I'm noticing more and more how teaching is a life of service. Not just in the abstract wanting-to-give-kids-knowledge or the inspiring-kids-to-succeed aspects, but also in the nitty-gritty battles of classroom management and parent-like reprimanding/nurturing that go beyond just educating children. A life of service: day-in and day-out as they leave their homes and come to school each morning.
I realized this after school one day when my "service quota" had far exceeded it's limit. Suddenly I didn't feel like serving a friend with a favor. Suddenly I didn't feel like showing patience to someone. Suddenly I didn't care to offer my time or consideracy.
I wonder what it will be like when I resume 100% of the teaching responsibilities.
Fulfillment?
***
On a slightly different note, we have had a couple of "Classroom Management" workshops that have been awesome. One of the biggest pieces of advice from student-teaching that I know I'll take with me, is that in the classroom, I can control: 1) myself, and 2) the structure of the classroom.
Additionally, when managing behavior, you must always remain in the intellectual state of mind. Avoid the emotional, because it is in the emotional that the irrational, oftentimes regret-inducing consequences occur.
And it's so true.
Looking around the 29-person-inhibited classroom, I see system upon system that are constantly enforced, reinforced, positively reinforced, and then at times, forced, just so students can function in an idyllic, education-philosophy-worthy environment.
And it's very tricky as a student-teacher because, as is true with most teachers, systems are not consistently applied. Hence, it is hard to know when to enforce rules when the creator of the rules (almost rightfully) tailors the them to students and situations.
The other day I got frustrated with a student who would not stop talking. Constantly seeking attention. Contantly not listening to the teacher. Constantly walking all over the rules.
Keep it intellectual, she isn't out to sabotage your class...and if she is, you control the structure and she will abide by the structure if you keep your cool and implement it. And she's done so much better.
Yesterday I also made a boy cry. He knew better than to stampede down the hall and to jump up and down out of control with his friend at the back of the line.
Do I let this behavior slide by so he can do it again? No.
Do I get emotionally involved and scream "K, what''s wrong with you? Why are you so incapable of lining up for 3 minutes?" No.
You control yourself so keep it intellectual. Implement the system - create a remedial line behind me to teach kids who can't line up how to line up correctly. In tears, he walked behind me. Rule enforced. Sanity is restored. I'm happy.
I see why they say teachers need to put on a harder front at the beginning of the year. They need to make and enforce systems and expectations so students know that you mean business. Then, with the systematized environment, students will blossom and bloom, while teachers preserve their sanity, emotional balance, and continue to live out their lives of service.
Lessons of structure and self-control taught in the most nitty-gritty of situations.