Book contents
- Frontmatter
- Contents
- Thanks
- Acknowledgements
- Introduction
- I Creating a good environment for language learning
- II Being effective in the classroom
- III Teaching large classes
- IV Teaching language skills and systems
- V Teaching language without textbooks
- VI Teaching language with textbooks
- VII Helping students achieve their potential
- VIII Linking the school to the outside world
- IX Supporting yourself and others
- Glossary
- Index
30 - Caring for your students and for yourself
Published online by Cambridge University Press: 22 September 2021
- Frontmatter
- Contents
- Thanks
- Acknowledgements
- Introduction
- I Creating a good environment for language learning
- II Being effective in the classroom
- III Teaching large classes
- IV Teaching language skills and systems
- V Teaching language without textbooks
- VI Teaching language with textbooks
- VII Helping students achieve their potential
- VIII Linking the school to the outside world
- IX Supporting yourself and others
- Glossary
- Index
Summary
Children come into school every day and more or less do the same thing. Sometimes they behave a little better, sometimes a little worse. What makes the biggest difference is the reaction of the adults around them.
Sally FarleyThe short version
1 When teaching in challenging circumstances you may want to support your students more than you are able to. For the sake of your own health, however, these relationships should be more professional than personal.
2 Managing poor behaviour is one of the major challenges teachers face. It can be managed by good classroom practices, trying to understand the underlying reasons for the behaviour, and creating a class contract.
3 Language has a specific, positive role to play in allowing students to process their anxiety and/or trauma.
4 The well-being of yourself and your colleagues is a critical factor in institutions being able to function well in challenging circumstances.
5 Where there is genuine trust between education stakeholders, the level and the degree of care is more effective.
Introduction
1 What do you understand by the term ‘social, emotional and behavioural difficulties’? To what extent is this an issue in your institution?
2 How do you deal with students who display these difficulties? Does your institution have policies on what to do?
3 As a professional working in challenging circumstances, what do you do to look after yourself? Should you be doing more?
Dealing with social, emotional and behavioural difficulties
When teaching in challenging circumstances, it's important to remember that you are ‘just’ a teacher. When faced with students whose lives may be unimaginably hard, you might feel the pressure to be more than this. Indeed, in many cases, you might be one of the most important people in the students’ lives, if not the most important. If you teach children or teenagers, this is even more likely. However, you might teach tens, if not hundreds, of students. You simply cannot provide the support and care which is needed for them all. You also need to think of yourself and your own well-being.
- Type
- Chapter
- Information
- Teaching in Challenging Circumstances , pp. 175 - 181Publisher: Cambridge University PressPrint publication year: 2021