Reaching All Students
Boys screaming and tussling while waiting in queue to get into their classroom. Breaking up fights with boys towering over me! This was my first fulltime teaching job. What was I getting into, right? Believe me, I asked for it!
One of the reasons I became a teacher was to reach students that really need help—those that are struggling, uninterested, or unmotivated. Part of my teaching philosophy is that every person has the right to learn. Armed with that and the theoretical knowledge that boys learn differently than girls, I accepted my first full time job as a teacher in an all-boys public school in an underprivileged in England. With little knowledge in the subject area, how to use the equipment or hardware I was assigned to teach a Design and Technology class. Perhaps it was my science background, I accepted the course as a learning opportunity.
I remember one particular student (let’s call him “James”) who was a challenge for me to deal with. He was a bully and was bullied himself. None of the students liked him. He caused disruption and invited chaos into the classroom—within the first 15 minutes of many classes he was often removed. I did this myself a couple of times too. It was just easier to have him out of the classroom. As I reflected upon the situation, I wondered: what was I doing wrong? What could I do differently? How could I engage him? Working in a team-teaching environment gave me the opportunity to observe and learn about my students. While my co-teacher taught, I took mental notes on James’ behaviour. I spent my afternoons in a Design and Technology club where James revealed how much he liked making things and his home life in general. I realized he was such a bright student, but his reputation had gotten the better of him.
During one unit the students were required to use soldering irons and I had never touched one in my life. Spending time with James in the afterschool club, I knew that he was quite proficient in soldering. After delivering the theory behind the use of soldering irons, we needed to demonstrate their use. I asked for a student volunteer, hoping James might offer. To my delight, James’ hand shot into the air. The students looked at me in shock as I called his name. My co-teacher just shook his head. Although I didn’t know much about Design and Technology, I was sure of this teachable moment! He wore his confidence on his face and I hoped from the first moment he stepped in front of the class, this might change him. James was cool, calm, and collected, he was transformed. For the rest of the unit James co-taught and the students learned from him and asked him questions. His project was phenomenal; students and teachers looked at him with new eyes.
I believe that students learn best when they are part of the learning process. They should feel enjoyment and empowerment in their experience. With real-life experiences, cooperative groups, and interactive opportunities in the classroom, students, particularly boys, are more engaged and this increases their chance for success.
Not only is caring for students and their education an essential ingredient for any effective teacher, so is reflection on our teaching practices. After learning much from my experience abroad I decided to add another statement to my teaching philosophy, “no student left behind”.
