Reflecting on my classroom attitude and action

Critical incidents are related to uncomfortable or disgusting situations that can be used in a positive manner by teachers who wish to reflect on and analyze their teaching practice. So I would like to write about an event that occurred the first semester of this year, at the school where I have been working for the last three years. The institution is located in an urban area in Merlo, though some of the students live near rural environments. One of the courses where I teach is a 5^th year of secondary school. The class is integrated by 25 students who are 16 and 17 years old.

There is one student whom I met last year when he was in 4^th year. At the beginning of the first semester, while I was talking with some students, I heard him saying he wanted to have sexual intercourse with me. I acted as if I did not hear him and continue talking. However, I felt humiliated and anger at him, and at the same time weak, as if he had taken my dignity away from me. I continued with the lesson.

A week before winter holidays, I had a meeting with the psychopedagogic staff concerning problems in the classroom. When the meeting finished, I talked with one of the specialists. I thought I should first dialogue with her before talking with the student, so as to guide me towards a proper solution (Rodríguez, n.d.). I informed her about the conflict occurred. She asked me about the expressions he used and how I interpreted them. I pointed out my anguish and she gave me a piece of advice that, in case a new problem arises, I should talk to him in private and explain to him the inappropriateness of his words in the context of the classroom.

Now I think, and at that moment also, that her questions and my answers affected or were related not only to my private life but also to my “classroom teaching and teaching thinking” (Rahilly and Saroyan, 1997). Furthermore, the fact of expressing my sensations to other person and having found a positive response to the issue make me feel confident when I have to deal with a difficult or unpleasant event.

Reference

Rahilly, T. J., & Saroyan, A. (1997). Characterizing poor and exemplary teaching in higher education: Implications for faculty development. Montreal, Quebec: McGill University.

Rodríguez, L. (n.d.). Classroom management. 4Faculty Project. Retrieved in November 2011, from: http://www.4faculty.org/includes/108r2.jsp