What Would My Class Look Like If I Believed in Myself More? by Orange Carolyn;

Author:Orange, Carolyn; [Orange, Carolyn]
Language: eng
Format: epub
Publisher: Rowman & Littlefield Publishers
Published: 2016-03-24T15:02:11+00:00

Managing the Uncertainties of Teaching

It is such irony that perceptions of teaching are often synonymous with perceptions of certainty because teachers are supposed to know all the answers and be almost everything to all students. The irony is that uncertainty is implicit in almost every area of teaching. Helsing (2007) suggests that uncertainty is an inherent feature of teaching. In reality, many teachers are laden with indecision, trepidation, misgivings, and other trappings of uncertainty because they doubt their efficacy or ability to effect desirable student outcomes. There is no way that teachers will know all the answers and be all things to all children; teachers are aware of that, and many of them express their feelings about it as self-doubt.

Some teachers believe the hype that teachers are supposed to be all-knowing and subsequently don a mantle of perfectionism that strains the fabric of their teaching efforts. Others can accept that certainty is not a trait they possess, and they are willing to accept resourcefulness as a plausible substitute. Helsing (2007) further suggests that teachers should respond to the uncertainties of teaching with experimentation and creativity within the context of their work setting. Both perfectionist and nonperfectionist teachers can learn to be flexible and creative as they manage uncertainty if they have a good risk management plan.

Uncertainty in teaching is usually associated with some threat or risk to a teacher’s job, reputation, career, status, or tenure. There are many sources of risk in the classroom that foster uncertainty, such as the following:

The classroom configuration is not conducive to optimal learning.

Seating invites discipline problems.

Hazardous materials are present, such as in science labs.

Teachers are forced to teach a subject or grade outside of their discipline.

An urgent request for students’ work is made, or records are not well organized.

Student injuries result from classroom items or other students.

Unruly students are difficult to control.

Coworkers are difficult to work with.

A surprise teacher evaluation is given.

Demanding parents make unexpected or unscheduled visits.

Less-than-effective administration makes unreasonable demands.

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