The Tao of Teaching

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As is normally the case, my Tuesday at school has been reasonably stressful and unenjoyable. It is my worst day of the week (six lessons in five hours), and includes the three youngest classes. This usually means trouble.

I have, after only six weeks or so, had enough of the ridiculously respectless behaviour, which causes me unnecessary and unwanted anger. Time, then, to change tactics.

Depending on how long I can keep it up, I am going to avoid becoming riled. I intend to sit patiently until I have all the children’s attention. I have explained to them that I can bring other, more interesting, work with me to do during the periods they are unruly, instead of fighting the noise level.

This idea relies on the children’s desire to learn English. If even a few of them really do not care about learning, then they can totally destroy it for the rest. I believe, though, that nearly all the children do want this knowledge. Either way, it will take time to discover if this method will work, and any parent who finds out about it, and is unhappy that the innocent are suffering because of the trouble-makers, can pose some akward questions.

Part of the goals of the national test that they receive in the fifth year expects children to be able to carry out tasks with the co-operation of others. My only defence of my “go with the flow” plan is that it is just this that the children lack. In order to work with others demands total attention, and since one cannot choose who one co-operates with, all pupils must pull their weight to stand a chance of passing this particular goal.

It is, admittedly, a weak arguement for my decision to pull out of the war, but it ultimately benefits me.

A Common Language

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The last few evenings have been spent changing the random blog description. I’d previously had a number of famous quotes that would randomly appear every time the front page was accessed, but couldn’t find enough of them. There is, however, an endless stream of difficult, strange and obscure words from the English language, and the hope is I shall learn a few of them this way.

As I looked for said words, I came across a couple that were similar in pronunciation and meaning in Swedish, which reminded me of others I have learnt through my etymological meanderings. For my own interest, these are:

yenta: someone, normally a woman, who spreads rumours – jänta: (girl)
gravid: carrying developing young or eggs – gravid: pregnant
avgas: aviation gasoline – avgas: exhaust fumes
screeve: write – skriv: write
claque: a group of persons hired to applaud at a performance – klack: in football etc supporters

All of thes above words are more commonly heard in the Swedish language than English, and most come from other languages themselves, so It’s perhaps not so surprising that they exist. But still, eh?

A Change In Teaching

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I’ve been having problems with the youngest of classes, the six year-olds, since the beginning of the school year. It has been quite arduous trying to keep control during the lessons, with a few (mainly) boys thinking it far more enjoyable to do as they wish.

Really, I should not be alone with them. Not because they are a danger to my life, but because there quite simply is not enough Jon to go around. It is a tall order to expect one person to look after fifteen or so children, especially when one considers that there are two class-teachers at other times.

I decided a while ago to change my teaching methods, and ordered some new material, which comprised of a fox hand-puppet and accompanying book. Today was Freddy’s introduction to the class, with reasonable results.

For the first five minutes the children sat transfixed to Freddy, as he appeared from his box. Things only started to disintigrate when Freddy asked everyone what their names were, always a bad moment when the children have to wait their turn.

Still, the lesson went off with no real major problems, and the kids were more than willing to attempt to speak (and listen to) English, since that is the only language Freddy understands. In fact, I’m eager to see how this year develops. The English that is taught now with such small children will/should have immeasurable effects in the forthcoming school-years.

Speaking Her Mind

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I was reading the Pampers newsletter today (actually more fun than it sounds, though if you don’t have a child it’s just sad). Apparently, it is time for Freya to start taking her first steps in sentence-hood. This would have been fascinating news had she not recently explained to me a series of events that happened the other day, using fifteen words in three seperate sentences.

These last few days have seen a huge step forward in her language skills. She mixes English and Swedish more than she used to, but I imagine this is due to her expansive and ever-growing vocubulary in each of the two.

I have been looking forward to this stage, and it certainly is living up to my expectations.

A Reason For Birth-Control

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I’ve been having a few behavioural problems with a child in Class 0 (six year-olds), so, after a few warnings, I sent a letter to his parents, asking them to have a word.

One of the teachers of this particular chap came to me today, and explained that the mother had indeed had a word, and it seems they have a whole healthy procedure when it comes to discipline. Apparently they write all the bad things this child has done on a whiteboard next to his bed. Just before he goes to bed, they go through the list and talk about them, whatever that means.

That someone is happy to conduct themselves in such a way is certainly reproachful, but to then willingly divulge this information to others, unconcerned that it may actually be totally inappropriate conduct, beggars belief.

Why do I concentrate on the children’s behaviour, when I have so much evidence to apportion the blame on their loving mothers and fathers.

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