The Term Progresses

Amy kept her desks in groups and used the arrangement to initiate student centred learning activities. The students complained when Katie took over in her group. She wanted to control her group, the activities, and Amy as well. George did not want to collaborate with any of his group members. He never made any contributions to the tasks, although Amy felt he was a very bright child.

It was obvious that the children had never worked in groups, but Amy believed that it would work. She tried to be patient and hoped that the students would accept this arrangement when they became accustomed to it. She thought she should teach the children how to work in groups, but wasn’t quite sure how.

As the days progressed, Amy realised that dealing with the support teacher assigned to Dale was not working, Amy’s suggestions were disregarded it was becoming a greater hindrance than assistance, how could she resolve this for Dale?

There were other problems starting to arise. Thomas was in Year 5, and often in tears because his reading level was such that he was on the lowest reading level and even the Year 4's were ahead of him. This meant he had to take his reading books from the blue box, which all the class knew was the lowest level. Amy knew that it was affecting him socially and emotionally but there was no possibility of him moving class because his twin was in the other Year 5 room and his mother did not want them in the same class.

José was a happy child who seemed to delight in speaking in his first language although he could speak English. She asked to speak with his parents and because they didn't speak English Amy brought in a translator but she was unsure if she could trust that the information and her planned strategies to deal with Jose´ were being relayed correctly.

The discontent in the room seemed to be spreading. Amy’s confidence was waning; her need for a mentor was desperate. To add to her frustrations she was beginning to doubt her ability to teach. Even though most of the students appeared to be doing okay, it seemed that there was never any order in the room. There was always someone interrupting or not on task, and it felt as if she did nothing all day but correct children.

Unbeknown to Amy several parents had signed a letter of complaint stating concerns about her classroom management and that the children were not learning anything. Her supervisor asked to see her program. After ‘flicking’ through Amy’s folder she said, “it was vague and that it did not contain the elements of a good program”. She was asked to re-present her program in 2 weeks time. This had never happened to Amy before, her paperwork had always been praised by her supervising teachers when she was a pre-service teacher, and as her supervisor turned to leave the room she also reminded Amy that her class was scheduled to give the assembly item on Friday week. Amy had never felt so low.