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Middlemarch:

send them out of the room'

moonpenny:

I'd rather people have enthusiasm for their jobs than cynicism.

I love my job.  I loved my previous jobs.  Aren't you rather cherry picking when you decide what people think by only showing any real interest in those posters you don't like? There is nothing in any of my posts to suggest that I do not love teaching.

moonpenny:

I get worn down by people who moan all the time.

...and yet you do it for much of the time on tes.  Moan, moan, moan about posters you don't like.  It is very wearing and likely to wear other posters down.  But, apparently, you have separate standards for yourself.

weebecka:

  I've told you again and again I'm a habitual and prolific contributor to discussion forums.  I enjoy it.  I learn from it. 

Given your repetitive, condescending, patronising and "I'm so worthy" posts, I would counter that one area where you do not learn from is how to communicate and engage with your peers.

Despite many conversations/tips/advice regarding this you would appear to be more than happy to ignore this advice and bluster on in your indomitable fashion alienating those who you claim you want to engage with.

weebecka:

I've got a wide range of skills now which I deliberately use to make conversations richer, more coherent and more effective in answering questions.

A combination of:

a) see my post above, regarding your "condescending, patronising and "I'm so worthy"" tone

and

b) I've yet to see any of these skills which have made conversations richer or enhanced the debate, in fact I would argue your contributions and antagonistic/condescending manner do quite the opposite

and

c) I've found the overwhelming majority of debates/conversations/exchanges on these forums to be just fine and not in desperate need of your "skills" or "guidance".

weebecka:

I'm here to talk about education.

And so are 99% of our fellow professionals on these forums (there's always a place as well to let off steam and share some banter/drivel), the vast majority of whom appear to be able to achieve this without antagonism, a patronising/condescending tone and also without the help of third party facilitators to make conservations richer and more coherent.

weebecka:

And I write and present to people who don't understand discussion forums to help them begin to engage with them.

Is your persona in these articles and presentations similar to the one you adopt on here? If so, I find it very hard to believe that my fellow professionals would be enamoured at being lectured to in a condescending and patronising tone (that said I just can't imagine the "How to use Forums" cohort is that large!!).

curlygirly:

crikey, how did I ever manage to turn around challenging failing schools without her insight? I must have been so flukily lucky so far.

Be fair, compared to weebecka we all cumulatively know nothing about facillitation etc, look I can't even spell it.

I've met a few people who think they can run the national grid by pointing their backside at a solar cell in my time, but this one pretty much takes the biscuit.

Middlemarch:

I'm still bemused by the naive suggestion that (apparently) all you need to do with seriously challenging pupils is 'send them out of the room' then go and have a chat with them whilst leaving the rest of the class unsupervised.

I would have no problem sending certain students from certain classes out of the room to either calm down or to later join them outside for an attempt at finding some resolution to the problem.

Of the five classes I teach, I could imagine doing this with someone from my top 11's and middle 7's. These classes are independent learners with whom I have a good relationship, who are well behaved and who are able to live without me for 2 mins and similarly I think I would be able to trust the "removed" pupils not to wander off.

HOWEVER, for the "more challenging classes" sending someone outside would mean they would then probably interfere with 3 or 4 other classes in the vicinity and additionally my absence from the class, even for a short period, would probably lead to even worse behaviour in the vacuum left behind.

As someone else has mentioned on this thread and elsewhere, I think the difference here is people's perception of what a "challenging class" is (and also maybe the lack of appreciation and awareness of this by some posters!).