By Dr. Carolyn M. Orange
This up-to-date variation of the bestseller is helping academics turn into extra delicate educators through spotting instructing blunders and gaining knowledge of larger how you can handle hard and annoying events.
Read Online or Download 25 Biggest Mistakes Teachers Make and How to Avoid Them, Second Edition PDF
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Extra resources for 25 Biggest Mistakes Teachers Make and How to Avoid Them, Second Edition
It was kindergarten, my first day, and boy was I in trouble. I was all tomboy and very used to being in charge. I punched a boy who was continuously picking on me and my friends. Well, I hit him so hard he fell over and began screaming. Here comes Mrs. M. ” “I did, but he . ” “That’s enough. ” So I sat in a chair in the corner scared to death until my mom came. From that day forward I remembered the “look” that my teacher had given me. Did I do it again? Well not in kindergarten—not until first grade.
If a student is forced to copy the dictionary as punishment for misbehaving, Behavioral Learning Theory (Skinner, 1950) suggests that the child may learn to associate using the dictionary with punishment. This would be unfortunate if the teacher wanted to assign useful dictionary work. Copious copying might also make them hate writing. If the teacher were trying to punish students by giving a boring, tedious assignment, it would be better to create a passage with a positive message and have the students copy that instead of the dictionary.
H. She was very big and scary. I do not even remember what I did. I was probably talking. She took me outside and yelled at me. It was right before Thanksgiving. I remember telling everyone she wanted to eat me as her Thanksgiving turkey. I do not think I had ever been so scared. In both of these scenarios, the students seemed unaware of their offenses and assumed that the punishments were for talking. The problem here is that neither teacher made either student aware of their offense and did not connect the offense to an appropriate consequence.