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Teacher A said to teacher B, “There’re things we can control and others we can’t. I mean: you can plan a class, but you cannot control the results of the class. Every day is different. You can control the process or conducting of the class but you cannot Read More...
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Teacher A said to teacher B, “Often teachers are worried about their students’ not improving, also in behavior. Teachers get anxious and stressed out. But I would tell them: Stay calm. I don't mean I know more than my colleagues. It’s the students’ business, Read More...
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Teacher B said to teacher A, “Now about management of the class and discipline: I’ve found out that if you treat your students with politeness and good manners and serenity, and you don’t shout at them, more likely the students will respect you – they Read More...
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Teacher A said to teacher B, “That girl, that teacher, told me not less that we parents, teachers and students are, exist, according to image and likeness of God, and this should be the point to start. What’s the sense of life? What its meaning? Why am Read More...
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Teacher A said to teacher B, “The school rules and norms have a reason why. One way for the kids to understand the reason why is to talk about values in classes. Values and virtues. Also in the class of English can be explained. Values and virtues like Read More...
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Teacher A said to teacher B, “So that teacher, the girl I was telling about, says that rules and mandatory things in the school are ok, but they need an explanation why. The students should know the why of discipline and norms. She also says that both Read More...
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Teacher A said to teacher B, “Yesterday I told you that the rules of a school should serve the purpose of educating young people, ultimately. I was telling you what a teacher of my school said about this point. This girl and our colleagues mean that rules Read More...
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Teacher A said to teacher B, “That teacher made me think, also because I agreed with her. Basically she said that rules, mere rules and norms, so as to maintain discipline and managing the class are ok, but there’s something else to consider. Actually Read More...
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Teacher B said to teacher A, “Managing the class and giving instructions are further occasions to serve the students. If a student is starting to be astray, tell me how you can rope him in the conducting of the class; his mind is in another place, and Read More...
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Teacher B said to teacher A, “We teachers need have fortitude to help and talk with a student whenever he needs some correction, but ALSO we can offer advice, suggestions to open up a broader perspective about really mastering English, or any other modern Read More...
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Teacher B said to teacher A, “Whenever you think such or such student needs a discipline correction, remember also to listen to what he wants to say about that problem. It’s essential to listen to him for you to gain a richer and enhanced idea of the Read More...
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Teacher A said to teacher B, “We teachers need the virtue of fortitude to make a correction to a student of ours. Not always is simple to suggest to him or her something that suits that person, like for example some conducting in the classroom better Read More...
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Teacher B said to teacher A, “In the classroom there should be discipline and an appropriate managing, of course, but with good manners, and helping the students become aware of the responsibilities they must fulfill, for everyone’s sake. We teachers Read More...
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Teacher A said to teacher B, “In order to manage your students’ behavior the point isn’t shouting at them. I knew a teacher that used to talk in a low voice. His students were about 9 years old. He attained more when speaking in a low voice than talking Read More...
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Teacher A said to teacher B, “It’s no good to address the whole class to ask for silence. It’s better if you address one of the kids, and ask him to be quiet. If this kid gets quiet, likely the rest of the class will get quiet. Another way to do things Read More...
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