An anonymous reader writes: My wife is currently on "prac", which is when student teachers go to a school for practical experience before they finish their studies. She got this email this morning, I find it kind of disturbing that this 'guilty until proven innocent' type of reasoning is so often administered in schools these days. The results of prac teaching have a BIG effect on your future employment prospects. It seems this guy's career could already be over before its started. I don't know the whole story, he may be in the wrong but it seems he's not been given any chance to try settle this fairly. If we assume this guy is innocent then what could he do?
Email Follows (names have been removed):
Hi — after reading of ****** positive experiences, I thought I'd offer something of my own.
My name is ********* and I'm a grad dip education student. In the course of my ****** studies I was allocated ********* primary as my prac school. I was placed in a yr 7 class.
******* is a suburb adjoining Inala. The school has a high representation of culturally diverse students. The majority of which come family backgrounds characterised by socio-economic hardship.
Upon commencing my placement I was immediately aware how little my 'community of learners' resembled the hypothectical students featured in the rhetoric of QUT middle yrs teaching. A quarter to a third were barely literate- ie; deficient in basic spelling, syntax, tense, vocab, grammar. A similar potion of the class exhibited behaviours which seriously inhibited their own — and other students' capacity to work within the class.
The majority of the syllabus comprised; maths and literacy activity sheets, silent reading, and spontaneous instances of improved 'show and tell'. Usually half to two-thirds of the class would make some effort to comply with their teachers' instruction re this material — I took it as my role to attempt to engage, motivate and disipline those remaining. This understanding on mybehalf seems now to have been the wrong one. For whatever reason — many unacceptable, anti-social behaviours had become a norm within the class. Students who would simply refuse to attempt the work allocated would invariably progress to distracting, bullying and in instances physically-threatening/harming classmates. As an outsider — my attempts to regulate this behaviour were challenged by some students. By my final day of prac some students were flatly ignoring my instruction. This was a loud, high needs class — my teacher did not have the time or capacity to regularly affirm my status as a legitimate authority to the class. I was concerned and stressed about my inability to manage my remedial students — but I regularly consulted my teacher about this — and also informed my academic liason. I was coping.
I was the second of two males within the teaching community at ****** — the other was a yr 5 teacher of middle age. From the outset — it was apparent that some female students within my class were conscious of my status as a 28 yr old male within a school env. comprised almost exclusively of women. Some female students — under the influence of a principal student, appeared to be exhibiting behaviours in my presence which were innapropriate given my status a a teacher within a classroom. It is difficult to articulate this crap — but haughty, flirtacious, body language appeared to be exhibited — when I addressed some of them. My preliminary behaviour management 'strategy' of seeking eye-contact and frowning or shaking my head only appeared to confirm some students' understanding that I had some manner of innappropriate affection for one or more female students. I now reason that this understanding — would have been founded and encouraged by one particular student.
Yesterday I attended my school. The principal of ***** attended my class. I was removed from my class as was this particular student. The principal had this student recount how I apparently touched her innappropriately during the course of a physEd class, touch football game. It was hardely appropriate for me to cross-examine this student. Apparently I touched her 'back'. A peer of this student was similarly asked outside and she recounted how I apparently called her a pet name and touched her on the shoulder. By the afternoon the principal informed me that parents had come forward with complaints — and she thought it best that I conclude my placement at the school.
I have worked intermittantly as a Child Safety Support Officer with the Dept of Child Safety since 2000. The majority of my work invloved contact with children who were victims of serious; physical, emotional and/or sexual abuse. I am ill at the suggestion that I have initiated or intended to have innapropriate physical contact with students.
I contacted my academic liason yesterday afternoon and the Field Studies office this morning — somewhat disconcerted at the supposition/inference that I am a paedophile. I was keen to speak with someone face to face — debrief and convey some of the crap I have experienced in the course of my placement. I was prepared for this prac and went with the best intention to learn what I could in teaching what is a community of disadvanted, high needs students. Like everyone else here I'd decided to allocate a year of my life and commensurate hecs fees towards pursuing a career as a teacher. I was told by the Field Office that I should attend the UNI councilling service today, and email my account of my prac to the field studies office. Apparently a face to face meeting with a rep within the Field Office would serve no useful end. I called the councilling service- they said they couldn't see me sooner then a week today. I showed up anyway as a 'walk-in' client — but I missed out there
. So — I'm in the library now. This is my email. I'm done now. I wish all of you the very best with your prac and remaining studies. *******