TEFL Bristow Nebraska

Topic 49: Confidence in the Classroom through Assertiveness.Source: Assertive Commutation by Vivian Barnette, Ph. D.http://www.uiowa.edu/u.s.asertcom.shtml I strongly agree with Dr. Barnette that teachers can increase their confidence in the classroom in a variety of ways but the most important aspect is to get to know your students and you.s.lf. Moreover, she makes the important distinction that without a deeper understanding of your students, their culture and their background teachers can find it very difficult to relate to them, let alone teach them. This is so because a good teacher is much more than an instructor but a cou.s.lor and in some ways a friend as well. This may be controversial because opponents of this idea might prefer a more authoritarian approach to managing students. There are some benefits to the authoritarian relationship. However, students' relationships with authority structures have evolved. In the past, teachers following an authoritarian model may have used fear of corporal punishment to intimidate students into contrast. This has been removed as a practice. In contrast, an emphasis on mutual respect has become the new norm. Therefore building rapport with your students is essential for building a strong teacher - student relationship. After contemplating Dr. Barnette's research, I am convinced of one very important concept. teachers must take to heart on their past experiences in the classroom, both the positive and the negative ones in order to learn from what works and what doesn't in order to become a stronger leader, cou.s.lor, and instructor and friend to learners regardless of age. It is true that in order to gain confidence we first must define what confidence really is. I agree with Dr. Barnette's definition. Undoubtedly, confidence is the feeling or belief that one can rely on someone or something with a firm trust. This evolution of teaching of mutual respect and away from authoritarian methods has improved teachers' confidence in the classroom. As a result teachers have hope in themselves and in their learners. In other words, teachers trust in their ability to connect and instruct. Also they believe that students can learn. Such an optimism produces results. Focused learning is achieved by students when the classroom is a safe setting with mutual respect and a positive atmosphere. A hearty morale and a can-do teacher brings success for students. I cannot argue with Dr. Barnette that in order to begin to gain confidence the most important thing is to know how to not lose it, and that comes with understanding when and where to apply assertiveness in the classroom. Effective timing is essential to the daily life of a classroom teacher. Just as a facilitator requires a good sense of timing or even how a comedian wins over an audience. Timing matters. I've studied that Dr. Barnett believes that it is vital to know the right time be assertive and be aware of being observed as a role model of assertive communication. For instance, it would be counterproductive to violate the integrity of your lesson with behavior that contradicts what you preach. An additional benefit, can cause a positive chain reaction. For instance, this modeling can influence students to treat fellow students resolve with any internal issu.s.(bullying, problems at home etc.) that hinder the group. In this way, a teacher empowers students to make their own classroom a more comfortable place for all to learn. Moreover, classroom policy demonstrates these principles in a practical way that students can understand. In fact, they see the immediate impact when a policy of respect is applied. I agree with research that assertiveness is the ability to honestly express opinions, feelings, attitudes and rights without undue anxiety. It also doesn't infringe on the rights of others. In respect to the classroom, I have seen this truth in action. I would also advocate that teachers must balance their feelings and realize they are to assume the position of an authority figure. That said, it is not aggressiveness, but a balance in order to inspire young learners to learn. It is very important to be assertive, because without this one's confidence level will be in jeopardy. The consequences of not knowing how and when to be assertive include depression, resentment, frustration and an unpleasant temper. These negative emotions have the potential to burn out a teacher. That would be such a waste of human capital. In order to benefit from being assertive I concur that teachers must know the proper time and situation to apply it. I must interject with a word of caution. Although assertive behavior will usually result in a positive response, some students may react negatively to it. But in such a case, you must remain firm as an authoritative figure and cou.s.l the student at some other time, or with his or her parents while utilize other stress management techniqu.s.in the meantime or by putting the student in a time-out. This is not a failure of the method, merely a variation of assertiveness for a specific challenge. I also agree with Dr. Barnett that teachers in a cou.s.ling role have three parts to an intervention. I concur that the first step for assertive intervention is empathy and validation. For instances, teachers say something to the learner that shows understanding of the student's feelings. This is an example of mutual respect. In other words, the teacher respects the learner and has hope for a positive outcome. Furthermore, teachers practice understanding where the student is coming from when they misbehave rather than immediately disciplining them if it is a reoccurring problem. Secondly I agree with the recommendation to make a statement of the problem. I've also observed that describing the difficulty and dissatisfaction is valuable. Furthermore, letting the learner in on the bigger picture and telling him/her why change is needed in order for the student to meet a shared objective helps learners with long-term planning. For instance, a teacher can choose to say “It bothers me when you don't listen to my instructions. Then the teacher makes a clear statement of what he/she want. This is a specific requ.s. for a specific change in the learner's behavior is respectful and allows the student to make a choice. For example, “From now on, let's be sure we know where you are at the lesson and whether you understand all my instruction. If you have any questions or anything that bothers you please raise your hand so we can address the problem.” That way students can know what is expected and how to make that change willingly. It's also a hard truth that teachers, in front of the classroom, can become distracted or anxious when students are noisy and misbehaving, even when student behavior is not malicious. Dr. Barnett gives ways to assertive in times even as difficult as these. For the teacher, it is important to face the class. This can be done while standing or sitting up straight. For this to be effective, teachers are to avoid dismissive gestures, maintain a pleasant, but serious facial expression. This engenders continued mutual respect in the classroom as the students know that you are self-controlled and modeling the best of communication. Especially for efl students where english is not their primary tongue, gestures and tone help highlight one's assertive intent to teach. Therefore teachers who keep calm and soft yet audible voices show that they are not anxious, annoyed or abrasive. I am convinced that this resolves the problem in the classroom, not on accusing or blaming the class as a whole. Key phrases that I have found effective are as follows: “I'd like to tell my stories without being interrupted.” This is in contrast to a blaming statement such as “You're always interrupting my stories!” As a teacher, I prefer statements based on facts not judgments. Communication from a teacher to a student such as “Your grammar needs work and your pronunciation is inconsistent” instead of “This is unacceptable and sloppy work” shows hope for improvement. Being specific about expectations is important and does not intimidate the students or demoralize them. This requires balance by the teacher because teachers also should not let learners undermine authority. The method of expressing ownership to teacherly thoughts, feelings, and opinions communicate respectful confidence. This is important in order to communicate with your students when disciplining. I agree that is more effective to make clear and direct requ.s.s that don't invite the student to object. For example, if a child is not sitting properly in their chair, say “Will you please sit properly with your feet on the floor?” instead of “Would you mind…? Or “Why don't you…” Oftentimes, variations to assertive communication are needed in especially difficult classroom situations. I agree with the following techniqu.s.as described by Dr. Barnett in her research. The first is called the broken record. teachers can adopt this by repeating their point, using a low level, pleasant voice. teachers avoid the bait of being pulled into arguing or trying to justify. This is such an effective assertive communication habit for a teacher because it ignores students' manipulation, baiting and irrelevant logic. Fogging is another technique that I endorse. This is a way to deflect negative, manipulative criticism. You agree with some of the fact, but retain the right to choose your behavior. For instance, “teacher, you wear some awfully weird clothes today. Don't you think you.s.ould wear something more appropriate especially as a teacher?”, you reply, “You're right. My clothes I wear today are quite different.” Agee with as much of the facts as you want to, but don't agree to change the way you look to appease the students having fun with you. Fogging is a great way to avoid additional problems and make people stop criticizing. If it does escalate, it's better to talk to them on a one on one basis, then assertively give your response. Other techniqu.s.I will touch briefly upon include content to process shift, meaning that you.s.op talking about the problem and bring up, how he other person is behaving at the moment. Use it when someone's not listening or trying to use humor or a distraction to avoid the issue. Example, “You're getting off the point. I'm starting to feel frustrated because you're not listening.” Defusing is letting someone calm down before discu.s.ng an issue. For example I once had a student cry when I was helping him correct his math assignment. He was clearly tired and simply sick of further instruction “I can see that you're u.s.t, and I can even understand part of your reaction. Let's talk about this later.” I knew the student had many problems back at home and was very tired from school itself, so in that case it is good to allow the situation to cool down before proceeding. It is important to acknowledge your student's feelings and not provoke them but try to get a better understanding at the appropriate time. Although it is important for a teacher to read the class by their reactions and facial features it is not the end all be all on how to run a classroom. Assumptions can backfire as well. If you want to students to respond to your lesson and pay attention, you have to be able to say what you want to clearly and say it in a way that others will respond with respect. If anything we must remember this, a confident teacher is an assertive teacher, but an assertive teacher is not always a confident teacher. One must know when to be assertive and be a good communicator in order to be a well-rounded and instructor passionate about teaching. People can sense when you respect you.s.lf and will treat you with respect. If one is able to be an effective and assertive communicator in and out of the classroom, with coworkers and with superiors while and being a role model to your students through careful and timely exercise of these techniqu.s.when needed not only the teacher's confidence will increase, but everyone around them will be motivated to learn and excel towards a brighter future.