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Bullying Chatboard

Bullied Teachers / Teacher Bullies

by shynewteacher

Jun 14, 2011

While I was doing student teaching, I had a lot of trouble organizing my lessons so that the students understood. I also found myself talking way above their heads and getting very nervous about presenting the material, because I doubted myself a little. I usually found the class very hard to control. They thought I was a pushover, apparently, and did not want to listen to anything I had to say.

I was irate, and I don't want this to happen in my own classroom. I've been assured that it probably won't, depending on where I'm working, but I would like to be able to take the reins and pull them all in. I had very interesting material that I worked very hard to present to the students, but something was missing. I would like suggestions. I had so much trouble communicating.

I'm currently looking into pursuing a Ph.D. with elements of brain-based teaching. I also might try to get certified to teach science, if I can. I think it's easier to teach than English, because you...See More

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sara On 6/14/11, shynewteacher wrote: > While I was doing student teaching, I had a lot of trouble > organizing my lessons so that the students understood. I > also found myself talking way above their heads and getting > very nervous about presenting the material, because I > doubted myself a little. I usually found the class very > h...See More

Jun 14, 2011

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sara Are you saying your associate/supervising teachers bullied you? I did not have a pleasant experience student teaching either (I was not bullied, but my associate teacher had a very different classroom management style than me, and expected me to use his strategies - things did not go well)...but as soon as I got my own classroom, things went well. ...See MoreAre you saying your associate/supervising teachers bullied you? I did not have a pleasant experience student teaching either (I was not bullied, but my associate teacher had a very different classroom management style than me, and expected me to use his strategies - things did not go well)...but as soon as I got my own classroom, things went well.

I wouldn't pick up science as a teachable, unless you really want to teach science. I am qualified in science, history, and reading, and there is reading comprehension required in science, as in English. Now, science does lend itself more easily to hands-on learning, but that is just one component of a balanced science program. You also have to deal with supporting students in learning complex symbol systems (the periodic table, electrical circuits, etc) - which is also literacy instruction.

On 6/14/11, sara wrote: > > > On 6/14/11, shynewteacher wrote: >> While I was doing student teaching, I had a lot of trouble >> organizing my lessons so that the students understood. I >> also found myself talking way above their heads and getting >> very nervous about presenting the material, because I >> doubted myself a little. I usually found the class very >> hard to control. They thought I was a pushover, apparently, >> and did not want to listen to anything I had to say. >> >> I was irate, and I don't want this to happen in my own >> classroom. I've been assured that it probably won't, >> depending on where I'm working, but I would like to be able >> to take the reins and pull them all in. I had very >> interesting material that I worked very hard to present to >> the students, but something was missing. I would like >> suggestions. I had so much trouble communicating. >> >> I'm currently looking into pursuing a Ph.D. with elements >> of brain-based teaching. I also might try to get certified >> to teach science, if I can. I think it's easier to teach >> than English, because you don't have to deal with people >> who have trouble thinking abstractly, and you don't have to >> figure out ways to teach complex literary concepts to >> students who have reading comprehension problems. > > I don't understand what you're asking. Maybe you should > consider learning more about reading comprehension > instruction...

Jun 14, 2011

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newteacher Sorry, no, my cooperating teacher did not bully me, but I don't think he knew how to help me teach his students. The students did not take me seriously at all, and I found that quite frustrating, They only saw me as a college student; I guess it was because of the way I was presenting myself. I was very nervous in front of the students, but I worke...See MoreSorry, no, my cooperating teacher did not bully me, but I don't think he knew how to help me teach his students. The students did not take me seriously at all, and I found that quite frustrating, They only saw me as a college student; I guess it was because of the way I was presenting myself. I was very nervous in front of the students, but I worked hard on my lessons. Perhaps it was reading comprehension, though, that I overlooked. I concentrated mostly on making the lessons engaging, fun, involved, and complex so that the advanced students wouldn't get bored. There were slow learners in the classroom, but no one really taught me how to handle those students. I wasn't intentionally trying to make the work too hard for them, but perhaps I did. One or two of the slower students started making fun of me, perhaps out of self defense, and the class started ignoring me and not taking me seriously. I must have done something wrong. If I make the same mistake during my first year of teaching, though, I could possibly be out of a job. I hope it doesn't happen, and I hope my colleagues are more helpful than my cooperating teacher was.

On 6/14/11, sara wrote: > Are you saying your associate/supervising teachers bullied you? > I did not have a pleasant experience student teaching either (I > was not bullied, but my associate teacher had a very different > classroom management style than me, and expected me to use his > strategies - things did not go well)...but as soon as I got my > own classroom, things went well. > > I wouldn't pick up science as a teachable, unless you really want > to teach science. I am qualified in science, history, and > reading, and there is reading comprehension required in science, > as in English. Now, science does lend itself more easily to > hands-on learning, but that is just one component of a balanced > science program. You also have to deal with supporting students > in learning complex symbol systems (the periodic table, > electrical circuits, etc) - which is also literacy instruction. > > On 6/14/11, sara wrote: >> >> >> On 6/14/11, shynewteacher wrote: >>> While I was doing student teaching, I had a lot of trouble >>> organizing my lessons so that the students understood. I >>> also found myself talking way above their heads and getting >>> very nervous about presenting the material, because I >>> doubted myself a little. I usually found the class very >>> hard to control. They thought I was a pushover, apparently, >>> and did not want to listen to anything I had to say. >>> >>> I was irate, and I don't want this to happen in my own >>> classroom. I've been assured that it probably won't, >>> depending on where I'm working, but I would like to be able >>> to take the reins and pull them all in. I had very >>> interesting material that I worked very hard to present to >>> the students, but something was missing. I would like >>> suggestions. I had so much trouble communicating. >>> >>> I'm currently looking into pursuing a Ph.D. with elements >>> of brain-based teaching. I also might try to get certified >>> to teach science, if I can. I think it's easier to teach >>> than English, because you don't have to deal with people >>> who have trouble thinking abstractly, and you don't have to >>> figure out ways to teach complex literary concepts to >>> students who have reading comprehension problems. >> >> I don't understand what you're asking. Maybe you should >> consider learning more about reading comprehension >> instruction...

Jun 20, 2011

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