Our first experience with them yesterday made the teachers wary of their behaviors, we thought of ways we could better manage the class, like sitting them apart from each other, or putting them on a table of their own so they don't disrupt other kids. Today, as an assistant teacher, I watched over the two boys, and got mad and very upset when they misbehaved and said things that weren't very nice. It's hard to put into words what happened, but they were really getting very tired of creating a straw sculpture that was very difficult to make. That probably escalated my frustration as much as it did for them. This though led me to react in a negative manner with the wrong choice of words when disciplining the boys. I said "do you know that what you boys just said was very rude? One of you will go sit at that table on his own." And their response? They said in quick defense "no, you're rude! (They're right.) You go sit on that table! (No one should.)"

Today I realised how much I fall short as a teacher. We often measure our capabilities in how well we manage a class that had went well, but it is when we meet challenging situations, difficult lessons or frustrating processes, that shows us what it means to be a great teacher. First, I made a mistake in labeling them as problem kids. I fall short as a loving teacher. Second, I was unable to help them feel less frustrated about what their art project which was difficult. I fall short as a problem solving teacher. Third, I used negative words and blamed them directly in my discipline. I fall short as a nurturing teacher. And forth, I 'threatened' to try to get good behavior. I fall short as a good teacher. 

Our first experience with them yesterday made the teachers wary of their behaviors, we thought of ways we could better manage the class, like sitting them apart from each other, or putting them on a table of their own so they don't disrupt other kids. Today, as an assistant teacher, I watched over the two boys, and got mad and very upset when they misbehaved and said things that weren't very nice. It's hard to put into words what happened, but they were really getting very tired of creating a straw sculpture that was very difficult to make. That probably escalated my frustration as much as it did for them. This though led me to react in a negative manner with the wrong choice of words when disciplining the boys. I said "do you know that what you boys just said was very rude? One of you will go sit at that table on his own." And their response? They said in quick defense "no, you're rude! (They're right.) You go sit on that table! (No one should.)"

Today I realised how much I fall short as a teacher. We often measure our capabilities in how well we manage a class that had went well, but it is when we meet challenging situations, difficult lessons or frustrating processes, that shows us what it means to be a great teacher. First, I made a mistake in labeling them as problem kids. I fall short as a loving teacher. Second, I was unable to help them feel less frustrated about what their art project which was difficult. I fall short as a problem solving teacher. Third, I used negative words and blamed them directly in my discipline. I fall short as a nurturing teacher. And forth, I 'threatened' to try to get good behavior. I fall short as a good teacher.