Oxford Phonics World 4 Student Book

Oxford Phonics World 4 Student Book

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Welcome to Oxford Phonics World! Let us guide you through the world of phonics. Oxford Phonics World is the first step on your child's journey into English, leading him or her through all 44 sounds of the language. Over 150 Phonics Friends - an angry apple, a big red bear and others - help children remember English sounds. Action songs, chants and games encourage children to discover connections between English sounds and letters. Active class activities develop children's listening, speaking, reading, writing and spelling skills and provide opportunities to apply them. Multi-ROMs include fun animations and interactive games, stories and songs for practice at home.

This 5-level phonics course can be used before or alongside a main course book. Thought-provoking and engaging activities let children actively apply what they learn. They learn to really read, not just memorize words and sounds.

Who should teach reading To whom How And in order to read what Literacy has had such a far-reaching impact on society that many historians have taken an interest in these four questions, which concern teachers (Who selects, pays, and oversees teachers), students (age, sex, origin, qualification), schooling (language used, organization, materials, methods), and competency to be attained (curriculum implemented, reference texts, exams, degrees). Their approaches have varied over time. As early as the 19th century, educational historians described the ways pedagogical innovators such as Comenius, Melanchton, Locke, Rousseau, Pestalozzi, and Froebel challenged traditional teaching methods, with Montessori, Decroly, Dewey, Freinet, and Freire taking up that torch in the 20th century and endeavoring teachers to take into account how a child is learning. Yet these world-renowned figures have changed more so what we expect of an educator than the teaching practices of a given country.

A Reflective and Critical Focus in Teacher EducationFor the last twenty years or so my colleagues inthis Faculty have beenresearching and publishing in the area of teacher education. Recently, some of us havefocused on the reflective and critical aspects of teacher education locally, especially in thearea of the teacher internship. We have also extensively consulted with colleagues at theUniversity of Hawai'i at Mnoa, and at some Australian universities, who are involved inreflective and critical teacher internship programs. Our intention has been to test resultsof our research, mostly produced in the form of \"local knowledge\" and \"local theorizing\", incomparative and international contexts. In order to do this, we have attended severalconferences and presented papers based on our research. The response has been verypositive, to say the least. We have been encouraged to continue our work and expand itin many other directions.Drs. Wilf Martin, Ishmael Baksh, Clar Doyle, BillKennedy, Roy Kelleher,Alice Collins, Frank Cramm, Amarjit Singh and Len Williams have been researching andwriting in the area of teacher internship and teacher education for several years. Lately,Drs. Barrie Barrell, Andrea Rose, Elisabeth Yeoman, and Dennis Mulcahy have beendeeply involved in reflective and critical thinking in teacher education and internship. Professor Fred Hawksley carries out similar research in the area of drama education.In our work with teacher interns we havediscovered that the phobia ofclassrooms is rampant among teacher interns. Interns also struggle, individually andcollectively, with dominant discourses in many other areas such as instruction, resources,the ability level of students, the purpose of internship programs, as well as the culture ofschool life. Teachers in general, cooperating teachers who work with the interns duringthe internship program, and university based professors/supervisors are no lessconcerned with the phenomenon of classroom management/discipline and with otherareas in teacher education.In recent research efforts involving the complexclassroom situations thatteaching interns encounter, we found that the interns themselves are often obsessed withthe mastery of technical skills for instruction and classroom management (Singh, Doyle,Rose & Kennedy, 1997). However, without intending to underestimate their concern withthe fear of classroom management, we pose in our other work some critical and reflectivequestions. These are: how can we, as teacher educators, wean interns away from afocus on technical skills toward a process where they can feel safe to try to put their ownwork into a wider social, cultural, and political context (Doyle, Kennedy, Ludlow, Rose &Kennedy, 1994; Kennedy, Doyle, Rose & Singh, 1993; Kennedy & Doyle, 1995; Singh,Doyle, Rose & Kennedy, 1996).A few words on methodology may be in order. Inall of our work onreflective and critical teacher internship and education, we have used the concepts ofvoice, local theories, cultural, capital, problematizing dominant discourses, sites, socialinteraction and reflection as pedagogical categories for the purpose of analysis. For theanalysis purpose we have mostly used the framework of qualitative methodology in thesense that we support our claims by using a number of quotations from data collectedduring interviews and reflective sessions. Finally, in all our work, there is an attempt toenable the teacher interns, cooperating teachers, university professors/supervisors andstudents in the class to speak for themselves.The Concept of Voice as a Pedagogical CategoryThis is not the place to discuss our theoreticaland practical orientations indetail; these can be readily found in articles and documents which are referred to above. On the whole, however, it is clear that for the purpose of organizing material relevant toteacher education and internship, and material relevant to the specific topic of classroommanagement, discipline and school culture, all of us have predominantly relied on thevoice as a pedagogical category. In our work we focus on the voices of students, thevoices of teacher interns, the voices of cooperating teachers, the voices of universityprofessors/supervisors, and the voices of teachers at large.While a great deal has been written on voice as apedagogical category, noattempt is made here to review the literature on this category. However, very briefly, itsuffices to mention that the exercise of listening to the voices of teachers, teacher interns,students, cooperating teachers and supervisors in teacher education programs enables usto see what these occupational groups bring to the educational organizations functioningas complex systems. Their voices make us realize what forms of knowledge and culturethese groups produce while interacting with one another. These groups then bring thisshared knowledge to their classroom and other work settings, i.e., the schools and theuniversity. In this situation, we believe the goal should be to make knowledge andproduction of knowledge less external and more germane to the world of each group ofpeople, who must be able to express their understanding of the world. All parties involvedin teacher education and internship programs must realize that they can collaborate witheach other to transform aspects of their lived experiences, if necessary. But as our friendand colleague Clar Doyle (1993, p. 130) often reminds us, transformation works \"in ananalogous position to hegemony. Transformation, which should be allowed to seepthrough our institutions and relationships usually comes in small doses and usuallyhappens over time. Transformation usually happens with gentle hands. Transformationusually happens through cultural production.\"O'Neill (1976, p. 12) draws our attention to thefunction of the teacher whenhe states that \"the function of the teacher is to challenge, arouse, interest, make anxious,give confidence, coordinate achievement, and encourage reflection.\" The notion of voicewhen used in this sense puts emphasis on building rather than enhancing, on producingrather than reproducing. We should also remind ourselves that in any educational settingall parties involved are simultaneously teachers and learners. We all, one way or theother, teach others and learn from others. Pedagogical intents are omnipresent in all sitesor situations in many subtle ways.Our orientation is that if teachers, especiallythe teacher interns, canproduce \"local knowledge\" and \"local theories\" about classroom management inrelationship to the larger debate in society about the so-called crisis in the classroom, theymight be able to speak to their own classroom reality with more confidence. They couldself-consciously reflect on their own construction of classroom reality and on their owntransformation. This process in the end should lead to locally manufactured (produced)classroom practices, which promotes democracy and democratic living.In the internship situation, it has been importantfor us that the supervisorsand the interns reflect together and make the internship together. Therefore, in our workwith the teacher interns, we have (Doyle, Kennedy, Rose & Singh) consciously resistedthe idea of inviting \"experts\" on classroom management, control, discipline, professionallesson planners, who could tell the teacher interns how to go about managing classrooms. We have often sought a balance between students', teacher interns', voices and thevoices of the \"experts\" who are readily willing to provide in-service training programs onclassroom management organized by various professional agencies.Local and Other Studies Using the Concept of VoiceAfter having said a few things on the notion ofvoice as a pedagogicalcategory, I wish to draw the attention of readers of the Morning Watch to the work doneby Martin, Baksh & Martin, Baksh & Singh, and Williams & Kelleher. All these authorshave extensively used the notion of voice (students' perspectives) in their research. Manyof their articles have been published in the Morning Watch.My article in this issue entitled, \"Voiceof Teacher Interns and the Fear ofClassroom Management\" uses the concept of voice. The article in this issue by mycolleague, Dr. Irvin King, who teaches in the College of Education, the University ofHawai'i at Mnoa, attests to the voice of an experienced teacher as it relates to the issueof discipline in the classroom.In an attempt to balance subjective voices ofteachers and teacher interns,Dr. King splits his article into two sections. In one section he voices his own experienceswith classroom discipline and presents his personal perspective on it. In the second partof his paper, he presents an extensive review of research done by some of the well-known scholars in the area of classroom discipline and management.The Morning WatchSince 1972, members of this Faculty have publishedtheir work on variousaspects of teacher education in the Morning Watch which is edited by Baksh and Singh. The articles which appeared in this local journal have been compiled in five differentvolumes (Singh & Baksh, 1977; Singh & Baksh, 1982; Singh & Baksh, 1991) and arereadily available to teachers and students in this province. Copies of The MorningWatch should also be available to the libraries of many Canadian Universities. Thereaders of The Morning Watch may like to know that it no longer appears as \"hardcopy\"; it is now available as an electronic journal on the Faculty's home page. This is inline with the many changes organizations are making in order to adopt to the largercultural change taking place due to many factors (e.g., globalization, downsizing, etc.).Series of MonographsIn a series of monographs, published by thePublication Committee, Facultyof Education, Memorial University of Newfoundland, Wilf Martin has documented thevoices of students from the classroom. He summarized the main aspects of this researchmethodology and the findings of his research in his book entitled Voices From theClassroom (see Martin, 1985). Everybody involved in teacher education, especiallyteacher interns, will find a wealth of material in his book and monographs which willenable them to be effective teachers in the classroom. As demonstrated by Martin'sresearch classroom management and disciplinary problems cannot be completelyseparated from the process of effective teaching, which should take into account thevoices of students and the classroom culture.In the Voices From the Classroomand in his other monographs, Martinfocuses on such issues as school rules, homework, teachers' pets and classroom victims,student embarrassment, helpful, understanding, and cooperating teachers. In each ofthese major areas, he finds that students have identified themes that reflect theschool/classroom cultures. For example, many students voice their concerns about beingembarrassed by teachers. Martin highlights the causes of student embarrassment asvoiced by students. In other contexts, students think that there are teachers who show\"understanding\" and \"patience\" when dealing with them. Then there are teachers who are\"caring\" and \"respect\" students. On the other hand, some teachers are \"rude\" and\"ignorant\", while others hold \"grudges\" and bestow \"favours\" on some students.These categories have special meaning for studentswhich are quitedifferent from the meaning attached to these categories by teachers. This dissonance ordiscrepancy between students' and teachers' meaning has significant implications forclassroom discipline and management. It is quite clear that if teachers' actions andbehaviors are embarrassing students, then they will resist, deviate and misbehave in theclass just to challenge teachers' authority. Martin's studies show that the consequences ofstudent embarrassment are that students develop dislikes for teachers, they are afraid ofteachers' actions, and they develop negative self-concepts. All these factors most likelyhave potential to contribute toward classroom management and disciplinary problems.In a similar manner, Martin highlights othercategories and provides deepinsight into the school and the classroom cultures. Some other categories he focuses onare: amount of homework, distribution of homework, problems of uneven distribution,time preferences for homework, school rules, schools with no written rules, meaning ofrules, misbehaviors and punishment, making and implementing rules, teachers' pet andclassroom victims, teachers' attitudes toward students, criteria for categorizing students'academic performance, student behavior, family background, geographical location,gender, disliking students, nature of favours and mistreatments (expectations for studentbehavior, selection of students for activities, attention students receive, assessingstudents' performance), the consequences of class victims and others (\"being left out\", themarking process, discipline, disliking teachers, anticipating and empathy among students,disagreement with pets-victims phenomena), helpful, understanding and cooperativeteachers, getting along with teachers, helpful teachers (the need for help, obstacles tohelping, students blaming themselves), understanding and friendly teachers(understanding teachers, friendly teachers), help through encouragement and cooperation(nature of encouragement, reciprocal nature of encouragement), listening to students'point of view (the sensitivity of teachers, \"teachers are never wrong\", students need to beunderstood, the consequences of not being understood).Baksh & Martin (1992), Martin and Baksh (1984)highlight many otheraspects of the school and the classroom cultures. Their most recent book lengthmonograph on school humour is full of insights which will enable teachers, teacher interns,and others to understand the complexities of everyday school life (Martin & Baksh, 1995). Two earlier monographs by Baksh and Singh (1979, 1980) document voices of teachersin small rural Newfoundland communities which provide useful insights for the teacherinterns.It is up to the teachers, supervisors, and otherteacher interns to learn aboutthese categories. Understanding the intricacies of the classroom and school culturesshould enable all parties involved in educational process to modify their actions andbehaviors toward students, which in turn should overcome some difficulties involved inclassroom discipline and management. REFERENCESBaksh, I.J. & Martin, W.B.W. (1992).Gender differences in students' perceptions ofschooling. St. John's: Faculty of Education, Memorial University ofNewfoundland.Baksh, I.J. & Singh, A. (1980).Teachers' perceptions of teaching: A Newfoundlandstudy. St. John's, Memorial University of Newfoundland.Baksh, I.J. & Singh, A. (1979).The teacher in Newfoundland community. St. John's: Faculty of Education, Memorial University of Newfoundland.Doyle, C., Kennedy, W., Ludlow, K., Rose,A. & Singh, A. (1994). Toward building areflective and critical internship program (The RCIP Model): Theoryand practice. St. John's: Faculty of Education, Memorial University ofNewfoundland.Doyle, C. (1993). RaisingCurtains on Education. Westport, CT: Bergin & Garvey.Kelleher, R.R. & Williams, L.E.(1988). Teaching internships in England: Studentperspectives. St. John's: Faculty of Education, Memorial University ofNewfoundland.Kennedy, W. & Doyle, C. (1995).Perceptions of internship evaluation. St. John's: Faculty of Education, Memorial University of Newfoundland.Kennedy, W., Doyle, C., Rose, A. &Singh, A. (1993). Teaching internship: A reflectivepractice, in Partnership of schools and institution of higher educationin teacher development (eds.). Hoz, Ron & Silberstein, Mose, Beer-Sheva, Israel: Ben-Gurion University of the Negev Press.Martin, W.B.W. & Baksh, I.J. (1995).School humour: Pedagogical and sociologicalconsiderations. St. John's: Faculty of Education, Memorial University ofNewfoundland.Martin, W.B.W. (1985). Voicesfrom the classroom. St. John's: Creative Publishers,Newfoundland.Martin, W.B.W. & Baksh, I.J. (1984).Student observations on school rules inNewfoundland and Labrador. St. John's: Faculty of Education, MemorialUniversity of Newfoundland.O'Neill, C. (1976). Dramaguidelines. London: Heinemann Educational Books.Singh, A., Doyle, C., Rose, A. &Kennedy, W. (1997). A reflective internship and thephobia of classroom management (forthcoming). Australian Journal ofEducation, Vol. 41, No. 2.Singh, A., Doyle, C., Rose, A. &Kennedy, W. (1996). Collaborative research and thevoices of seconded teachers as internship supervisors, The MorningWatch, Vol. 23, No. 3-4, Winter, pp. 65-79.Singh, A. & Baksh, I.J. (1991) (Eds.).Dimensions of Newfoundland society andeducation, Vol. I & Vol. II. St. John's: Faculty of Education, MemorialUniversity of Newfoundland.Singh, A. & Baksh, I.J. (1982) (Eds.).Society and education in Newfoundland, Vol. 1& Vol. 2. St. John's: Faculty of Education, Memorial University ofNewfoundland.Singh, A. & Baksh, I.J. (1977) (Eds.).Society, culture and schooling: Issues andanalysis. St. John's: Faculty of Education, Memorial University ofNewfoundland. VOICES OF TEACHER INTERNS AND THE FEAROF CLASSROOM MANAGEMENT AND DISCIPLINE Amarjit SinghFaculty of Education IntroductionThis paper is part of a larger study which focuseson reflective and criticalaspects of teacher education and teacher internship programs (Doyle, Kennedy, Ludlow,Rose and Singh, 1994; Kennedy, Doyle, Rose and Singh, 1993; Singh, Doyle, Rose andKennedy, 1997; Singh, Rose, Doyle and Kennedy, 1996).In working with teacher interns during theinternship semester, we found thatsome teacher interns were terribly concerned about the issues related to classroomdiscipline and management. They were spending a tremendous amount of energy andtime worrying about these issues. This was stressful for some. Every day they seem toapproach their classrooms preoccupied with a sense of fear which led them to believethat their students would do something uncontrollable. It seems that in some cases theirfear bordered on phobia. We examined this phenomenon in a paper entitled, \"ReflectiveInternship and the Phobia of Classroom Management\" (Singh, Doyle, Rose and Kennedy,1997). That paper describes the methodology, data collection procedures, concepts andtheories we utilized in analyzing teacher interns' fear of classroom management anddiscipline.There is no need to repeat the discussion of thoseitems in this paper. Instead, this paper focuses on one need of the teacher interns which became clear whileanalyzing the \"phobia\" phenomenon. The fact was that the interns wanted to know\"practical\" things which would help them to manage classrooms. In a self-reflectivemanner they wanted to know what were the sources of their fear What made them sofearful What should they do to survive the Internship semester What should not bedone if teacher interns want to survive the InternshipAs internship supervisors, part of our effort wasto bring the interns togetherfor reflection. In the extended group reflective sessions (sometimes involving thirty internsand lasting for two full days), and in \"mini\" individual reflective sessions (involving one totwo hours), we discovered another thing: in order to come to grips with their fear, someinterns constantly criticized the theoretical nature of university courses and were critical ofthe university professors for not transmitting to them practical knowledge. This feeling, werealize, is often fostered by some cooperating teachers, as well as by many non-universityindividuals and some people within the university itself. When the interns were told that agood theory is more likely to be the best practical tool, they showed considerable doubt. Facing this, my colleagues and I were on many occasions tempted to subject them to abarrage of information on classroom management and discipline which has been readilyavailable in professional journals and books, but we resisted that idea to some extent. It isnot that we did not want them to know the professional literature available on this topic. Infact, on many occasions we referred them to the latest books and articles on the subject. When we did that, they often responded by saying that those things don't work anyway inreal classroom situations. What is a real classroom situation, we asked A realclassroom situation is where some students or a majority of students don't do what youexpect them to do and you don't know how to make them do those things. This wasgenerally their answer.So, from our own theoretical perspective, and inthis particular context, wedecided to encourage the teacher interns to voice their own concerns about classroommanagement and disciplines in reflective sessions and let them struggle with their ownvoices, as well as with the voices of their peers. In fact, we learned that this is what theywanted to do. They wanted to hear their own voices and the voices of their peers. Andthey relished the whole process very much. They felt empowered in the sense that theyfound solutions to many problems by themselves.The critical and reflective question we pose ishow can we, as teachereducators, wean interns away from a preoccupation with technical skills toward a processwhere they can feel safe to try to put their own work into practice in a wider social,cultural, and political context We encouraged them to focus on what they do and don'tdo in their classrooms in a larger context and asked them to identify them. In this paper,then, I report what the interns say about the sources of their fear about classroommanagement and discipline, and what their do's or don'ts are.We find it very interesting to compare teacherinterns' responses to issuesrelated to classroom management and discipline with the results of studies done by theprofessional social and behavioral scientists and presented in the second part of Dr.King's paper in this issue of The Morning Watch. Our colleague, Dr. King, summarizesthe results of many studies as well as various models of the classroom management anddiscipline. It is not that hard to note, in many cases, similarities and dissimilarities betweenthe interns' answers and the suggestions offered to teachers by the professionalresearchers regarding \"do's\" and \"don'ts\". Similarly, there are many commonalitiesbetween the interns' answers and suggestions made in a recent document produced bythe Department of Education outlining policies on discipline in schools (1996).What does this mean We concur with many othersin believing that thereare many ways of knowing and there is always a loose fit between different ways ofknowing. Nobody knows everything. Our knowledge about and of social phenomena isalways partial and limited. There are no fixed authorities in an absolute sense. The roleof \"expert knowledge\" to come to grips with complex social issues is perhaps verymodest.Further attention should be drawn to three formsof knowledge: commonsense knowledge (\"amateur\" theory), professional knowledge (scientific theory)and official or state knowledge (ideology). In order to be able to make sense of complexsocial and educational issues, each form of knowledge should be treated, more or less,equally in any plan of action. This attitude or belief toward knowledge, however, doesacknowledge the utility of one form of knowledge over the other in a particular situation. In this sense it does not ignore the hierarchical nature of knowledge in unequal (stratified)societies.We raise one final question: how do interns, moreor less, end up sayingand doing the things suggested by professional researchers Is it that the interns haveread books and articles written by professionals on their own We really don't think so. Isit the case that professional knowledge is often used as a basis for their socialization athomes, in schools, in the work place, in media and in society at large Is the professionalknowledge hegemonic or overwhelming in this senseThe institutions of higher learning, like theuniversity, are involved inprofessional socialization of the teacher interns. Whether they realize it or not, theircommonsense knowledge do seem to correspond to the professional knowledge, at leastto some degree. Does this mean that we at the university do not teach anything of apractical nature to teacher interns, as some of them claim Or is it that what we do at theuniversity and in the Faculty of Education gets readily absorbed as commonsenseknowledge, which in turn surfaces as \"hidden curriculum\" in the classroom interactionamong professors, teachers and students Or is it the case that commonsense,professional and official forms of knowledge overlap when we come to act on complexsocial policy issues We believe the latter is the case. And it should be that way (Singh,1991). Believe it or not, so we at university do teach students something of practicalnature - by default or by design!Below we present responses (voices) of the internsto the sources of fearabout classroom management and discipline in the form of several practical points whichthey themselves have identified.More Than 50 Sources of Phobia/Nature of Phobia1.Students who don't pay attention.2.Not totally confident in my ability to keep things under control.3.The most anxiety comes from discipline problems.4.I am used to silent classroom.5.I am used to school when the teacher talked, no one else talked.6.The kids that want to learn will get the abuse (i.e., they should be able to learn).7.Kids do manage to be disruptive (no matter what you do).8.To maintain control is the hard part.9.Whether you can tell Jimmy to shut up and keep everybody else in tune.10.How to keep them cooled down and what to do if they're not cooled down.11.Want to learn how to be effective as a teacher.12.What to do when things are really getting out of hand.13.There's a lot of feelings involved in a lot of things... I have gone from being happy toready to tear all my hair out.14.It is a lack of respect for the teacher.15.How to quiet them down.16.How to make them do their work.17.Classroom management.18.Getting up there and actually having them listen to me.19.I'm weak in the area of disciplining a student.20.Grade eight students are hard to handle.21.My first fear was that I would be put in a junior high school.22.Teaching a wide variety of subjects, many of which I have little idea about.23.The expectations that are built into education to teach junior high are the worst.24.Fear that I might get thrown into a situation right out of university and right into asituation where it was going to be the hardest.25.Adolescents do not know how to behave, how to act.26.Don't want to experience teaching in junior high when I want to teach high school.27.University is more idealistic. I fear that it does not prepare one for the real worldsituation.28.Fear of being put off track in the classroom.29.Fear of being disruptive four of five times a period.30.Fear of being able to get back and to get our thoughts back on the right track afteryou have been disrupted several times.31.Fear concerning not being able to take care of practical matters.32.Classes are so big and a lot of kids don't want to learn.33.Fear of being inadequately trained to deal with disciplinary problems in the classroom.34.Students wandering around in the classroom.35.Fear of cooperating teacher sometimes coming down a bit too hard.36.Worry about confrontational aspects of classroom management.37.Fear that I wasn't doing something right.38.Fear of getting things done in light of disruptive behavior.39.Fear that students may not be working to your particular teaching strategy.40.Worry about what to do if things are really getting out of hand in the classroom.41.Concern with how to face different techniques of control in the teaching situation.42.Fear of not being able to establish yourself as a teacher.43.Fear of not being able to get used to good and bad days of behavior in the classroom.44.Concern with situation, specific discipline problems.45.Fear of taking things too personally.46.Fear of not being able to control my anger or stop being angry.47.Concern with how to learn to appear angry without being angry, to put that face onyou.48.Fear of being or getting overly frustrated.49.Worry about finding an appropriate discipline method that's going to work.50.Fear of not being able to see myself as a professional teacher.51.Fear of going up in front of adolescents, fear of not having confidence to stand up infront of students.52.Fear of not being able to earn respect of students.53.Fear of dealing with today's young kids because they seem to be so different.54.Was anxious because it was my first class.55.I found it quite frustrating dealing with my cooperative teacher. I never knew what shewanted.56.My only fear was not being prepared.57.My fear was not being able to find any equipment (e.g., audiovisual material) in theschool.More Than 180 Things Teacher Interns Should Do to Survive the InternshipDo's1.Build a rapport with students.2.Establish yourself as a teacher.3.Be fair.4.Don't give tests with bonus questions on them.5.Be enthused or pretend you are enthused.6.Think about incentives.7.Use different types of incentives.8.Sometimes learn to turn a blind eye to a lot of things.9.Save your breath for something serious.10.Try and establish a positive relationship with students.11.Be flexible.12.Be confident even when you are not.13.Maintain energy.14.Leave your preconceived notions behind you.15.See what you can see.16.See what the school has to offer.17.Be open-minded.18.Try and get an early gauge about your students ability.19.Do what you are told (by others in the school).20.Mould yourself to the situation.21.Get along.22.Be considerate.23.Don't fight.24.Take care of yourself physically and emotionally.25.Take time for yourself.26.Cool off before you have to deal with a problem.27.Have a sense of humour.28.Be friendly.29.Take it easy in the school where you are welcomed.30.Remember you are not working in the school, you are an intern.31.You are more or less a guest in the school.32.Get to know the students.33.Get to know the staff.34.Get involved with the guidance counsellor.35.Talk to the guidance counsellor about the things to look for in children who have beenabused.36.Do get to know the kids.37.Do get to know your co-op teacher.38.Do get to know your principal.39.Take the kids aside if you want to discipline them.40.Take the good things from school home with you and talk about them to everyone youmeet.41.Tell everyone that you are proud of your kids at school.42.Tell the kids that you are proud of them.43.Be as understanding as possible.44.Do try and work with resource people in the community as well as with parents.45.Provide the best education for the children.46.Try to make your classes as much fun as possible.47.Make your class have as much variety in it as possible.48.I should always try to be fair.49.Always be thinking about do's and don'ts all term.50.Take it (bad things in classrooms) with a grain of salt and start off fresh on anotherday.51.You should try to relate it (the textbook) to outside things or use other differentresources.52.Use other textbooks as supplements because there's interesting stuff in them.53.Any way you can avoid becoming attached to students, avoid it.54.Get to know the other interns for sure, because we are all in the same boat.55.Talking to others helps relieve some of the pressure.56.Get things out of yourself.57.Get to know all the teachers other than your cooperative teacher -- as many teachersas you can.58.Use other teachers as resource persons.59.Try to get a variety of opinions in the school.60.Try to become involved with them (students) outside of the classroom.61.Try to get involved in extracurricular activities and stuff like that.62.Treat everyone fairly, even boys and girls.63.Be relaxed.64.Be yourself in front of the classroom.65.Be patient with them (students).66.Be understanding.67.Make an effort to be understanding.68.You get as much out of it as you put into it.69.You have to put a lot of effort into it.70.You have to make that extra effort to know their (students) environment which is allnew to you.71.Extra effort to be nice to them, know your purpose and place in the school.72.Make an effort.73.Set up a plan to talk to your cooperative teacher once a week.74.Prepare everything before hand.75.Do suck up.76.Do everything that is asked of you and do more.77.Find out all the information that's available to you.78.Find out exactly what courses you're required to teach.79.Find out exactly what the book's going to be.80.Find out exactly how your cooperative teacher teaches.81.Find out how to duplicate your cooperative's teaching and add a few of your ownideas in there.82.Stay around in school after 3:00 p.m. for 20 minutes.83.Go to school early in the morning.84.Make sure you're in class on time.85.It is not good for you and it's not a good impression on the kids to be late.86.Be responsible.87.Do everything humanly possible to make yourself an effective teacher.88.Make sure how the school works.89.Make sure you know who's in the school,what their function is, what you need to do,what you need to know, how do you get around things, how do you get information,whom to contact, who the resource people are, where all the duplicating materialsare, and what available resources are in the school itself.90.Must consider yourself a teacher.91.Take some of the responsibility in the classroom.92.You got to be firm and friendly.93.You got to get involved in order to be a part of the staff.94.You got to go around.95.Make yourself accessible to the staff and be friendly and say \"Hi\" to this person and\"Hi\" to that person.96.Make yourself speak to the people.97.Get involved, that's one big thing.98.Get involved during lunch time, if not in extracurricular activities.99.Eat your lunch in the staff room and then go out with the students.100.Make sure everybody gets to know you.101.Get on a one-to-one basis with people.102.Remember you're in school to learn.103.Go through the gradual process to learn about your classroom and the school.104.Slowly increase your role in what you do.105.Remember, students are going to watch what you are doing.106.Yes, go there (in the classroom) with an open mind.107.Take each day as a new experience.108.Go home and chatter with your friends and laugh and joke about what happened inthe school.109.You have to be able to accept criticism.110.Put up with a bit of chatter in your classroom.111.Sometimes you have to yell and talk loud.112.Got to raise your voice every so often.113.Be louder than them (students).114.Dealing with students one-on-one (style of keeping control) works.115.Take their privileges away from them. It is quite effective, e.g., computer time, gymtime, etc.).116.Have a lot of energy.117.Move around in the classroom.118.Use proximity control, i.e., move near students.119.Be assertive.120.Make your presence known in the classroom.121.Be confident of yourself.122.Pure silence works.123.Use verbal and non-verbal cues to gain control.124.Learn to appear angry without being angry.125.Be calm.126.Have patience.127.Learn to deal with your frustrations.128.Experiment with different techniques to get your ideas across or in maintainingcontrol.129.Use detention not too frequently. It doesn't work.130.Think of yourself as a professional teacher.131.Learn from trial and error.132.Talk to other teachers.133.Just try to talk to the students.134.Just try to understand the students.135.Get to know why students do what they do.136.Slow down and write neater on the board.137.Try to interact more with the students.138.Ask the students more questions.139.Remember words that are simple to you may blow students away.140.Lay down the rules.141.Try to earn respect of students.142.Remember, respect is earned.143.Get used to the juggling act, to deal with disruptive kids and get through your lesson isa real juggling act.144.Lesson management is necessary, it leads to classroom management.145.Be prepared to be a counsellor at times.146.Just stand there, and look at students and be quiet.147.Pinpoint the student with whom you are having a problem.148.Learn to deal with students one-on-one for keeping control.149.Make the class think that everyone is responsible for each others actions.150.Forcing students to leave the room sparingly (occasionally.)151.Think twice before you ask a student toleave your class. Remember, there will bedays you will have good control and days when control will be bad.152.Remember you are new in the classroom and the students will try you out and howthey can challenge your authority as a teacher.153.Learn to deal with classroom problems on your own.154.Follow the proper procedures.155.Get along with or have no trouble with theprincipal, the staff, the parents and thestudents.156.Do your own self judgement and evaluation as to the severity of discipline problemsbefore getting help from higher authorities.157.Get students to admit to you that they're wrong, get them to tell you what theirpunishment should be and get them to tell you what they deserve and then deal withit.158.Prepare your lesson well, doubly well.159.Make an extra effort to find the material and equipment you need for your classroom,i.e., do good planning. Everything is planning.160.Remember that some days students are not in the learning mode and nothing willwork to calm them down.161.Remember there's got to be a way to quieten down a particular student.162.Talk to other teachers about a particular student you have problems with, get to knowhis family background.163.Remember, that in many cases, potential dropouts are your problem students.164.Potential dropouts are very disruptive.165.Let potential dropouts have their little chit chat sometimes and get it over with.166.Be a little bit more lenient with the potential dropout students, a little bit more lenient.167.Remember if you threaten your students (dropouts potentially), a wall goes up, andthen it is a fight, then you got a fight on your hands.168.Give students multiple choice questions if they have problems with writing andreading. Sometimes make them write a bit but never threaten them.169.Get yourself organized enough to answer questions that might be posed to you indifferent situations and to face those kinds of challenges.170.Always address individual needs of students.171.Handle the class by relating to students on an individual basis -- giving as much ofyourself as you think is necessary.172.Feel positive in the way you relate to students, to the whole class.173.Present yourself in terms of your humour, use humour to make students relax in yourclass.174.Create a good learning environment, one that's not overly stressful and that's not fullof emotional problems in any way.175.Make an environment that makes people feel comfortable and in which students canwork.176.Make your class as a game, as a place to have fun. Remember, too much educationis boring and that's why we get so many disciplinary problems.177.Remember some students are bored in the classroom and they don't want to be in it.178.Remember that discipline problems stem from poor teaching.179.Try to get students to do things themselves for the sake of getting out of school.180.Remember students can put you on the spot in front of others.181.Observe your cooperating teacher and learn techniques of classroom control fromthem.182.Ask your students to make important decisions.183.Ask students questions.184.Ask your students to provide reasons for their actions.185.Ask your students for future plans.186.Be more conciliatory and adopt a democratic approach to teaching, where studentshave to think through reasoning.187.Ask your students \"what is the problem\" if she/he is giving you trouble.188.Let students know where you are coming from.189.You have to look for yourself.About 70 Things Teachers Should Not Do to Survive the InternshipDon'ts1.Don't give tests with bonus points on them.2.Don't be yourself right away, wait.3.Don't be fake.4.Don't freak out if somebody disobeyed or did something.5.Don't take things personally.6.Don't get frustrated easily.7.Don't expect to get everything right all the time.8.Don't waste your breath on everything.9.Don't speak to students everyday for some minor infractions.10.Don't be judgemental or don't be judgemental at all.11.Don't try to change the situation right away because you can't change it.12.Don't enter into one-to-one confrontations with students in a classroom environment.13.Don't open your mouth unless you know what you are saying.14.Don't speak before you act.15.Don't get too stressed.16.Don't push yourself beyond your own physical limits.17.Don't ignore your own needs.18.Don't question the principal.19.Don't' make the principal look bad in front of the staff.20.Don't reprimand or discipline kids in front of the whole class.21.Don't take your problems home with you.22.Don't put down other teachers or other students around the kids.23.Don't forget that you're supposed to be a role model.24.Don't forget that the kids are going through a lot more than just what you seeeveryday in school.25.Try not to show your anger because if you do the students just play on it.26.You don't want to try to be buddy buddy with the kids because they'll walk all overyou.27.You shouldn't get too upset if there's talking in your class because it is going to bethere, so don't worry about it.28.Don't expect a whole lot from kids at first until you get to realize their achievement.29.Student interns shouldn't be too upset if they have a bad day because it's going tohappen, probably more than once.30.Try not to stick with the textbook a whole lot.31.Don't become too attached to people and things in school. Don't become attachedover everything.32.Never yell.33.Never embarrass a student.34.Never take them out or draw attention to them.35.Remember it is the cooperative teacher's class after all.36.Don't try to take total control of it (classroom.)37.Never override the cooperative teacher.38.Don't argue with your cooperative teacher.39.Don't run out of school at 3:00 p.m.40.Don't be late in the class.41.Don't depend on the cooperative teacher all the time.42.Don't be shy even if you are shy.43.Don't go into your classroom and rule with an iron fist as such!44.Don't just sit down and be a passive observer.45.Don't forget that students are going to look at you as a teacher.46.Don't forget that you are going to be the role model for them (student).47.Don't let things bother you.48.Don't take today's things home, forget about it.49.Don't keep bringing your day-to-day problems in with you and...50.Don't take your problems home with you.51.Don't be afraid to accept constructive criticism you know.52.Don't be afraid to ask your cooperative teacher \"is there anything I am doing wrong\"53.Don't take students behavior personally.54.Don't get angry.55.Don't get overly frustrated if the class is not getting what you are saying.56.Never assume that the students know everything.57.Don't try to build Rome in one day. Remember it wasn't built in a day.58.Make kids stay after the class today.59.For something that happened on Friday or yesterday.60.Even detention doesn't work.61.Don't force students to leave the class excessively. It doesn't serve the purpose.62.Don't be too lenient to students.63.Don't be unprepared for your classroom.64.Don't think you can handle the students everyday.65.Don't single out one student in the class and never do that in front of his peers, i.e.,scream at them.66.Don't argue with the potential dropout students back and forth.67.Don't threaten your students as a person, i.e., threaten their person.68.Don't use games everyday. REFERENCESDepartment of Education (1996).Programming for individual needs: Policy,guidelines and resource guide on discipline, school violence and safeschool teams. St. John's: Government of Newfoundland and Labrador,Division of Student Support Services.Doyle, C., Kennedy, W., Ludlow, K., Rose,A. & Singh, A. (1994). Toward building areflective and critical internship program (The RCIP Model): Theory andpractice. St. John's: Faculty of Education, Memorial University ofNewfoundland.Kennedy, W., Doyle, C., Rose, A. &Singh, A. (1993). Teaching internship: A reflectivepractice, in Partnership of schools and institution of higher educationin teacher development (eds.). Hoz, Ron & Silberstein, Mose. Beer-Sheva, Israel: Ben-Gurion University of the Negev Press.Singh, A., Doyle, C., Rose, A. &Kennedy, W. (1996). Collaborative research and thevoices of seconded teachers as internship supervisors, The MorningWatch, Vol. 23, No. 3-4, Winter, pp. 65-79.Singh, A., Doyle, C., Rose, A. &Kennedy, W. (1997). A reflective internship and thephobia of classroom management (forthcoming). Australian Journal ofEducation, Vol. 41, No. 2. ONE MAN'S PERSPECTIVE OF DISCIPLINE INTHE SCHOOLS: PART I Irvin L. KingUniversity of Hawai'i at Manoa Introduction 59ce067264

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