Category Archives: Jon

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 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.

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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McDonald’s Go Yin-Yang

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Now I’m “lovin” it.

Amazon.com

According to the American Medical Association, the rise in obesity among children in the 2000s represents “a major public health concern.” Overweight kids tend to become overweight adults and are at greater risk for type 2 diabetes, high cholesterol, asthma, and other serious medical conditions.

Two of the primary culprits cited include poor eating habits and lack of physical activity. Get Up and Go with Ronald is designed to combat the latter. Since the McKids Adventures series is a product of the world’s premier fast food purveyor, however, the message is mixed at best. (The McKids brand also includes toys, books, and clothing.)

On the one hand, the DVD makes no mention of the company’s cuisine. On the other, Ronald McDonald pops up every few minutes, so it’s hard not to see this 30-minute program as a particularly insidious form of infomercial, regardless as to the rationale behind its creation. The man in the grease paint and crimson wig serves as a sort of Captain Kangaroo figure, although viewers with coulrophobia (fear of clowns) would probably prefer a less menacing mascot.

The content itself consists of six good looking grade schoolers–Ally, Max, Jamal, Isabella, Kim, and Dylan–riding scooters, playing soccer, and engaging in other forms of aerobic exercise (“dancing, hopping, drawing, and rocking,” to quote the hip-hoppety opening theme). Small children may well be entertained by the lively songs and stories, but it’s questionable whether they’ll actually be inspired to “get up and go.” (Ages 2-5) –Kathleen C. Fennessy

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