Asking for Help
Many teachers are reluctant to let adults observe them as they teach Primary. They worry that an inservice leader, member of the presidency or adult helper will be critical of their teaching, or that they will make serious mistakes. While this fear is perfectly understandable, teachers who keep others away miss out on valuable opportunities to grow.
I was fortunate that my first class was so difficult, and my insecurity so great that I was completely comfortable asking for help. I was scared, and I prepared twice as hard for the lesson as usual, but I simply didn’t know any other way to fix the problems I was having. To my surprise, the inservice leader was very kind and supportive, helping me to see that I had more skills than I suspected. In addition, she noticed a problem I had overlooked. A teacher is so busy teaching that it can be very difficult to notice little things going on in the background. In this case, my only quiet student was being lost in a crowd of sixteen noisy preschoolers. Once I became aware of the problem, I was able to remind myself to call on her and to praise her behavior. When the discussion with the inservice leader ended, I felt better about my teaching than I had in a long time.
Not long ago, I had a very challenging Primary class. Although discipline was normally my specialty, this class was testing my skill beyond my limits. I knew I was coming to class expecting, and therefore getting, trouble. It was affecting my ability to teach well and to enjoy my calling. Finally, I asked my friend Laura to come to my class for a day to help out. She wasn’t an inservice leader, but was very experienced and calm, and I felt that she could help me maintain control and also perhaps spot solutions. If nothing else, I knew her presence would keep me calm.
The children were told only that Laura had come to visit. Most of the children knew her, since she had been the Primary president before a stake boundary change and they were delighted to see her. At first, I thought their good behavior was due to the presence of an extra adult, but quickly, I realized that it was Laura herself who was making the difference. She smiled, bringing a cheerful attitude that had been missing for some weeks. As I taught the lesson, she added fascinating observations or background material that I didn’t know and that challenged my brightest children. When they made comments, she listened intently, and responded in thoughtful ways that told them she had really listened to them. She made each child feel so special and important that the entire atmosphere of our class changed. The children behaved and were enjoying Primary. Interestingly enough, even though Laura made no suggestions after the class other than to compliment my lesson, the class behavior improved dramatically. The cycle of misbehavior was broken, but more importantly, I had been reminded through Laura’s example what it took to have a good class. I had remembered to love and appreciate my children, and to show them that I did. When I began to smile and to pay real attention to them, the class responded positively.
If you are nervous about asking for help, choose someone who is not officially involved with Primary at first. By asking a friend or someone you trust, you can get used to being observed. Later, you can invite a Primary leader or ward inservice leader to observe your class and offer suggestions to improve your teaching. The church offers so many resources to improve your teaching. A caring observer is one of the best.
By Terrie Lynn Bittner
I was fortunate that my first class was so difficult, and my insecurity so great that I was completely comfortable asking for help. I was scared, and I prepared twice as hard for the lesson as usual, but I simply didn’t know any other way to fix the problems I was having. To my surprise, the inservice leader was very kind and supportive, helping me to see that I had more skills than I suspected. In addition, she noticed a problem I had overlooked. A teacher is so busy teaching that it can be very difficult to notice little things going on in the background. In this case, my only quiet student was being lost in a crowd of sixteen noisy preschoolers. Once I became aware of the problem, I was able to remind myself to call on her and to praise her behavior. When the discussion with the inservice leader ended, I felt better about my teaching than I had in a long time.
Not long ago, I had a very challenging Primary class. Although discipline was normally my specialty, this class was testing my skill beyond my limits. I knew I was coming to class expecting, and therefore getting, trouble. It was affecting my ability to teach well and to enjoy my calling. Finally, I asked my friend Laura to come to my class for a day to help out. She wasn’t an inservice leader, but was very experienced and calm, and I felt that she could help me maintain control and also perhaps spot solutions. If nothing else, I knew her presence would keep me calm.
The children were told only that Laura had come to visit. Most of the children knew her, since she had been the Primary president before a stake boundary change and they were delighted to see her. At first, I thought their good behavior was due to the presence of an extra adult, but quickly, I realized that it was Laura herself who was making the difference. She smiled, bringing a cheerful attitude that had been missing for some weeks. As I taught the lesson, she added fascinating observations or background material that I didn’t know and that challenged my brightest children. When they made comments, she listened intently, and responded in thoughtful ways that told them she had really listened to them. She made each child feel so special and important that the entire atmosphere of our class changed. The children behaved and were enjoying Primary. Interestingly enough, even though Laura made no suggestions after the class other than to compliment my lesson, the class behavior improved dramatically. The cycle of misbehavior was broken, but more importantly, I had been reminded through Laura’s example what it took to have a good class. I had remembered to love and appreciate my children, and to show them that I did. When I began to smile and to pay real attention to them, the class responded positively.
If you are nervous about asking for help, choose someone who is not officially involved with Primary at first. By asking a friend or someone you trust, you can get used to being observed. Later, you can invite a Primary leader or ward inservice leader to observe your class and offer suggestions to improve your teaching. The church offers so many resources to improve your teaching. A caring observer is one of the best.
Heaven Bound: Speedbumps on the Way to Perfection
By Terrie Lynn Bittner