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[vikdk]

[vikdk]

By the way I forgot to suggest an alternative strategy for a hyper active child within the restricions of the chinese classroom - try to get an assistant to firmly but gently always place the child back on the chair - no exceptions if the rule is that they must sit - but remember always be there to give approriate praise when the child obeys the rule for a good amount of time (for example 5 mins is a long time for a kindy age child) - infact you can make it into a good cop/bad cop thing - with the kid always wanting to please the good cop and not wanting the bad cop - the assistant - to come over and make them sit. The bad cop in this scenario should never hit the kid
Okay I'm off on a bike holiday now

[Steppenwolf]

It is self-evident that vikdk's droning on and lecturing is addressed at himself and has little value for those who teach in schools as compared to kindergartens.

There is nothing wrong with vikdk offering insight from a perceived higher level of pedagogical understanding since that is what he/she claims to have due to having studied at a dedicated preschool educators' institution.

But he started this tirade first of all to take cheap shots at posters he or she has taken a pathological dislike to, not in order to discuss pedagogical issues. That is where the problem stinks.

I have never had to resort to physical violence or to any other form of unusual punishment; I have a relatively calm mind in situations of anarchy or riot - I once stood my ground when 96 Tamil refugees went on a rampage in a refugee camp. My superior got a few bruises but not me, and I didn't have to pretend agreeing with the refugees.

In a classroolm you are a number of professionals all rolled into one - among others you are a confidante, a parent of sorts, even a friend, but you are above all a subject teacher with a work load that you have to deliver on time. Unruly behaviour can put you back on your schedule and parents won't forgive you if their kid falls behind as a consequence.

We as FTs are also labouring under significantly more challenging conditions since we are not allowed to mete out any justice of our own; I for example had to deal with unruly 14-year olds on a regular basis. My complaints were listened to on the first day when I went to talk about them to my superiors; when I complained again two weeks later I was listened to - again, but no action was taken either. On my third attempt at setting things right I was coldly ignored.

Trouble was that the students were a challenge to all except their head teacher; my Chinese colleagues had more power since they could punish them while I could not. Once I watched as another English teacher - a Chiense one, obviously - confiscated a mobile phone from a student, causing that boy to cry. She then hollered at him for 20 minutes, then told the recalcitrant boy that she would now call his mother using his mobile phone - which she did.
It goes without saying that boy got a serious knockback with the full support from his own parents. Is confiscating a mobile phone less "degrading" than getting a relatively painless slap on his face? Considering that he cried uncontrollably I would say he lost quite a bit of his precious "face"...

Let's not forget that we only see these little brats and their darling friends once or twice a week but their Chinese teachers see them more regularly; this informs their behavioral traits - they develop less respect adn they act with less restraint.

Also, unlike vikdk in his kindy classes, we don't normally have TAs. We are often left to our own devices. We also never can exchange observations with our Chiense colleagues because no meetings are institutionalised.

Thus we are at a serious disadvantage. How then can we set ourselves up as restraining agents that stop physical abuse by Chinese teachers to the detriment of our students???

[cj750]

[Steppenwolf]

[cj750]

[Steppenwolf]

[cj750]