Safe Teaching Training Program

1. A student comes to you after an argument that took place during break time. They look worried and unenthusiastic about going back outside. What do you do?

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2. Whilst working on a task individually, a student appears unengaged and somewhat restless (e.g. distracted, indecisive, avoiding the task). What do you do?

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3. A group of students suggests changing the task to a more complex or creative format than you had originally planned. What do you do?

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4. A student behaves in a difficult or disrespectful manner in front of the whole class. What do you do?

1. A student comes to you after an argument that took place during break time. They look worried and unenthusiastic about going back outside. What do you do?

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2. Whilst working on a task individually, a student appears unengaged and somewhat restless (e.g. distracted, indecisive, avoiding the task). What do you do?

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3. A group of students suggests changing the task to a more complex or creative format than you had originally planned. What do you do?

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4. A student behaves in a difficult or disrespectful manner in front of the whole class. What do you do?

1. A student comes to you after an argument that took place during break time. They look worried and unenthusiastic about going back outside. What do you do?

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2. Whilst working on a task individually, a student appears unengaged and somewhat restless (e.g. distracted, indecisive, avoiding the task). What do you do?

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3. A group of students suggests changing the task to a more complex or creative format than you had originally planned. What do you do?

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4. A student behaves in a difficult or disrespectful manner in front of the whole class. What do you do?

5. Since the start of the school year, a sixth-grade student has rarely volunteered to answer questions, even when he knows the material. When working in pairs, he usually lets others take the lead. He recently received a lower mark in a test. When the teacher was handing back the papers, Kuba quickly stuffed his paper into his rucksack and muttered, ‘I knew it wouldn’t work out anyway’. After the lesson, he sat alone at his desk for a while, avoiding eye contact. What do you do?

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6. A third-grade student raises their hand during almost every lesson with questions about even simple instructions. They often walk up to the teacher's desk to check whether they are doing the task correctly. When the teacher is helping other students, they start making comments or disrupting their classmates. The other students are beginning to show signs of impatience. What do you do?

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7. A new foreign student joins the class during the school year. The boy speaks very little of the language in which you teach at your school. During breaks, he sits alone. In lessons, he seems tense and avoids speaking up, even when he understands the instructions. Some pupils are starting to treat him as an ‘outsider’ rather than a member of the class. What do you do?

5. A student comes to you after an argument that took place during break time. They look worried and unenthusiastic about going back outside. What do you do?

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6. Whilst working on a task individually, a student appears unengaged and somewhat restless (e.g. distracted, indecisive, avoiding the task). What do you do?

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7. A group of students suggests changing the task to a more complex or creative format than you had originally planned. What do you do?

5. Uczeń VI klasy od początku roku szkolnego rzadko zgłasza się do odpowiedzi, nawet jeżeli zna materiał. Podczas pracy w parach zwykle pozwala innym przejmować inicjatywę. Ostatnio otrzymał słabszą ocenę ze sprawdzianu. Kiedy nauczyciel oddawał prace, Kuba szybko schował kartkę do plecaka i powiedział półgłosem: „I tak wiedziałem, że mi nie wyjdzie”. Po lekcji siedział jeszcze chwilę sam przy ławce, unikając kontaktu wzrokowego. Co robisz?

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6. Uczeń klasy III podczas niemal każdej lekcji podnosi rękę z pytaniami dotyczącymi nawet prostych poleceń. Często podchodzi do biurka nauczyciela, upewniając się, czy dobrze wykonuje zadanie. Gdy nauczyciel pomaga innym uczniom, zaczyna komentować lub przeszkadzać kolegom. Inni uczniowie zaczynają reagować zniecierpliwieniem. Co robisz?

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7. Do klasy w czasie roku szkolnego dołącza nowy uczeń obcokrajowiec. Chłopiec mówi bardzo słabo w języku, w którym uczysz w Twojej szkole. Podczas przerw siedzi sam. Na lekcjach wydaje się spięty i unika zabierania głosu, nawet gdy rozumie polecenie. Część uczniów zaczyna traktować go jak „gościa”, a nie członka klasy. Co robisz?

8. A new student in the class is often a few minutes late for lessons, forgets his notebook and watches the teacher’s reactions. When the teacher points out his behaviour, the boy says with a smile: “So what are you going to do about it?”. At the same time, during one-to-one conversations, he seems to be seeking connection and quickly calms down when the teacher speaks calmly. What do you do?

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9. A student who usually performs well receives a poor mark for a project. From that moment on, they stop engaging in classwork, put off their assignments and say, ‘There’s no point in trying.’ As their teacher, you notice that the student seems more withdrawn than usual. What do you do?

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10. During a parents’ meeting, one of the students’ parent says in a raised voice: “My child is afraid of your lessons and gets stressed every day before school!” The atmosphere becomes tense, and other parents start listening in. What do you do?

8. A student comes to you after an argument that took place during break time. They look worried and unenthusiastic about going back outside. What do you do?

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9. Whilst working on a task individually, a student appears unengaged and somewhat restless (e.g. distracted, indecisive, avoiding the task). What do you do?

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10. A group of students suggests changing the task to a more complex or creative format than you had originally planned. What do you do?

8. A student comes to you after an argument that took place during break time. They look worried and unenthusiastic about going back outside. What do you do?

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9. Whilst working on a task individually, a student appears unengaged and somewhat restless (e.g. distracted, indecisive, avoiding the task). What do you do?

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10. A group of students suggests changing the task to a more complex or creative format than you had originally planned. What do you do?

8. Nowy uczeń w klasie często spóźnia się kilka minut na lekcję, zapomina zeszytu i obserwuje reakcje nauczyciela. Kiedy nauczyciel zwraca uwagę na jego zachowanie, chłopiec mówi z uśmiechem: „I co mi pani zrobi?”. Jednocześnie podczas indywidualnych rozmów wydaje się szukać kontaktu i szybko uspokaja się, gdy nauczyciel mówi spokojnie. Co robisz?

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9. Uczeń, który zwykle osiągał dobre wyniki, otrzymuje słabą ocenę z projektu. Od tego momentu przestaje angażować się w pracę na lekcjach, odkłada zadania i mówi: „Nie ma sensu się starać”. Jako jego nauczyciel zauważasz, że uczeń wydaje się bardziej wycofany niż zwykle. Co robisz?

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10. Wymiar oceny: pozostawanie bezpieczną przystanią w doświadczeniu porażki; pomoc w odbudowaniu poczucia bezpieczeństwa w sytuacji edukacyjnej. Podczas zebrania rodzic jednego z uczniów mówi podniesionym głosem: „Moje dziecko boi się pani lekcji i codziennie stresuje się przed szkołą!”. Atmosfera staje się napięta, a inni rodzice zaczynają słuchać rozmowy. Co robisz?

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