PLED and DCIA survey AY 2011-2012

This was how I was rated by my students for each term this academic year. It was great to know how highly they thought of me in all aspects, with my second term performance being my best. The first term results has taught me that I still needed a bit more effort in reaching out to the students and making them aware of their strengths and weaknesses. It was something that I had overlooked, which Teacher Beth, my academic supervisor immediately pointed out to me to correct.

This kind of institutionalized practice really does contribute to self-improvement, since early on you are made aware of what is being expected of you and you are actually given a few more chances to make things right. It provides feedback from one's direct clients, the students. It makes one feel appreciated for their efforts, and at the same time provides constructive criticism that one can take note of in their performance. This surely helped me plan my lessons and classroom activities so my students can make the most out of school.

To discipline or not

Teachers, no matter how good or experienced they are, will always struggle with student discipline every once in a while. I admit that this is not my best point, but over the years I have somewhat become familiar with certain personalities in the classroom and the numerous ways to keep them at bay. Children would normally manipulate, show disrespect and mess up the classroom; but I've found over the past few months that it all stems from their need for attention and love.

Teachers are only human. Just like everybody else, they, too, get affected by certain degrees of provocation, from mere annoyance to downright anger. But then again, there's something in a teacher that will make them take a second look at these students and immediately realize that it's coming from somewhere.

I got a handful of "problems" this year, ranging from those with special needs and family dysfunction. As much as I would like to give them much-needed assistance and time, it can get very difficult, with around 25 more children to think about. This is not to mention the underachievers, who may be disciplined but falls short of expectations.

I realized over time that raising one's voice or giving out consequences is not always the key. Not only does it make me more tired and cranky at the end of the day, other children actually wait for that kind of reaction to annoy you all the more. On some days, when I'm too tired to call their attention, I just ignore them. They eventually get tired of monkeying around and move on to something else. However, this manner does not really address their misbehavior, and it is bound to happen again sooner or later.

Teachers really do need 30- or even 35-hour days to accomplish everything, including taking time out to address discipline concerns. Children, on the other hand, need somebody to listen and merely express concern for them. They may not open up right away, but you could see how their faces would light up when they receive a kind gesture. I try as much as I can to spend a few extra minutes with these children each day, to let them know and be aware of their unfavorable behavior and how it affects the people around them. It does work, and it saddens me that I cannot do it all the time. As much as I would like to sit down with these children to hear them out and help them with their issues, I can only do so much in my power. It's frustrating when you find out how their home life is far from ideal. I could only pray that their parents eventually have a change of heart or they meet more teachers in their lifetime that could give them the love and attention that they've always longed for.