Secrets for Secondary School Teachers (7 page)

Field-Independent/Field-Dependent.
Students who are field-independent like to work alone. They enjoy competition and like individual recognition. Field-dependent students prefer to work with others. They like to collaborate and look to the teacher for direction. Again, teachers need to offer activities related to both styles—providing times when students can work individually without the teacher as well as times when they work with others under the teacher’s supervision.

Impulsive/Reflective.
Some students are quick to answer questions, make predictions, and guess solutions. These are the impulsive responders. Others are more reflective and take their time to reply. These students do not want to make a mistake and answer carefully to avoid errors. Teachers must provide ample wait time for students to formulate their responses and encourage other students to be patient. Reflectivity is a common mode of response in many Far Eastern cultures.

As you will see in the following table, by planning and implementing a variety of strategies, you will be well-equipped to address the learning styles of your students.

M
ULTIPLE
I
NTELLIGENCES

Students also differ in their intellectual capabilities. Howard Gardner identifies eight categories in which students have strengths and weaknesses. They include: verbal-linguistic, naturalistic, interpersonal, spatial-visual, musical-rhythmic, intrapersonal, bodily-kinesthetic, and logical-mathematical. In planning lessons, you can use these categories as guidance in developing your presentations and planning corresponding student activities.

An easy way for a beginning teacher to address the multiple intelligences in the classroom is to assign students to do a project in the “spirit” of a given intelligence or have them choose their own. They can work individually, with a partner, or in a small group. While it is not possible to plan for students to engage in all eight categories for each lesson, it is possible for you to give students the opportunity to explore each during the course of the year.

As time goes on, you will get to know your students and they will get to know each other through their participation in class activities. Through discussion, writing, and various demonstrations of performance, you will become more and more familiar with each student’s personality and his or her needs and interests. You will also come into contact with other school professionals who will provide additional information, for example, through an Individualized Education Plan (IEP).

G
IFTED AND
T
ALENTED
S
TUDENTS

Students with extraordinary intelligences and abilities will also be found in the regular classroom. These children learn quickly and can absorb more material at higher thinking levels if allowed to pursue interests independently. Often teachers will pre-test students to find their prior knowledge or skills and then allow gifted and talented students who show mastery to proceed at an accelerated rate or engage in alternative enrichment activities. Teachers can help these students by providing additional resources and allowing them to work on self-directed projects. Be sure to acknowledge their progress. Using flexible grouping will enable advanced students to work together to produce projects or presentations reflective of their abilities.

S
PECIAL
E
VENTS

Alerting yourself to special events in the lives of students will help you communicate your sincere interest as well as encourage them in areas that are most important to them. If you know from the information you gathered that a child is
involved in forensics, band or orchestra, cheerleading, track, or the school newspaper, you can keep an eye out for times when you can let him or her know that you are following his or her progress.

When I (Cary) was in junior high school, one of my teachers made a point of congratulating me for having my bar mitzvah. This made a big impression on me. It let me know she really cared about me.

My favorite teachers have always been those who showed me that they really cared about me. Like when I pitch in a baseball game, a teacher will let me know that she knew about it. Even if I don’t really like the class much, I will still give that teacher a break in ways I never would with someone who just acted like I wasn’t important to her at all.

When I have a problem or something, the teacher I’m going to talk to is going to be the one who seems to care.

Paying attention to rites of passage and giving appropriate recognition will help cement relationships. For freshmen and sophomores, those special moments include getting braces off their teeth and getting their driver’s licenses (refer back to the index cards to watch for upcoming birthdays). Most teens get their licenses on the first try, but some do not and may be disappointed. Some are not permitted to get their licenses right away (for example, their parents may feel they do not have enough driving experience, or they may be punishing them for some prior behavior), and that can be a source of embarrassment. The first school dance or prom can be a time of great apprehension for boys and girls.

The big events for juniors are the college entrance exams. Results of test scores can be a confidence booster or a major letdown. For seniors, in the fall, early responses to college applications arrive. In the spring, the regular decisions on
college applications come in. Responses to requests for financial aid will be forthcoming at this time. Also, invitations to the senior prom can be a source of apprehension and concern.

Watch the student and community newspapers for articles of recognition. Sports achievement is the obvious one to watch for, but check community organizations as well. For example, during the high school years, some boys complete their Eagle Scout training. Students enter all types of contests and competitions that they might not talk about in class: chess tournaments, writing contests, and so on.

Teachers often give examples of how their relationships with students changed in positive ways after they had observed students in after-school activities. One teacher related that after he watched a soccer practice, a student who had been somewhat belligerent was not a problem again in his class. So, whether it’s the opening night of a play, or a choir practice, attending, if not participating in extracurricular activities is a good way to establish rapport. It takes time, but it is well worth the effort.

S
TUDENT
R
ELATIONSHIPS

There is much to learn about your students, and they will reveal themselves in many different ways—through their participation in class discussions, their writing, their conversations with you, and their interactions with others you observe during class and through extracurricular activities. You will have the opportunity to learn about their families and their community. You will get to know some students more easily than others, so you will need to be patient and give yourself time.

As we will explore in greater detail in later chapters, the single most important thing you will do in your work is develop positive, constructive, supportive relationships with your students. This forms the foundation for everything else you do to promote learning and growth. It all begins with taking the first steps to learn your students’ names and basic interests as soon as you possibly can.

  4  

Dressing for Success

T
eaching is a performance profession, not unlike that of acting on a stage. Our audiences study our costumes and decide, based on these appearances, whether we are convincing in our roles, or whether we are even worth listening to. Parents, colleagues, and staff, as well, form strong impressions of our skills and professional competence based on the ways we present ourselves.

In the beginning of the school year, it is particularly important to establish yourself as a person worthy of respect. You will want to create an image for the students of someone who is a responsible adult mentor, yet someone who is also “with it” in terms of being able to relate to contemporary fashion styles.

You would only have to go back into your own memories to recall teachers who wore strange shoes, or out-of-style clothing, or inappropriate outfits to realize just how important it is to dress for success. Your clothes tell a story about you, especially to impressionable youth whose identities are so tied up in their clothing.

F
IRST
I
MPRESSIONS

First impressions convey strong messages. As you glance around the room and check out each of your students, note your own personal reactions to each of them. The girl with the three nose rings and studs through her tongue. The guy with the purple hair. The guy next to him wearing all black. The girl who looks like she just walked out of a fashion magazine. In each case, you automatically form a distinct impression and make some preliminary predictions about who you will like and who will be trouble.

Of course, many of these first impressions are inaccurate and misleading. Nevertheless, they do set up certain expectations that are often difficult to alter. For this reason, you will want to give considerable thought to the ways you present yourself to students and staff.

C
LOTHING
C
ONSIDERATIONS

It is important to dress comfortably, especially with regard to shoes, because you will be on your feet most of the day. Although high heels might be in fashion for women, a low-heeled shoe will be more practical. Although a flip-flop may be comfortable, it does not offer the same protection as a shoe or a sandal with leather straps across the front and a sling in the back.

Another consideration is the temperature of the room. If you are in a room that seems cold to you all day long, you may need additional layers. You may decide to keep a sweater in your room for when you get chilled. If you go inside and outside of buildings during the day, you will want to have a jacket or coat handy. In rainy climates, you will want to have a raincoat and/or umbrella handy.

Standards of dress continue to change, even in the business world, where more informal dress is becoming commonplace. You may notice experienced teachers around the school
who appear perfectly at ease in their jeans and T-shirts. Someday soon, you, too, may reach a point where you can dress exactly how you prefer. As a beginning, probationary teacher, however, you would be smart to dress the part of the consummate professional: stylish, casual, and conservative rather than flashy. Dress codes vary from district to district and school to school. Look up the policies for your district. Is there a policy regarding pantyhose for women? Are teachers allowed to wear shorts? Check with your administration if you have questions.