25 Biggest Mistakes Teachers Make and How to Avoid Them

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Teacher Confessions of Worst Treatment of a Child Underlying Causes and Reasons That Some Teachers Mistreat Students An analysis of the 44 teacher responses of why they did what they did revealed commonalities in the content of their responses that give ear to a collective voice of frustration that is very obvious. Most of the teachers reported that they did what they did because they were angry and/or frustrated. In their efforts to discipline and control their students, some teachers do and say things that traumatize students, creating acute anxiety or stress . . . in effect, they cause what I refer to as academic trauma. I define academic trauma as a construct or concept that represents the effect of a student’s reaction to aversive academic experiences such as extreme or harsh discipline, negative teacher–pupil interactions, unfair treatment, poor instruction, physical or psychological injury, or any other occurrence that may manifest as a significant emotional event. These aversive experiences typically involve victimization by a teacher or an administrator. Academic trauma may have long-term consequences that can have detrimental effects from childhood on into adulthood. Victims of academic trauma may be psychologically scarred, meaning, they never seem to forget what happened to them when they were young students. Academic trauma appears to be a legacy of early educational practices rooted in Puritan and Colonial tradition, the antiquated, abusive discipline strategies and ineffective practices that were characteristic of the early twentieth century. Further analysis of the motive probes provided an enlightening revelation; namely, that the teachers’ offensive acts were most often an outcome of “emotional snapping.” I believe this “snapping” is one of the main reasons that teachers did what they did in their worst treatment of a student. I think the genesis of emotional snapping lies in the teachers’ perceptions of themselves and what Woolfolk (2007) refers to as their teacher efficacy or their perception of their ability, particularly in the context of dealing with student misbehavior. After further examination of their responses, I conclude that the participating teachers were very troubled when their students exhibited strong opposition, particularly any of the behaviors that I’ll call the 5 D’s of discipline problems; disrespect, defiance, disruption, disdain, and disorder. Fueled by ingrained beliefs of ultimate teacher power and authority, many teachers become frustrated when they are unable to penetrate the wall of opposition that is often perceived by the teacher when a student or students engage in any of the 5 D’s of misbehavior. The apparent wall of opposition often strains the teacher’s emotional resources. The resistance or student misbehavior generates an unbearable level of frustration and the teacher “snaps” under the pressure. Unfortunately, as a result of their anger, many teachers step out of character and impulsively seek relief from their emotional snap through vengeful, offensive acts. In Figure 7.1, I have created a detailed, social interaction model that depicts the dynamics of teachers’ confessions of their worst treatment of 241
Figure 7.1 A Social Interaction Model of Teachers' Worst Treatment of Students That May Result in Academic Trauma 242 Teacher May Perceive a Wall of Opposition Child Behavior/Infraction Teachers’ Most Frequently Reported Emotional Reactions Frustration Anger Student behavior challenges or threatens teachers’ power and authority Real versus perceived infraction Single act versus persistent behavior Intentional versus unintentional act Minor infraction versus major infraction Why? Why? Why? Students resist teachers’ power and authority: Real power versus perceived power Legitimate power versus self-proclaimed power Caused by one or more of the 5 D’s of discipline problems: Disrespect Defiance Disruption Disdain Disorder Self-reported Feelings Self-reported Personal Deficiencies Self-reported Needs Threatened Fearful Overwhelmed Anxious Helpless Worthless Lack of coping skills Lack of experience Poor judgment Lack of consideration Lack of self-control Lack of empathy To establish personal power To enforce personal rules and policies To control behavior To make an example of someone To teach someone a lesson Teachers’ Emotional Reactions Drive Their Mistreatment Behaviors Physical Aggression Verbal Abuse Humiliation Impulsive Acts Poor Judgment Passive Aggression Teachers’ reactive behaviors may cause trauma for some students Child’s Post-Trauma Reaction or Academic Trauma May Manifest in the Following Ways: Child has flashback memories of what happened to her Child’s response to triggers may mentally activate the memory of the event Child avoids certain people, events, subjects, or situations that are reminiscent of the event Child remembers the event with clarity, years after the event Child may shut down, withdraw, or dropout Child may become aggressive
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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
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Mistake 12 Inappropriate Classroom
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Mistake 12: Inappropriate Classroom
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Mistake 13: Inappropriate Toileting
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Mistake 14 Inappropriate Education
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Mistake 14: Inappropriate Education
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Mistake 15: Inappropriate Assessmen
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5 PERSONALITY AND PROFESSIONALISM
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132 Personality and Professionalism
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150 Mistake 18 Poor Administration
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152 Mistake 19 Teacher Reputation
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154 Mistake 20 Teacher Misjudgment
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Mistake 21 Teacher Bias or Expecta
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Mistake 21: Teacher Bias or Expecta
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Mistake 21: Teacher Bias or Expecta
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Mistake 22: Unethical Behavior In b
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Mistake 22: Unethical Behavior The
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Mistake 22: Unethical Behavior The
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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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25 Biggest Mistakes Teachers Make and How to Avoid Them

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