We’ve recombined our classes for this new term, mixing students from different teachers at the same level depending on how they scored on their placement tests. I’ve got some of my own students, but I’ve also got returning students as well. It’s very interesting to see how the teaching styles of the other teachers has affected the students as I start to break them into how I teach a class. We all have unique styles as teachers, focusing on things we think are more important in the same text books, and the students personalities reflect this. You can see how the teacher they previously affected their attitudes and class room behaviors.
I had a hard time getting one of my students to participate in class. I was giving out stickers for people that answer questions, do their homework, and win games. One boy started to become more withdrawn as soon as I did this, instead of trying harder. I was trying to show him that the less he spoke, the less rewards he got. I didn’t yell or punish him, only let him fall behind in rewards. Soon he was quietly sobbing to himself, and refusing to read, speak, or do any work.
When questioned about his behavior, he said I wasn’t giving him enough rewards, so he thought he was doing a bad job. I wasn’t giving him any rewards because he wasn’t doing anything at all. He hadn’t gotten punished, he was only not getting rewarded. He needed to prove to me he was willing to work before I was going to give him something. The teacher he had before me was overly generous, so the minimal effort was rewarded more than what students that work hard get in my class. This student thought that I disliked the class because I gave out only one sticker per homework, instead of dozens per day. I basically won’t change, as I won’t ruin my reward system to appease a student that expects to get something for nothing.
Another student wanted to answer a question, but didn’t know the answer in English. He told me in Korean, which he shouldn’t do, but since he got the question correct, I told him he did a decent job of getting it correct, translated his answer back into English, and helped other students. When students need to use foreign words to explain something they don’t have the vocabulary for, I try to understand the best I can in Korean, and let them know if they are on the right track or not. I might even give a hint if I can. I don’t let them just answer in Korean. I don’t try to ignore the fact that they know what I am saying, but just can’t share it without some help. I’m often a victim of having a tiny vocabulary in a second language, and I can’t stand it when people don’t try to work with me. I also respond to complaints I hear in class, shoot down rumors, or laugh at jokes I hear in class when students speak to each other thinking I won’t know.
One of my students was fairly shocked that I knew enough to understand him sometimes, didn’t yell at him, and was generally lenient on helpful Korean in class. The teacher he had before was much more strict and refused to respond to any Korean answers in class. I actually think I might be a little too permissive, but there are times when it saves time. I wonder if some of my old students are struggling to keep themselves from speaking only English in their new classes?
