At a recent regional educational conference I overheard a conversation between seasoned teachers about teaching in the Middle East. “I don’t know why I struggle so much with classroom management! I feel exhausted at the end of the day, rather than a sense that my students have learned something. I’m not a recess monitor, I’m a teacher!” Acknowledging the problem is the first step in building a strategy that works towards creating caring, controlled, self-regulation classrooms that promote inclusion and successful learning outcomes. However, UNDERSTANDING the root of the problem is vital. The conversation continued, “I have always thought of myself as a successful teacher, able to meet the needs… Read More
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