the lesson, others "show" their posibilities during the breaks or after school. Each case is different, but if any student destroys my lesson, does not work at all and disturbs others, his ( her) performance is reflected by the mark. Of course when they write the test they are assessed for their work not on the basis of their behaviour.
I agree with you, Bare, that the key word here is our being persistent . Having clear rules and demending from your students to obey them without any exemptions (you can not let your favourite students get away with something for what you would punish students who are naughty). Teenagers can accept and respect strict teachers but they will not respect unfair ones. Unfortunately, I am not a very strict teacher... which I consider my disadvantage...
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24 Jan 2010
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Maria Jose Garcia
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As far as it is in your teaching programme, you can do whatever you want in the subject. The evaluation criteria in my teaching programme is 40% attitude, behaviour and participation, so that I can do whatever I want in each case. I have changed it this year because we had a problem of that kind last year. From the beginning my students know that to learn a language the most importan is having a good attitude and behaviour.
Moreover, in Spain we have to evaluate the competences, and you can fail a student if he or she is not competent in any of them. And there is one called "competencia social y ciudadana" that is not met by those kind of students.
Anyway, in my view, we should teach other aspects of life appart from just sheer knowledge.
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24 Jan 2010
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Samantha.esl
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I happen to have the same problem, we are not suppose to fail a student because he misbehaves..... I understand what you feel because unfortunatelly, that �s the way students get some kind of punishemet. And we know this isn �t and shouldn�t be like this. But I think, we can take a few points off their work and tests if they badly misbehave but not fail them.
Sometimes we are quite alone with these kinds of problems, because neither the parents care, (I�ve had parents who are worse than their children coming to talk to me), nor the principal solves the problems.
I think that the reasons why some students misbehave are different. Some do it because they are bored, others because they do not like school and rebel against everything that has to do with it. Others because they have many problems at home and that �s the way they have to �explode � somewhere.
But I also know that we aren �t psychologists but teachers. And we can �t tolerate disruptive students because they have problems, because we also have to defend the rest of the students who participate, study and are respectful. Otherwise, we are allowing bad behaviour and interruptions and thus punishing the students who do NOT behave badly by allowing others to get away with it.
In my case, I have students who assist to private accademies, so their level of language is higher than the rest of the class. And these students get bored and disrutptive. I have classes of 30�-35 sts so to prepare different material and keeping track of it was usually very difficult because it was too much for me! And I had to pay more attention to the students who haven �t got the chance to assist to private accademies after school NOT to the rest.
So what we did with another teacher was to make those students who have higher level of english to become tutors of students from other courses (younger ones). This meant that they would leave the classroom when we have our english class and go to the library of the school to help other students with their homework and explain what they didn �t understand. This worked and they feel they do something important by helping others with what they know. And I get the class more even... with students who are at the same level. I still have students who misbehave, of course, because as I said, this was one solution, not the whole solution to the problem of students who misbehave.
To me, behaviour matters and we shouldn �t make it look like it doesn �t.. because if the student was alone in a classroom then, yes, I would say... do what you like.. you want to throw papers and insult today!? ok... but in this case, we are in a classroom, where there are other students who don �t deserve to listen and suffer these students and we have to show we do not accept that behaviour.. (call it insults, throwing papers, shouting, calling names to other students and the rest)...
I �d like to quote lshorton99 "I agree with dilex that we are educators
and have to teach more than lessons but what kind of example are we
setting by changing a student �s marks because of their behaviour?"
I would like to say then: What kind of example are we setting if we allow these students to do these things while other silently watch us!? Unfortunatelly, that �s the way society is, and the ones who work hard have to (sometimes) pay for the ones who hate life? and want to do what they like and cross the limits of everything?
What are we then, nannies who look after students and entertain them, keep them busy and teach them a couple of things here and there among the trivial things we are now asked to do? NO- We have to show them these attitudes are not acceptable.
Most parents don �t educate their children, tehy expect others to do their job for them adn if the product of that process is not good enough, it �s always easier to see, analyse and judge others than to actually go over one �s own decisions, revise them and spot where they went wrong.
So if we are put in this postion then we certaily can �t turn a blind eye to disruptive behaviour.
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24 Jan 2010
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manonski (f)
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Samantha, where I come from, I cannot deduct grades for a misbehaving students. What I have to teach is clearly defined in a curriculum written by the Ministery of Education.
You ask what kind of example are we setting? The only power I have is to get in contact with the parents, my principal or a special educator. If I were to lower grades because a student had misbehaved, I �d be the one in trouble, not the child.
I do not turn a blind eye to disruptive students, I deal with it in a different way. |
24 Jan 2010
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Samantha.esl
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Mononski (f),
I didn �t say we don �t follow the curriculum. We deal with the problems as well as you say you do.... I think you should read my words carefully!
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24 Jan 2010
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manonski (f)
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Samantha, I never meant you were not following your curriculum, that �s why I started with "where I come from...". Guess you have to take your own advice and read my words carefully too.
Take care! |
24 Jan 2010
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