MATOKEO YA MTIHANI WA KIDATO CHA SITA (ACSEE) 2022
MATOKEO YA MTIHANI WA UALIMU (DSEE) 2022
MATOKEO YA MTIHANI WA UALIMU (GATCE) 2022
MATOKEO YA MTIHANI WA UALIMU (GATSCCE) 2022
Classroom Principles
1.
Take Care of Yourself to Take Care of Your Students
As the
airline safety videos say: Put on your own oxygen mask first.
To
learn effectively, your students need a healthy you, said our experienced
teachers. So get enough sleep, eat healthy food, and take steps to attend
to your own well-being. In her first year of teaching, Jessica Sachs “was
working 15-hour days and was completely stressed out. My husband finally said
to me, ‘The most important thing that you do at school is make decisions. If
you are too tired to do that properly, it won’t matter how well-prepared you
were the night before.’” A few deep breaths can go a long way to helping you
identify frustration before you act on it. Mindy Jones, a middle school teacher
from Brownsville, Tennessee, notes that “a moment of patience in a moment of
frustration saves you a hundred moments of regret.”
Countless
studies corroborate the idea that self-care reduces stress, which can deplete
your energy and impair your judgment. While self-care is more of a habit or practice
for your own well-being than an actual classroom management strategy, the
benefits include improved executive function, greater empathy, and increased
resilience—all qualities that will empower you to make
better decisions when confronted with challenging classroom
situations.
2. Take
a Strength-Based Approach
In a
long back-and-forth about classroom management practices, it might have been the
most memorable quote: “Find ways to make your hardest kid your favorite kid,”
said Karen Yenofsky, turning a nearly perfect phrase and triggering an
avalanche of teacher love. “When you connect with them... it makes
everything smoother.”
That’s
not easy, of course. A strength-based lens means never forgetting to look
beneath the surface of behavior, even when it’s inconvenient. “Find the root of
the problem,” urged teacher Judi Michalik of Bangor, Maine. “I have never met a
student that doesn’t want to be successful. If they are misbehaving it is kind
of like when a baby cries; there is something wrong in their world. If they are
misbehaving for attention then find out why they need the attention and how you
can give them what they need.”
And
don’t forget to continue to work to deepen the connection, being mindful of the
context and using language thoughtfully. “Don’t sound surprised when
remarking on struggling students’ successes,” said Jenni Park, a teacher
from Asheville, North Carolina. “Instead of saying, ‘Wow! That was
amazing,’ it’s better to say, ‘I’m proud of you, but not surprised. I always
knew you could do it.’”
Finally,
cultural differences can also play an unconscious role in our expectations of
whether a student will succeed, so it’s important to reflect on any stereotypes
that come up for you. “Don't look at a single one of your kids as if they
are deficit and in need of ‘guidance’ to become better,” says elementary
educator Elijah Moore, drawing over 230 positive reactions. “Cultural
difference does not equal cultural deficiency.”
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