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W***es, C**ts and N****rs

by studentteacher83 @ Monday, 26. Nov, 2007 - 18:57:24

We had an activity in PSHE this morning where the pupils had to come up with all the different words they could think of to describe people. Things like: kind, helpful, silly, knowledgable, dopey etc...

Unfortunately as is the way with this sort of activity there was one boy who took it too far and wrote out a list of words that were offensive to just about every minority (and majority) grouping on the planet. I think he covered pretty much every '-ism' known to human kind. I don't think I knew half those words when I was his age.

I decided to ring his parents and his dad was suitably shocked by it. In fact the boy himself answered the phone and I could actually hear his heart sink at the other end of the line when he realised who it was. I doubt he's watching much TV or playing on his playstation this evening.

Serves him right for being such a &^*(£.


 
 

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Francis [Visitor]
http://www.kaizenteacher.com
2007-11-26 @ 20:55

Good for you to follow it up. If we don't make a fuss then we subtly give out the message that it's not serious. When a fuss is made, then there is more chance that the behaviour is not repeated.

This applies to much of what goes on in the classroom. It doesn't have to be a major consequence, either. It's the the seriousness of the consequence but the certainty that matters most.

When pupils make inappropriate comments in class I advise them I am writing them down , "So that if I need to speak to somebody senior about this I have my facts straight."

studentteacher83studentteacher83 [Member]
2007-11-27 @ 18:01

It's incredible the effect writing something down has on the kids. It has a certain magnitude that spoken words don't have. Like when you write something on the board like: 'quiet or you're in detention' it seems to work better than if you say it out loud.

SalsaCarlionSalsaCarlion [Member]
2007-11-28 @ 15:47

I think that works more for the younger pupils (year 7 and 8), in general then tend to be less cocky, and more fearing of consequences.

By year nine they've realised that teachers can do nothing more then send a letter home to your parent saying what a bad pupil you are, which tends not to bother them, coz they're such hard men/girls.

By year 10 they want to work again with GCSEs looming in the distance, and have matured quite substantially.

Well, that's my view anyways.

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