Share
MidReal Story
The Resentful Coworker
Scenario:COMPAÑERO DE TRABAJO ENVIDIOSO Y CREADOR DE INJURIAS PARA QUE SAQUEN DEL PUESTO A UNA COMPAÑERA DE TRABAJO SOLO POR ESTA CUMPLIR CON SUS FUNCIONES DE INFORMAR LAS NOVEDADES EN EL TRABAJO AL JEFE SUPERIOR, SE ARMÓ DE ARTIMAÑAS PARA INFORMARLA MAL ANTE EL CONSEJO COMUNITARIO PARA QUE ESTOS LA DESAVALARAN Y LA ENTREGARAN A LA SECRETARIA DE EDUCACIÓN
Create my version of this story
Eva Morales
She is a dedicated teacher working at a rural school in the Andes. She is hardworking, determined, and compassionate. Eva faces challenges from a jealous coworker, Veronica, who manipulates the community council into thinking Eva is incompetent. Despite this, Eva successfully fulfills her duties and achieves her goal of informing the superintendent about the school's conditions. She struggles with the lack of resources but remains committed to her students' wellbeing.
Superintendent
He is the administrative head of education responsible for overseeing schools and teachers. He is authoritative, pragmatic, and inquisitive. The superintendent travels to remote areas like the Andes to assess school conditions and meet teachers like Eva. He relies on accurate information to make decisions. When presented with Eva’s truthful report about the school’s challenges, he appreciates her dedication and commitment to teaching in difficult circumstances.
Veronica
She is a resentful coworker who seeks to replace Eva. She is deceitful, manipulative, and envious. Veronica uses her charm to mislead the community council into believing Eva is ineffective. Using her connections, she attempts to have Eva reassigned or removed from her position. Veronica's true intentions are revealed when she acknowledges Eva’s successful report to the superintendent, showing her cunning and ambition to eliminate competition.
Veronica, a coworker who sought to take my place, invented all sorts of slanders about me and told them to the community council.
She convinced them that I was incapable of teaching and that they should hand me over to the Secretary of Education so that she could have me removed from my position and take my place as the teacher in this school.
The council, unaware of Veronica's deceit, believed her and decided to inform the Secretary of Education about me.
As it happened, the Secretary of Education came to our town the following week.
The council did not lose the opportunity to slander me and hand me over to him.
When the Secretary arrived, they told him all sorts of lies about me and asked him to remove me from my position and give it to Veronica.
The Secretary listened to their words carefully but did not make any promises.
He told them that he would come visit the school the following day to see how things really were.
The council members left happy, thinking that I would be handed over to the Secretary the following day.
The next day, the Secretary of Education came to our school along with two men who took notes of all that he saw.
He observed the classrooms, spoke with the parents, and even entered my classroom while I was teaching.
I gathered my courage and approached him.
"Good morning, Secretary," I said, trying to sound calm.
"Good morning, teacher," he replied.
"Could you explain to me what you are doing?"
I took a deep breath and began to explain my teaching method.
"While the students work on their mathematics exercises, I walk around the classroom to help them with any questions they may have. We are working on the topic of fractions and I want to make sure they understand it well."
The Secretary nodded, seemingly interested in what I was saying.
"And how do you evaluate their progress?" he asked.
"I keep a record of each student's progress in a notebook," I explained.
"I write down their grades and comments on their performance. This way, I can see how they are advancing and identify areas where they need more help."
The Secretary nodded again and asked me to show him the notebook.
I took it out of my desk drawer and handed it to him.
He began to review it carefully, looking at each page and reading the comments I had written about each student. After a few minutes, he returned the notebook to me and asked if he could observe one of my classes.
I agreed and asked him to sit in the back of the classroom so as not to distract the students.
The class continued as usual, with the students working on their exercises and me walking around the room to help them with any questions they had.
After a while, the Secretary asked if he could ask me some questions about my teaching method.
I agreed and we sat down at my desk.
"What inspired you to create this teaching method?" he asked me.
"I wanted to create a method that would allow students to learn in a fun and interactive way," I explained.
"I believe that learning should be enjoyable and that students should be encouraged to ask questions and explore new ideas."
The Secretary nodded thoughtfully and asked another question.
"How do you evaluate student progress?"
"I use a variety of methods," I replied.
"I give them quizzes and exams, but I also observe their participation in class and review their notebooks regularly. This way, I can get a complete picture of their progress."
The Secretary seemed pleased with my response and asked another question.
"How do you handle discipline problems in the classroom?"
"I try to create a positive atmosphere in the classroom," I explained.
"I encourage students to respect each other and themselves. If there is a problem, I try to resolve it quickly and fairly." The Secretary nodded again, seeming satisfied with my answers.
After a few more minutes, he got up and told me that he would like to see some of the students' portfolios to evaluate their progress throughout the semester.
I gathered a few of the portfolios and showed them to him.
"This project is one of the most successful," I explained, pointing to a student's portfolio.
"The students had to read a book and then create a presentation about it. They had to include a summary of the book, an analysis of the characters, and an evaluation of the author's style."
The Secretary nodded, looking at the portfolio with interest.
"And how did you evaluate their work?"
"I evaluated their presentation based on several criteria," I explained.
"I looked at their ability to summarize the book, their analysis of the characters, and their evaluation of the author's style. I also evaluated their ability to present their ideas in a clear and organized way."
The Secretary nodded again, seeming satisfied with my explanation.
As I was explaining, I noticed through the window that Veronica was standing outside my classroom door talking to two council members.
She kept looking at me while she talked to them and gestured dramatically with her hands.
I wondered what she was saying about me. The Secretary continued to review the students' portfolios, nodding his head in approval.
He asked me more questions about my teaching method and how I evaluated my students' progress.
I explained that I kept detailed records of each student's progress and that I used a variety of methods to evaluate their learning.
After a few minutes, he asked if he could see our attendance records and grade books.
I pulled them out from my desk drawer and spread them out on my desk for him to review.
"We keep track of each student's attendance every day," I explained.
"And we record their grades for each assignment and test."
The Secretary nodded as he reviewed the records.
He asked me more questions about our grading system and how we determined our students' final grades at the end of each semester.
After a thorough review, the Secretary stood up, shook my hand, and announced that he saw no reason to make any changes.