25 Biggest Mistakes Teachers Make and How to Avoid Them

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Mistake 15: Inappropriate Assessment There are a number of assessment-related problems embedded in this scenario. One is using a single test score to place students in groups. This practice has many flaws, one of which is incorrect placement, as depicted in this scenario. The teacher’s indifference to the student’s mistake resulted in an illogical placement and inaccurate feedback. Such an inflexible environment leaves little room for students to make an error. Clifford (1990) posits that the assessment environment should be conducive to risk taking and freedom to make mistakes without undue penalty. Astute teachers avoid the one-shot opportunity that discourages risk taking and opt for a more flexible form of assessment that allows students to make some mistakes with minimal, if any, penalty. An environment where students are not allowed SCENARIO 15.8 Tragedy on the Classroom Stage 127 to make mistakes impedes learning and hinders critical thinking. Good teachers may give practice tests or bonus questions to allow mistakes without penalty. If a student makes a simple error on a significant test, experienced teachers consider helping students to reconcile the mistake and obtain their actual score. In this scenario, the student had all the correct answers in the wrong places. Helping the student make the correct placement is more important than penalizing the student for the mistake. Moreover, the effective teacher is aware of the ills of ability grouping and is wary of placing a student in a low group using one criterion, a test score, even if it is a standardized test. There are a variety of forms of assessment that could supplement a test score and help teachers make a more informed decision if they insisted on grouping by ability. In my senior year of high school, I had to take either band or theater arts to be the first valedictorian to graduate under the advanced diploma plan. I chose theater arts even though I was shy and really dreaded it. I asked the teacher for exemption from the Christmas play for religious reasons. (She seemed to take this personally.) During the many weeks preparing for the play, the only thing I was asked to do one day was go to the local craft store and get some materials. One Wednesday she told everyone that they would have a dress rehearsal. Well, I didn’t think that applied to me because she had me stuck off behind her when she said it, plus the fact she never gave me anything to do. So I didn’t go. I went to church. My best friend tried to call me when she arrived and found out I was going to get a zero for not being there. She actually had to lie to the teacher and sneak across the street because the teacher wouldn’t let her call me. (She didn’t reach me.) The next morning, I was in history class and the principal came and got me. I couldn’t imagine what was going on because I was never in trouble. When we got to his office, the teacher was there and she started literally screaming at me for not going to her practice. She then told me that she had given me specific duties to do when in fact she had not. She gave me a zero with no way of making it up. I was devastated.
128 Classroom Management and Instruction This scenario had the makings of a tragedy rooted in religious drama from the beginning. The setting is a dreaded drama class that the student is forced to take. Next, she opted out of the play for religious reasons. Her shyness may also have influenced her decision. The teacher was not pleased, possibly because the play was a major part of the grade. The student seemed to think the teacher took her exemption from the play personally. The plot thickens, as the student is truly exempt from the production because she has no specific duties or responsibilities. The turning point in the story is when the student skips dress rehearsal because of some miscommunication about her role in the rehearsal. The cliffhanger is that a friend tries to warn her of the impending danger of getting a zero, but the teacher will not let her. BOO. HISS. The teacher emerges as the villain, going after the student with a vengeance. She enlists the help of the administration to bring in the student. Foul play and suffering is heaped upon the student as the screaming teacher lies about the student’s duties. In a moment of high drama, the teacher gets her revenge by giving the student a zero with no opportunity to make it up. The student endures the suffering and accepts her tragic lot. Tragically, she may not have made valedictorian. She is doomed to rem ember and relive this event for many years. Discerning teachers would suspect that fear and shyness were protagonists in this classroom drama. These teachers would have alternative duties and ways of assessing the performance of a shy student. They would also respect the student’s re - ligious decision and offer an alternative assessment. These experienced teachers would inform the student of expectations, specific alternative responsibilities, and grading criteria in advance. There would be no reason to use grades to punish the student because there would be no misunderstanding. A potential tragedy would become an ordinary classroom per - formance with the potential of a happy ending.
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A tender rosebud on the verge of bl
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Contents Foreword . . . . . . . .
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Mistake 9: Deliberate Mistreatment
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Scenario 16.7: When the Bough Crack
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Foreword Anita Woolfolk Hoy The Ohi
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Preface to the Second Edition other
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About the Author Carolyn Orange, P
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2 25 Biggest Mistakes Teachers Make
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4 25 Biggest Mistakes Teachers Make
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1 DISCIPLINE
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10 Discipline on her. These extreme
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12 Discipline student another chanc
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14 Discipline SCENARIO 1.7 Water Sp
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16 Discipline know how to disciplin
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18 Discipline The worst experience
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20 Discipline SCENARIO 1.19 Biting
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22 Discipline The teacher was not m
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24 Discipline harassment that could
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26 Discipline likelihood that undes
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28 Discipline SCENARIO 2.2 Pit Bull
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30 Discipline SCENARIOS 2.5 and 2.6
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32 Discipline SCENARIO 2.9 Pupil Pl
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34 Mistake 3 Purposeful Alienation
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36 Discipline SCENARIO 4.2 Don’t
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38 Discipline SCENARIO 4.5 Old Scho
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40 Discipline Consummate profession
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Mistake 5 Favoritism SCENARIO 5.1
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Mistake 5: Favoritism said he recei
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Mistake 6 Physiological Discrimina
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Mistake 6: Physiological Discrimina
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Mistake 6: Physiological Discrimina
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Mistake 7 Personal Attacks SCENARI
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Mistake 7: Personal Attacks The dic
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Mistake 8 Inappropriate Teacher-St
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Mistake 8: Inappropriate Teacher-St
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Mistake 9: Deliberate Mistreatment
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Mistake 10 Racial and Cultural Dis
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Mistake 10: Racial and Cultural Dis
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Mistake 11 Humiliation SCENARIO 11
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Mistake 11: Humiliation what the co
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Mistake 11: Humiliation SCENARIO 11
Page 96 and 97: Mistake 12 Inappropriate Classroom
Page 98 and 99: Mistake 12: Inappropriate Classroom
Page 112 and 113: Mistake 13: Inappropriate Toileting
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Page 122 and 123: Mistake 14 Inappropriate Education
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Page 140 and 141: Mistake 15: Inappropriate Assessmen
Page 142 and 143: Mistake 15: Inappropriate Assessmen
Page 146: 5 PERSONALITY AND PROFESSIONALISM
Page 149 and 150: 132 Personality and Professionalism
Page 167 and 168: 150 Mistake 18 Poor Administration
Page 169 and 170: 152 Mistake 19 Teacher Reputation
Page 171 and 172: 154 Mistake 20 Teacher Misjudgment
Page 180 and 181: Mistake 21 Teacher Bias or Expecta
Page 182 and 183: Mistake 21: Teacher Bias or Expecta
Page 184 and 185: Mistake 21: Teacher Bias or Expecta
Page 186 and 187: Mistake 22: Unethical Behavior In b
Page 188 and 189: Mistake 22: Unethical Behavior The
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Page 192 and 193: Mistake 23 False Accusations SCENA
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Mistake 23: False Accusations Prude
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Mistake 24: Inappropriate Reactions
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Mistake 25: Sexual Harassment (Hust
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Mistake 25: Sexual Harassment proba
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7 TEACHER CONFESSIONS OF WORST TRE
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192 25 Biggest Mistakes Teachers Ma
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Figure 7.1 A Social Interaction Mod
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A fter 254 Epilogue examining and
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Abandonment by teacher, 172-173, 18
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25 Biggest Mistakes Teachers Make and How to Avoid Them

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