Be Patient !!!!!

“ But how can I be patients with so naughty students like those, and with so horrible school like that, and with so uncooperative  principal like ours, and  with soooooooooo!!!!!!!!!!!!!!!!!1

    O.k. , O.K . you are absolutely right !! But you’ve got to be patient. You’ve got no other choice. You know why?,  because any other choice than being patient and more patient leads you to only one way, which is failure.

   Now !! having realized that you’ve got no other choice. You should ask “ How can I be patient?”

Here is the answer to your question :

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One of the teacher's greatest advantages should be maturity, the ability to behave in a more responsible manner than the students in his or her care. All too often, however, inexperienced or untrained teachers react "in fashion" to students' inappropriate behavior. The class makes too much noise, so the teacher yells.. A young student makes a rude comment to the teacher or a fellow-student, so the teacher verbally attacks the student. But responses such as these are counter-productive, reducing the teacher to the same level as the student and stripping him or her of all control. By responding in patience, however, the teacher establishes his or her authority in non-threatening manner. Some suggestions include the following:

o        Respond to minor disruptions with silence.
Simply stop talking and silently wait for students to grow quiet. If questioned, tell students, "Class is not a contest. I will not compete with you." If it is possible to extend class for five minutes or so, the teacher may add any time he or she has stopped because of a disruption to the end of class. This is especially effective, causing students to become "jealous" of class time as well. After the teacher uses this method two or three times, most students will fall silent immediately if the teacher stops talking. A variation (if students must leave by a set time) is to routinely dismiss class one to two minutes early, but to revoke this privilege on any day when the class must stop more than once.

o        Respond to increased classroom noise by speaking softly.
Speak just loudly enough to be heard by the student furthest from you if the class were completely silent. Students will begin to quieten down as they try to hear what you are saying. You may tell students, "If you cannot hear me speak, then you are too noisy." I have on occasion quietly said, "If you want an M & M, raise your left hand." This rewards the students who are paying attention, while creating a small but appropriate penalty for those who aren't listening (generally the noise makers).

o        Respond to tantrums by doing nothing.
Tantrums are primarily a means of gaining attention, and the tantrum-thrower generally doesn't care whether attention is positive or negative. If a student wants to throw himself or herself on the ground kicking and screaming, simply ignore him or her as long as he or she is not in danger of self-inflicted injury. Quickly move other students and any assistant teachers away from the area, so that the disruptive student is the object of no one's attention. Try to engage other students in a fun activity like a quick review games, a favorite song, a story, or even play time. As soon as the tantrum thrower realizes he or she is not receiving the desired attention, he or she will stop and quietly join the other students. AFTER the tantrum-thrower returns to the group and engages in the assigned activity, offer a moment or two of positive attention. (Make sure that other students also receive the same attention so they don't perceive the attention as a "reward" for misbehavior.)

 Respond to inappropriate language or unkind remarks by politely asking the student to say five positive things about the person or thing he or she is verbally abusing.
This response forces the student to view the person or thing at which he or she is frustrated from a new perspective. It also boosts the esteem of any child who has just been insulted. Occasionally a student will simply refuse to cooperate. At these times, you may call on other class members to tell what they like about the person or student being attacked. This not only provides the other students with an excellent conversation exercise, but also makes the uncooperative student suddenly feel very alone in his or her negative sentiments. Although the student may "save face" by not altering his or her original position, he or she will think twice before making similar comments in the future.

o        Purpose in advance not to yell at, insult, or hit a student for any reason and plan mature responses to potential problems.
As basic as this may seem, too many teachers resort to the above tactics without thinking. Even teachers who have previously said, "I would never hit a child," sometimes react in an immature (and even abusive) manner when a situation catches them off guard, especially when the teacher wrongly believes that shame and corporal punishment are the only effective means of maintaining discipline. Teachers should establish from the beginning at least two class rules: "In this class, no one speaks unkindly to anyone" and "In this class, no one hits anyone." They should then apply them to themselves before applying them to their students. The teacher should serve as model, demonstrating through his or her own behavior within the classroom appropriate interpersonal skills. (Even students who cannot understand a teacher's words can comprehend the teacher's example...)


 

·         Give at least one warning before disciplining for most infractions.

Young students tend to have short memories, and may disobey simply because they forgot the direction. Often a simple reminder like, "Ahmad, in English class we speak only English" or "Hassan, if you play with your eraser, I will have to take it away" bring an end to the problem. (The exception to this in my classroom is physical aggression toward another student. Hitting, kicking, biting, and so forth lead to an immediate time out. Students already actively involved in an emotionally charged situation generally will not listen until they've had time to calm down.)

·         Remember that learning is a process.

It simply takes time. Learning is also an individual process. Some students will take more time to learn than others. Don't get impatient (or at least don't let it show) when a particular student seems to making little or no progress. Remember that every child has different gifts, and all do not have a special aptitude for foreign languages. Making a student feel stupid or incapable of learning will certainly not improve his or her performance in your class and may significantly hamper his or her progress in other areas. Also keep in mind that you will never know just how much a student is really learning.

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