Let's look ahead to research in progress. It may be very much in your hands how to maintain a good relationship with your research supervisor. Much depends upon what happens when you meet periodically. It's worth looking at some of the things that supervisors like least!
- Research students just not turning up for meetings. This alienates supervisors faster than anything else (not surprisingly). Being late is bad enough - it shows disrespect for supervisors' precious time.
- Students turning up unprepared. This too is interpreted as a sign of disrespect. Supervisors need to feel that you are valuing their time and energy. If you turn up well-prepared, even if they haven't done the same, they're more likely to prepare for your next meeting.
- Students who turn up unprepared, but don't admit it, and try to bluff their way out of the situation. This tactic is likely to damage any supervisor-student relationship really quickly.
- Students who seem not to have any ideas of their own, and who regard meetings with their supervisor as 'tell me everything you know about what I'm supposed to be trying to do' occasions. Supervisors can quickly tire of spoon-feeding research students. A fair amount of direction may be required at the outset, but it should not take long for research students to start thinking for themselves.
- Students who turn up very prepared, but completely on the wrong track. This is even worse! A supervisor is then likely to start to have serious doubts about whether the student is up to the agreed research program.
2009年4月24日 星期五
2009年4月21日 星期二
TeacherTips - When youve had enough of teaching and want to quit
I've had enough! I want to get out — now!
Description
There will be times when the pressure, the people and the job get to you and you want to get out. This is all perfectly natural - but it doesn't mean that leaving the school or teaching is the best answer, either for you or the profession.
Cause
Despair over any part of the system can sometimes take the blame for problems in your own life. Consider whether the real problem lies with you, or your job. Don't blame the pupils or the secretary of state for your personal frustrations.
On the other hand if it really is the school or the job, you need to make a considered — not precipitate — decision over your next step. Talking this over with a partner or friend should help, but beware of teacher or non-teacher friends who have their own prejudices and opinions.
Action
Visit a careers counsellor. Undergo a psychometric test. Discuss the results, your preferences, strengths and weaknesses. Talk with the careers professional about what you might be good at and how to go about it.
For the time being continue teaching as best you can, while simultaneously researching alternative careers; pension, mortgage and other financial impli¬cations; potential for early retirement, redundancy benefits, etc.
Update your CV, top up your training, press your interview suit or invest in a new one, roam widely and make yourself ready for a new future.
Discuss your plan, when you have one, with a discreet senior colleague.
Priorities
Leave no stone unturned in your search for a suitable alternative.
Make your leaving a positive decision, not simply a reaction.
Don't jump until you have somewhere to jump to.
Keep your own counsel over your future until you are sure.
Alternatives
Remember that the skills of a teacher (communications, literacy, people skills, self-motivation, etc.) are greatly in demand in the workplace.
If the initial desire to leave has passed, consider whether it was temporary or whether it is likely to return.
Avoid
Rash decisions which leave you with no job at all. If you're going to jump, make sure you have somewhere to jump to.
Description
There will be times when the pressure, the people and the job get to you and you want to get out. This is all perfectly natural - but it doesn't mean that leaving the school or teaching is the best answer, either for you or the profession.
Cause
Despair over any part of the system can sometimes take the blame for problems in your own life. Consider whether the real problem lies with you, or your job. Don't blame the pupils or the secretary of state for your personal frustrations.
On the other hand if it really is the school or the job, you need to make a considered — not precipitate — decision over your next step. Talking this over with a partner or friend should help, but beware of teacher or non-teacher friends who have their own prejudices and opinions.
Action
Visit a careers counsellor. Undergo a psychometric test. Discuss the results, your preferences, strengths and weaknesses. Talk with the careers professional about what you might be good at and how to go about it.
For the time being continue teaching as best you can, while simultaneously researching alternative careers; pension, mortgage and other financial impli¬cations; potential for early retirement, redundancy benefits, etc.
Update your CV, top up your training, press your interview suit or invest in a new one, roam widely and make yourself ready for a new future.
Discuss your plan, when you have one, with a discreet senior colleague.
Priorities
Leave no stone unturned in your search for a suitable alternative.
Make your leaving a positive decision, not simply a reaction.
Don't jump until you have somewhere to jump to.
Keep your own counsel over your future until you are sure.
Alternatives
Remember that the skills of a teacher (communications, literacy, people skills, self-motivation, etc.) are greatly in demand in the workplace.
If the initial desire to leave has passed, consider whether it was temporary or whether it is likely to return.
Avoid
Rash decisions which leave you with no job at all. If you're going to jump, make sure you have somewhere to jump to.
2009年4月20日 星期一
Child having Attention deficit/Hyperactivity Disorder (ADHD), Also known as Attention Deficit Syndrome (ADS)
A boy in my class gets up and runs wild for a few minutes each lesson. Does he have ADHD and what can I do?
Description
ADHD is a medical condition characterized by over-activity, inattention and impulsiveness.
Cause
A chemical imbalance means an ADHD child can't process information in the same way as other children.
The child finds it impossible to organize daily tasks and to see activities through to the finish.
Action
Keep a check on the child's behavior in class, how calm or active they are at different times of day and you may find you get the best of the child's attention a short while after taking their medicine. You may find the worst behavior as it begins to wear off. Be prepared for both scenarios and vary your expectations accordingly.
Priorities
Gaining access to appropriate treatment.
Remembering that the child's behavior is not willful but governed by a chemical imbalance beyond his control. Minimizing the effects of the child's distracting behavior on other pupils.
Varying classwork according to the child's capabilities at that stage in the illness.
Treat the child as a kinaesthetic learner and give him/her active learning tasks.
Alternatives
Parents can be encouraged to look at the whole child and investigate the effects of vitamins and mineral supplements; special diets with supplements such as fatty acids and vitamins; complementary and alternative treatments including visual exercises and biofeedback.
Avoid
Punishment for willful behavior.
Value judgments of good and bad behavior.
Description
ADHD is a medical condition characterized by over-activity, inattention and impulsiveness.
Cause
A chemical imbalance means an ADHD child can't process information in the same way as other children.
The child finds it impossible to organize daily tasks and to see activities through to the finish.
Action
Keep a check on the child's behavior in class, how calm or active they are at different times of day and you may find you get the best of the child's attention a short while after taking their medicine. You may find the worst behavior as it begins to wear off. Be prepared for both scenarios and vary your expectations accordingly.
Priorities
Gaining access to appropriate treatment.
Remembering that the child's behavior is not willful but governed by a chemical imbalance beyond his control. Minimizing the effects of the child's distracting behavior on other pupils.
Varying classwork according to the child's capabilities at that stage in the illness.
Treat the child as a kinaesthetic learner and give him/her active learning tasks.
Alternatives
Parents can be encouraged to look at the whole child and investigate the effects of vitamins and mineral supplements; special diets with supplements such as fatty acids and vitamins; complementary and alternative treatments including visual exercises and biofeedback.
Avoid
Punishment for willful behavior.
Value judgments of good and bad behavior.
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