School education – an enormously responsible task. Unfortunately, there is also one that is still not very concrete: What is “good education”? And how exactly should you proceed? Three typical cases from practice show you concrete options for action and Buy Dissertation Online.
“Good education” – how does it work?
Have you ever searched for parenting quotes? If so, you’ve probably found countless different wisdoms and opinions. From “Education is the organized defense of adults against youth.” to “I’m afraid our overly careful upbringing is giving us dwarf fruit.”.
Even if you ask senior teachers what they think a good, meaningful education looks like. You will soon find out that there is no single, universal answer to this question. That’s why we can’t give you an ideal thread that you would then only have to tick off one by one. But we can give you a few practical recipes that have proven themselves.
However, as with all recipes, the following applies: keep an open mind, experiment and see what works and what “tastes” you best. The following cases describe three typical educational questions from everyday school life with possible solutions. All suggestions are taken from the guide “Experts help trainee teachers: educating” by Frank Nix and Jens Wollmann (Cornelsen, ISBN 978-3-589-16397-7). There you will find many more cases and tips.
Case 1: What values should I convey and how emphatically am I allowed to do so?
Let’s assume that you grew up in a family with very clear values and were brought up. For example, as a committed vegetarian in a very ecologically conscious manner. Can you pass this on to your students?
The educational goals that you have to work towards with your students are clearly stated. In the North Rhine-Westphalian state constitution. For example, it says: “(1) Fear of God, respect for human dignity and a willingness to act socially is the primary goal of education. (2) Young people should be brought up in the spirit of humanity, of democracy and freedom, toleration and respect for the convictions of others. To responsibility for animals and the preservation of the natural basis of life, in love for the people and homeland, for the international community and a spirit of peace.”
In general, it can be said: As long as you move within the framework of these clearly defined educational goals, objectively everything is fine. In practice, however, it is of course the case that you do not bring up the children “exclusively” and as the sole authority, but share the upbringing with the parents. So it makes sense to also make sure that the values you convey are accepted and supported by the parents. Overly specific ideas are therefore often problematic. If it is important to you, you are of course welcome to tell the students about your values and explain. For example, why you are a vegetarian. However, if possible, avoid proselytizing the students or – whether consciously or unconsciously – manipulating them in the sense of your ideas.
If your students are being educated at home in a direction that totally conflicts with your values. You need to examine carefully what is going on. Does the upbringing seem problematic to you, although legally it is completely “in the green”? Then it is not your place to interfere. If, on the other hand, it is a question of values that do not correspond to or even contradict the specified educational goals. You do not have to conceal your own ideas. The obligation to send the children to school also means that you have to tolerate a constitutional upbringing.
Case 2: The students are always late – what should I do?
First of all, you should ask yourself honestly: Are you a good role model yourself? Or are you sometimes late because you still had something to do or couldn’t reach the room faster for purely logistical reasons? In any case, be aware that your actions have more of a signal effect on the students than your admonitions. So if you’re consistently late yourself. You’re undermining your own authority and signalling to students that there are times when it’s okay to be late.
Even if you are always on time, students will still be late. Think about what is important to you in advance: What do you expect from the students? Should they knock and apologize before sitting down, even if it interrupts class? Or is the flow of the lesson more important to you. And the students should sit down quietly and only explain the reason for the delay after the lesson? In practice, such conversations can of course always fall by the wayside.
A good compromise can be a slip for late students to fill out. To do this, copy a piece of paper on which the students should fill in the items. “Name”, “Date”, “Time of lateness”, “Reason for lateness”. And “I will do this so that I will not be late again” (A5 format is sufficient). Every student who is late quietly takes a note from the teacher’s desk. Without further explanations or disturbances and hands it over to you, filled out and signed, at the end of the lesson. On the one hand, you make it clear that you care if the students are on time and that an apology is appropriate in such cases. On the other hand, you leave no room for additional unrest and can continue the lesson undisturbed.
However, you should actually read through the reasons given by the students and, if necessary, respond to them with a conversation. If a student misses their bus once a semester, you certainly do not need to take any further action. However, if a student keeps coming late, you should talk to them about the reasons. If the situation still doesn’t change, the slips of paper provide you with a good, written basis for a discussion with parents.
Case 3: I can’t even perceive everything that’s happening – can I?
You certainly sometimes have the impression that you can’t always consciously have everything that happens in your lessons on the screen. And that’s absolutely true: You just can’t keep up with everything all the time. It is important that on the one hand you “perceive as many relevant things as possible as accurately as possible”2 and at the same time give the students the impression that you have everything in view and that you are, so to speak, omnipresent in your lessons.
You understandably find it difficult to pay attention to everything relevant, especially at the beginning. The following tips will help you:
- Prepare yourself well, plan the lesson realistically and check again in advance. Whether you really have everything you need (at hand). Otherwise, organizational difficulties devour a lot of attention and Buy College Essay.
- Don’t just keep looking at the same students. But let your gaze wander consciously through the class on a regular basis. Feel free to change your location, because that way you automatically set a different focus.
- If part of the class becomes restless, consciously move in that direction. Also, by standing far away from the student you just picked up. You can see a larger portion of the class—and the students are also learning to speak loudly and clearly enough at the same time.
- Pay attention to eye contact and don’t be too general when disturbed: “Maren and Jan, please stop talking!” is much more effective than “Be quiet.” in the whole round.
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