Can teachers provide dating advice to students
Appear correctly with students, parents & in the staff
As a teacher, you are always in the limelight: you teach large groups day in and day out and work with them on the platter, so to speak. In addition to the purely technical questions that you ask yourself at the beginning of your professional career, another important topic remains: How do you act properly as a trainee teacher or as a young teacher? Our top 5 best tips for a confident, professional appearance will give you tried and tested answers.
As a trainee teacher or young teacher, you are a teacher and a trainee alike: You are responsible for teaching and everything related to it - but you still have to learn a lot yourself. Nobody can and know everything from the beginning and you will surely ponder from time to time: Am I really self-confident or am I rather insecure? Can I find easy access and can I make (new) contacts quickly? Do I sometimes overestimate myself or do I have too high expectations of myself?
The best way to cope with this special situation at the beginning of your school career is to act as authentically as possible. Be kind and engaging, flexible and curious, but don't try to be someone you are not. Don't pretend and have the courage to admit it and ask questions if you don't know something. This also applies to specialist lessons: If you have no answer to a student's question, feel free to admit it. But you shouldn't leave it at that - let the students research or submit your answer in the next lesson.
Like it or not, students are not just concerned with your lessons. They observe you closely and also perceive your external appearance very closely. Eccentric or old-fashioned clothing, an unkempt appearance or intense smells quickly become a topic of conversation. Cropped tops, see-through or transparent clothing (also be careful with light-colored clothing, through which you can see more than you would like), tight clothing under which your underwear is visible, deep necklines, the lack of a bra, short skirts, shorts, Visible thongs, worn clothing, T-shirts with dominant messages and hats or baseball caps should be avoided as much as possible. The same applies to clothing that smells like cigarettes or sweat, visible armpit hair and unwashed hair, dirty fingernails, battered nail polish, sweat stains and dirty shoes.
Always pay attention to your body odor. As a (prospective) teacher, you should always have a peppermint ready for good breath. Alcohol or garlic flags are just as inappropriate as smokers' breath. Avoid obviously chewing gum - and don't go to the other extreme by drowning the students in a penetrating smell of deodorant, aftershave or perfume.
So that your students feel that they are in good hands with you and that you are taken seriously, you should first of all give their names. Make a seating plan with the appropriate names and ask the students to sit accordingly in the following lessons. It is easier if you take photos of the students so that you can see the faces that match the names directly in front of your eyes.
In addition, get an overview of the individual strengths and weaknesses as quickly as possible. The best way to do this is to take as many notes as possible about each student, both during and after the class. If the group is too big, concentrate on five or six students per hour. These notes will then also help you to create a learning status analysis for the best possible individual support.
Ideally, parents and teachers form an educational partnership. Contact with the parents is therefore important - so do not be afraid to approach the parents as a trainee teacher or young teacher. Use parents' evenings or consultation days to introduce yourself to the parents in the presence of the class teacher. You do not even let any doubts about your competencies arise by explaining that you are giving good lessons that are planned extremely precisely by you and additionally accompanied and evaluated by experienced specialists. Feel free to tell us which teaching and assessment methods as well as which materials and books are used. Make the goals transparent by distributing the standards and also your competence grids to the parents. Most parents are happy to receive suggestions on how you can support their child; speak of possible help (such as packing your bags together, checking homework or the like).
If you are dealing with critical parents who question a lot or even reproach you, do not let yourself be unsettled or provoked. Always stay friendly and objective, do not let yourself be put on the defensive or fall into justification mode, but concentrate on solving the problem.
From the outside, a college often appears as a committed community. So it can very well happen that you are not quite sure how to behave towards your colleagues. Try to approach the staff as openly as possible and use the opportunities that are available to you to make "informal" contacts. So you shouldn't shy away from celebrations and trips. Take some time to get to know your new colleagues and do not position yourself immediately. You will have most of the contact with your instructors; If there are also certain teams that concern your area, you should of course also get involved here. But don't forget your colleagues who, at first glance, have no direct relation to your subjects and tasks. You can also learn something from every experienced colleague - so stay open-minded.
If there are certain unwritten laws, you should of course find out about them and also observe them. Are there fixed places? Are the coffee cups available for free? Is the coffee made for everyone and who does it? Are birthdays celebrated? What rituals are there? Of course, you shouldn't bombard your colleagues with questions and downright chase after them. After all, they always have a lot to do in hectic everyday school life. Often, however, school principals and colleagues simply assume that - as is typical for teachers - you will get along well on your own. So get yourself noticed when you need assistance. Also make yourself aware that it is usually not a bad intention, but rather an acknowledgment of your competence and independence, that you are allowed to "just do it".
Be self-confident and don't get confused too quickly. Of course, you should take constructive criticism and tips from senior colleagues seriously. In addition, remain sensitive to the little things: Often it is the little things in everyday interaction that lead to conflicts. Are you the only one who never rinses your cup? Forgot to add paper to the copier? Did you let the door close behind you instead of holding it up for your colleague? None of this is a mortal sin - but with a little bit of mindfulness you can make living together at school a lot easier.
How do I tell the parents? Conducting discussions with parents professionally
Discussions with parents are part of everyday school life and in many cases are constructive. But what about when parents and teachers have different perceptions and goals?
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