I arrived at my assigned school at 8 am on September 25, a day before I was expected to report. I anticipated a middle school characterized by widespread disorganization because most of the children at this level are adolescents. The school was peaceful and organized, with teachers having total control of the students. There was no formal dress code for students, perhaps because most of the learners originated from the loyal families that surrounded the school. There was no security guard to regulate entry into the school compound; however, there were several cameras around the school capturing the happenings of the whole compound.
According to Ayres (2010), one of the requirements of good teachers is proper control and management of the classrooms. As I arrived at the middle-level school, I realized that students were well organized in queues, waiting to enter the classroom. While in the classroom, no student talked without the teacher’s permission. This is a good indication that teachers in this school had excellent skills in classroom management. Discipline and group management in learning contexts ensures maintenance of discipline and affect student performance through instructional management (Oakes & Lipton, 2013). Teachers who have who have an effective connection between management, and teaching develop excellent lesson movement. This can be evidenced by the fact that teachers arrive in the classrooms and wait for students to arrive.
One amazing observation that I made was over-strictness observance of time. When I arrived at the school, it was twenty minutes before the school begins. Students stood were queuing outside the classrooms, waiting for exact time to reach for them to enter the classroom. During the same time, teachers were already in classrooms waiting for students. It is crucial to adhere to time schedules, but I do not think it is very necessary for students to wait outside, further more in queues, for them to enter the instructional rooms. Additionally, I think there is no need for teachers to wait in the classroom for students who are standing waiting for the bell to ring, before that they are not allowed to teach. I think this time can be used for talking to students on personal academic weaknesses, correcting the previous day’s assignments or allow children to play since playing is crucial during the process of development.
Theodorea (2013), in her poem, argues that she is fiercely loyal, multi-ethnic and hates oppression. Oppression is one of the enemies of the classroom setting. Children should be afforded democratic rights and freedoms of expression if teachers want to create a learning environment characterized by mutualism. Lack of democracy makes educational contexts to be strained because students’ needs are not met. When Ms. English arrived in the classroom, she begins distributing the Benchmark Tests among the students. She did not introduce me to the classroom, although students have the rights of knowing new teachers who are going to spend time with them in classrooms. One of the girls requested to go back to her first, and she was granted permission. When other students request to do the same, they are denied permission without explanation. I thought that this was an unfair act of oppression that can make the students to develop a negative attitude towards the teacher. Ms. English did not observe Ayers’ myth of teaching, “good teachers treat all students alike” (2010).
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