Monthly Archives: November, 2012

When you disagree with the principal…!

Every teacher may at one time or the other come into contact with a disagreeable principal. Here are a few suggestions from Max Fischer about how to handle the inevitable disagreement with an administrator

 Be straightforward. Backstabbing is never a worthwhile or appropriate tactic. The most constructive means of dealing with any disagreement is to do it directly. When a principal’s determination becomes a point of friction, anything less than a candid discussion will only intensify the heat.
Go Private, not public. For sure, if a principal actively solicits input to a school-wide decision during a staff meeting, that forum is a legitimate venue for a civil rebuttal to his planned course of action. However, any sensitive issue — personnel related or otherwise — should be handled in a private meeting. A staff meeting is no place for a blindsided assault on an administrator.
Be assertive rather than aloof or pushy. By all means, when a live issue is on the table, don’t be a wallflower. If something is bothering you, pretending it will go away or that it doesn’t really matter won’t accomplish anything. Thoughts unspoken are likely to fester and lead to additional frustrations. On the other hand, a combative approach can be just as counterproductive. The body language of aggression — arms crossed, a scowl, a raised voice — will force the principal to be defensive instead of being open to an alternative perspective. The best approach, almost always, is to state the case simply, clearly, and without excess emotion.

Cite bona fide research or school-wide data. Professional journal articles can be an excellent source of support for your point of view; they can lend credence to a specific instructional strategy you want to employ if your principal is unfamiliar with that approach. Data — especially data collected at the school level — can help you make a strong case too. The more your position is grounded in observable realities and concrete information, the less likely it will be viewed as vintage emotional “whine.”

Remember who is captain. If push comes to shove, remember that your principal is the team captain. The best administrators seek consensus wherever possible. But, in those cases where consensus doesn’t, or can’t, exist, the principal must make his best judgment call. Don’t begrudge him. Don’t fight a losing battle. Move on.

What makes one a good teacher?

There is no agreement on what makes a person a good teacher. However, it is widely perceived that good teachers are a rare species indeed. Students, parents, and the wider community tend to lament on what they see as the absence of good teachers, and good role models in the nations’ classroom today.
Recently, I came across an article online in which the writer identifies certain observable characteristics of a good teacher. I would like to share them with you.

A good teacher
• possesses good knowledge of subject area
• constantly engages in learning
• has an abundance of energy
• collaborates with other teachers
• possesses knowledge of child development
• respects children and parents while still authoritative
• possesses a sense of humour
• wants to teach; sees teaching as a lifestyle, not a job
• cares about children even after they have left school
• shows passion for teaching
• makes effort to differentiate the curriculum to challenge every student
• seeks outside resources and integrates them into the curriculum
• sets high standards for self and students
• ensures that students are engaged
• gets students excited about learning
• causes eyes to light up when teaching (kindles this passion even when tired or burned out)
• is regularly named by students as one of their best teacher.
After several years as a teacher I often wonder if I do measure up. It is not easy being a good teacher. However, we must keep on trying. Perhaps, someday a stranger would walk up to you and say, “Hi, I remember you! You were one of my best teachers!.” I look forward to that day.

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