How do you deal with a bad teacher

Good teachers, bad teachers: Worry cases in the teaching staff - what to do with bad work results?

COLOGNE. Teachers who do not meet professional standards are a repressed topic, says Helga Braun, who is responsible for the Vienna Federal Ministry of Education. In the current issue of the magazine “Schulverwaltung nrw” she analyzes the taboo topic.

What is a bad teacher? In order to get close to this, the Viennese school and quality developer Helga Braun first defines the “good” teacher after Hattie. “You need a love of the material, an ethical, responsive attitude that is linked to the desire to bring this liking for the subject or even this love for the subject you are teaching closer to others.” Bad teachers, on the other hand, are those who are relatively permanent and have problems at work to an above-average extent. These problems are largely seen in direct or indirect connection with the teaching activity and the related educational tasks.

Quality deficits can come from a wide variety of areas, for example from teaching and lesson development, it can be the performance results of the students, communication with parents, school culture in the form of relationship quality. The problems can also be expressed in many ways. For example, parents complain about a teacher, colleagues refuse to work with the person or students fear that they will learn less from this person and that they will be at a disadvantage.

Braun, who has also worked as a school inspector, advises teachers who are affected to get advice and support from the school management, school inspector or similar in order to tackle their problems. One of the usual, but by no means one of the most expedient ways, Braun counts is transferring to other schools, working fewer hours or dare to start over in another class. “Teachers have the responsibility to invest in their professional development; However, they also have the right to systematic support from the school management with the help of all possible resources. "

Managers who take on problems took strength, time and courage. "One hurdle can be the prevailing notion that lessons are the sole responsibility of the teacher and that no one else has to interfere," writes Braun. School leaders would also have to reckon with typical conflict dynamics such as resistance or school assignments and they absolutely need perseverance. But: it's worth it. Because there are also successes on the stony path. And: “Teacher failure is school failure, it cannot simply be accepted. It is necessary to look and act. "

In order to prevent these difficulties, it is generally helpful to systematically accompany young teachers in their first years of work by the school management. "What is neglected here in personnel development often has a painful impact in the course of a career."

Among other things, the following measures are useful: class observation, feedback discussions in the staff and by the school management, regular advice from subject coordinators, team building and mentoring, joint lesson planning and reflection, advanced training, conflict resolution at the round table, quality assurance tools. nin