"No shirt, no shoes, no service". "We reserve the right to refuse service to anyone". These are statements posted in other places of business. In education we may not actually "post" any service statements, but posting isn't all that necessary because the message can come through loud and clear just the same.
It is unfortunate, but I have to say that I have seen refusal of service, educational service, in a few classrooms. For the most part, the refusal of service is triggered by what I have come to call, "No pencil, no paper, no lesson". While it is frustrating for a teacher to see a student who has a cell phone and an iPod, but fails to bring pencil and paper to class—hence no participation, no "service", teachers still can't "refuse" them. No kidding, it happens, but it shouldn't. Oh for heaven sake, teaching is a "service", what's the harm in providing paper and pencil? Besides, a classroom management issue genrerally rears its ugly head under conditions like this. If the teacher's any good, she/he can create a lesson around bringing supplies to class, being prepared, and taking responsibility for one's own learning. In the meantime, hand over the paper and pencils.
A thoughtful comment on the right actually reminded me that I wanted to log this little post. I believe it was Jackson who brought up "No Child Left Behind" (NCLB), but for all the right reasons, inclusion and connection building—brilliant. NCLB needs to stand for more than standardized test scores. A student connected with a teacher stands little chance of being "left behind" and the "connected" teacher can find a pencil and a piece of paper.
So, always remember, the kid without the pencil needs you more than the kid with the pencil.
Stef
Monday, August 31, 2009
Sunday, August 30, 2009
Blurting Out
Much like a contagious disease, blurting out by one student in a classroom is repeated by two more, then four more, you get the idea, and perhaps you have even lived the classroom control meltdown nightmare. At this point it is well worth understanding the "group mentality", mob behavior, and the security students feel safely in the company of others experiencing "safety in numbers". This is a very common problem that I have had to wrestle with while coaching teachers. Each time, the teacher has felt completely overwhelmed, unable to discern a starting point for resolution.
If this situations occurs once, it will most certainly occur again. This means getting to the source and knowing the reason why it starts in the first place. The blurting problem is no different from any other—you must know why and you must come to your own conclusions about it before attacking it. But attack it you will. Can this behavior be prevented? Yes, but you need to understand it in order to prevent it. You need to hypothesize why a student would do such a thing in the first place in order to either prevent or quell the behavior.
Let's examine "prevention" first. What are the conditions that must exist in order for a student to blurt out in class? Not every class has the necessary and sufficient conditions for blurting out. Your class needs to be one without the necessary and sufficient conditions for student blurting. Those conditions include: 1) a very lose environment where the teacher is not truly certain what will happen next, 2) a lot of "down time" where there does not seem to be much purpose for the class time and no well defined outcomes, and 3) no personal connection between the teacher and the students.
Hey, you're the teacher! Design a tight, well-defined classroom environment, fill each instructional minute with purpose, and above all—connect with and know those students! The same goes for resolving the blurting problem.
If, in spite of the best plans for prevention, blurting occurs, once again, it is your job to hypothesize why. Start with the student you believe to be the ring leader and speak to him/her privately. This is key because because there is no connection between you and the student and one needs to be built. If that connection existed, that student would never blurt out in your class. How you approach the student is your business, just make it thoughtful and meaningful. Your approach needs to fit you.
More on the "group mentality" at another time. As always, your comments and ideas are welcome.
Stef
If this situations occurs once, it will most certainly occur again. This means getting to the source and knowing the reason why it starts in the first place. The blurting problem is no different from any other—you must know why and you must come to your own conclusions about it before attacking it. But attack it you will. Can this behavior be prevented? Yes, but you need to understand it in order to prevent it. You need to hypothesize why a student would do such a thing in the first place in order to either prevent or quell the behavior.
Let's examine "prevention" first. What are the conditions that must exist in order for a student to blurt out in class? Not every class has the necessary and sufficient conditions for blurting out. Your class needs to be one without the necessary and sufficient conditions for student blurting. Those conditions include: 1) a very lose environment where the teacher is not truly certain what will happen next, 2) a lot of "down time" where there does not seem to be much purpose for the class time and no well defined outcomes, and 3) no personal connection between the teacher and the students.
Hey, you're the teacher! Design a tight, well-defined classroom environment, fill each instructional minute with purpose, and above all—connect with and know those students! The same goes for resolving the blurting problem.
If, in spite of the best plans for prevention, blurting occurs, once again, it is your job to hypothesize why. Start with the student you believe to be the ring leader and speak to him/her privately. This is key because because there is no connection between you and the student and one needs to be built. If that connection existed, that student would never blurt out in your class. How you approach the student is your business, just make it thoughtful and meaningful. Your approach needs to fit you.
More on the "group mentality" at another time. As always, your comments and ideas are welcome.
Stef
Saturday, August 29, 2009
"It Factor"
Believe it or not, the “It Factor” applies to teachers, even if you never hear it from the lips of Simon Crowell of American Idol fame (he says it a lot). While it is difficult to strictly define each criterion of “It”, there’s no doubting that we all recognize the person with “It” on sight. We want to listen to, follow, and perhaps even emulate that individual. Your favorite secondary teachers had “It”. That meant there were few if any real discipline problems in class, you looked forward to being in that class, and that teacher had a “rep”. If you didn’t get in to that teacher’s course you lost a little of your own student “It Factor”.
So, do you have “It”? If you think so, that’s half the battle because confidence is truly the foundation of this characteristic. Today’s students are extremely demanding, opinionated, and outspoken on their likes and dislikes. While they may have forgotten that they are still children, you shouldn’t, so don’t take them personally, just take them seriously. They are your audience, and you must know them if you are going to be successful (with both instruction and management). You must know them if you are going to enjoy your career. Have you ever seen anyone with “It” having a bad time? I didn’t think so.
In previous blog posts we have talked about being able to modify only one person’s behavior, our own. It is our own behavior that prompts the behavior of others. If you need to work on your “It”, you cannot just emulate someone else who has “It”. You simply need to get to the same place, but in your own way, and when you get there your “It” needs to look like you and no one else. This is why becoming that “It factor” person is elusive and difficult to attain. You can do it.
The focus of getting to your “It” is all about communication. Recall that when you have been drawn in by or attracted to someone (such as that favorite teacher) it has been all about strong personal connection. Do what you have to to make such connections and positive impressions. Develop your ability in engaging your students and maintaining that engagement. This will take much personal reflection, but it will be well worth it. Get noticed and be that teacher who is remembered—for all of the right reasons.
On a final note, here is what I see in the “It Factor” teachers I have interviewed and also admired over the years and it is reminiscent of George Balanchine, the choreographer who made this statement about “It” in dancers, he said, "I don't want people who want to dance. I want people who have to dance."
Personally, I don’t want people who want to teach. I want people who have to teach.
So, do you have “It”? If you think so, that’s half the battle because confidence is truly the foundation of this characteristic. Today’s students are extremely demanding, opinionated, and outspoken on their likes and dislikes. While they may have forgotten that they are still children, you shouldn’t, so don’t take them personally, just take them seriously. They are your audience, and you must know them if you are going to be successful (with both instruction and management). You must know them if you are going to enjoy your career. Have you ever seen anyone with “It” having a bad time? I didn’t think so.
In previous blog posts we have talked about being able to modify only one person’s behavior, our own. It is our own behavior that prompts the behavior of others. If you need to work on your “It”, you cannot just emulate someone else who has “It”. You simply need to get to the same place, but in your own way, and when you get there your “It” needs to look like you and no one else. This is why becoming that “It factor” person is elusive and difficult to attain. You can do it.
The focus of getting to your “It” is all about communication. Recall that when you have been drawn in by or attracted to someone (such as that favorite teacher) it has been all about strong personal connection. Do what you have to to make such connections and positive impressions. Develop your ability in engaging your students and maintaining that engagement. This will take much personal reflection, but it will be well worth it. Get noticed and be that teacher who is remembered—for all of the right reasons.
On a final note, here is what I see in the “It Factor” teachers I have interviewed and also admired over the years and it is reminiscent of George Balanchine, the choreographer who made this statement about “It” in dancers, he said, "I don't want people who want to dance. I want people who have to dance."
Personally, I don’t want people who want to teach. I want people who have to teach.
Friday, August 28, 2009
If Knowledge is Power
If knowledge is power, then knowledge of student names is super power. If you have ever been a substitute teacher (or if you are currently one) you know the power the class perceives it has over the substitute teacher simply because they have the "knowledge of names" and the teacher doesn't. It absolutely amazes me when I go in to coach a teacher who is struggling with classroom management, she/he is a month into it and admits to me not knowing all of the names in the class or still getting some of the names confused. On top of that, many times there is no finalized seating chart! What?!
Why would a teacher submit to such torture? Once again it's about creating conditions. The teacher who does not absolutely thrive on learning those names as quickly as possible is in the wrong business. How a teacher learns the names is that teacher's business—just get it done, now! Students really respect the teacher who does that because the teacher is in control. The teacher's agenda can now be moderated by the calling of names to contribute, help with classroom business, and even for the distribution of praise. Without the name knowledge, it's the students' agenda and they know it will be close to impossible for the teacher to dole out any consequences in the event of some major infraction.
Students want to respect the teacher—there's some powerful knowledge, let's us it.
Stef
Why would a teacher submit to such torture? Once again it's about creating conditions. The teacher who does not absolutely thrive on learning those names as quickly as possible is in the wrong business. How a teacher learns the names is that teacher's business—just get it done, now! Students really respect the teacher who does that because the teacher is in control. The teacher's agenda can now be moderated by the calling of names to contribute, help with classroom business, and even for the distribution of praise. Without the name knowledge, it's the students' agenda and they know it will be close to impossible for the teacher to dole out any consequences in the event of some major infraction.
Students want to respect the teacher—there's some powerful knowledge, let's us it.
Stef
Thursday, August 27, 2009
What Would You Do Differently If You Weren't Afraid?
Fear may seem like an odd topic for this blog, but it's a word I hear frequently from novice and veteran teachers. "I'm afraid if I let them work in groups it will get out of hand", "I'm afraid if I let the students do the experiment, they'll just play around, I think I'll just do a demo", "I fear I won't be able to get the class under control if I open it up to group discussion".
So, what would you do differently if you weren't afraid? Would you let them work in groups, do the experiment for themselves, open it up to class discussion? Would you be surprised at the outcome? Perhaps we should be more afraid of students who have too little practice collaborating in groups, are not facile with supplies and equipment, and are inhibited to speak up.
We set ourselves up for fear by visualizing disaster. Visualize success. Clearly picture that group work with students collaborating interdependently. See that experiment, each step completed as planned. Imagine a lively class discussion that validates students' ideas and generates new "teachable moments". Don't get me wrong, these things do not occur automatically, they take planning, work, and preparedness—it's hard work. But better to put our energies into such endeavors than in fear and holding back. More on this another time.
Stef
So, what would you do differently if you weren't afraid? Would you let them work in groups, do the experiment for themselves, open it up to class discussion? Would you be surprised at the outcome? Perhaps we should be more afraid of students who have too little practice collaborating in groups, are not facile with supplies and equipment, and are inhibited to speak up.
We set ourselves up for fear by visualizing disaster. Visualize success. Clearly picture that group work with students collaborating interdependently. See that experiment, each step completed as planned. Imagine a lively class discussion that validates students' ideas and generates new "teachable moments". Don't get me wrong, these things do not occur automatically, they take planning, work, and preparedness—it's hard work. But better to put our energies into such endeavors than in fear and holding back. More on this another time.
Stef
Wednesday, August 26, 2009
Compulsive Behavior
It is fascinating to me to observe compulsive, nearly obsessive behavior in secondary students. They have uncontrollable urges to finish that text message, complete that tag on a desk, get that note passed across the room. What if we could take that same behavior and apply it toward homework completion or in-class involvement, or how about graduating from high school?
There is an energy in adolescents, that if tapped could power a city the size of Los Angeles from now until eternity. So what's the behavior issue? What's the difficulty in re-directing that energy before it becomes a classroom management nightmare? Let's look at some of the things adolescents are willing to invest their energy in. Finishing that text message, completing that tag on a desk, getting that note passed across the room are the three examples that came to mind immediately when I started this posting. What do they all have in common?
That's right, texting, tagging, and note passing are all about "communicating". If humans are anything, we are compulsive communicators (it's a DNA thing, real important for survivial). We hit the peak of our compulsive communication during our adolescence. Hmm, what could we as teachers do to insure a heightened level of student communication in the classroom and even in homework assignments?
If we are willing to tap into the behaviors that come so naturally and get what we want out of them, classroom management challenges would all but disapate. Imagine not having to get students to stop talking, writing, or even texting (oh yeah, I think we should use cell phones to our advantage in the classroom). Think creatively, you're a modern teacher, you can do this.
Communication is big, real big—hey, we're blogging, right?
Until next time,
Stef
There is an energy in adolescents, that if tapped could power a city the size of Los Angeles from now until eternity. So what's the behavior issue? What's the difficulty in re-directing that energy before it becomes a classroom management nightmare? Let's look at some of the things adolescents are willing to invest their energy in. Finishing that text message, completing that tag on a desk, getting that note passed across the room are the three examples that came to mind immediately when I started this posting. What do they all have in common?
That's right, texting, tagging, and note passing are all about "communicating". If humans are anything, we are compulsive communicators (it's a DNA thing, real important for survivial). We hit the peak of our compulsive communication during our adolescence. Hmm, what could we as teachers do to insure a heightened level of student communication in the classroom and even in homework assignments?
If we are willing to tap into the behaviors that come so naturally and get what we want out of them, classroom management challenges would all but disapate. Imagine not having to get students to stop talking, writing, or even texting (oh yeah, I think we should use cell phones to our advantage in the classroom). Think creatively, you're a modern teacher, you can do this.
Communication is big, real big—hey, we're blogging, right?
Until next time,
Stef
Tuesday, August 25, 2009
Real Delinquency and the Resulting Labels
While we as teachers should never call students names, we know that "lounge talk" sometimes degrades to tacking labels on some students. Perhaps this occurs out of descriptive convenience, sometimes it's out of good natured humor, but at all times the intention of talk about students should be helpful and thoughtful. Right now I am thinking about (and concerned about) some secondary school students who have earned some "new labels" for themselves.
What concerns me, are the few students who are returning to campuses across the nation after spending a couple of weeks in what amounts to county jail this summer. As I reflect on certain students whom I know will be returning after their stints in confinement to the middle school campus where I work, I wonder what's going through their heads. Is it a new day, a time for change with a renewed spirit and dedication toward school? Somehow, I don't think so. Did the forced confinement do lasting emotional damage? Are they farther behind this year than they were last year? Are they doomed to a life of in and out of jail without a hope for meaningful intervention? I am afraid so.
Let's do some thinking on this. Oh, yeah, and in the lounge this year, let's not refer to "that kid who just did jail time", he has name. I know this will be a big topic of discussion in my teacher credentialing class this fall and I plan to really work through it with my university students. Unfortunately it is something we need to be aware of, more today than in the past.
As always, your comments are encouraged.
Stef
What concerns me, are the few students who are returning to campuses across the nation after spending a couple of weeks in what amounts to county jail this summer. As I reflect on certain students whom I know will be returning after their stints in confinement to the middle school campus where I work, I wonder what's going through their heads. Is it a new day, a time for change with a renewed spirit and dedication toward school? Somehow, I don't think so. Did the forced confinement do lasting emotional damage? Are they farther behind this year than they were last year? Are they doomed to a life of in and out of jail without a hope for meaningful intervention? I am afraid so.
Let's do some thinking on this. Oh, yeah, and in the lounge this year, let's not refer to "that kid who just did jail time", he has name. I know this will be a big topic of discussion in my teacher credentialing class this fall and I plan to really work through it with my university students. Unfortunately it is something we need to be aware of, more today than in the past.
As always, your comments are encouraged.
Stef
Monday, August 24, 2009
The Magic Number 3
The three bears, the three little pigs, the three fairy godmothers, virtually every cuisine has a combination of 3 ingredients that are signature to that cuisine, like carrots, onions, and celery in French cooking. I'll bet you can think a many more. There's a reason for 3, whether it's about fairy tales, cooking, or even the Holy Trinity. In the simplest terms it's memorable, balanced, it works (past, present, and future—there's another one!). I'm sure you know where this is going, I have my magic "3" for classroom management.
My "3" are "Calm, Content, and Consequence". I am not suggesting that these work for everyone (remember, I don't tell teachers what to do). What I am suggesting is that most likely, there is a memorable, well-balanced, workable trilogy for most teachers (you just have to think about it, bring it to the surface) that can serve as a dependable anchor to resolve classroom management problems.
So, to assist those who might be seeking their personal "3", I'll explain where mine came from and why they have never let me down and still help me when coaching teachers in tough classroom circumstances. "Calm" is everything, it is the state of mind that yields rational thought and action. "Content" is what we are about, it's our knowledge base and the fuel of our lesson delivery. "Consequence", while it sounds ominous, it is what keeps us honest. It is not about the "consequences" we dish out when students misbehave, it is about the consequence of our own actions, whether in dealing with student behavior or the intent of our teaching.
I hope this makes sense and is helpful. My "3" came from the core of who I am. Your "3" need to be from the core of who you are—that's how you know they'll work.
Stef
My "3" are "Calm, Content, and Consequence". I am not suggesting that these work for everyone (remember, I don't tell teachers what to do). What I am suggesting is that most likely, there is a memorable, well-balanced, workable trilogy for most teachers (you just have to think about it, bring it to the surface) that can serve as a dependable anchor to resolve classroom management problems.
So, to assist those who might be seeking their personal "3", I'll explain where mine came from and why they have never let me down and still help me when coaching teachers in tough classroom circumstances. "Calm" is everything, it is the state of mind that yields rational thought and action. "Content" is what we are about, it's our knowledge base and the fuel of our lesson delivery. "Consequence", while it sounds ominous, it is what keeps us honest. It is not about the "consequences" we dish out when students misbehave, it is about the consequence of our own actions, whether in dealing with student behavior or the intent of our teaching.
I hope this makes sense and is helpful. My "3" came from the core of who I am. Your "3" need to be from the core of who you are—that's how you know they'll work.
Stef
Sunday, August 23, 2009
Conditions to Get What You Want or "Ask Not for Whom the Bell Tolls"
Our current topic is nutritional deficits and student behavior. We'll continue to hypothesize on that and pull some more information together for tomorrow's or the next day's blog. In the mean time, Peter has brought up a nagging issue (see his comment on the right) that is well worth considering, especially since the school year has just begun or is about to for most districts.
The bell, you know the bell, that conditioned response signal, that element that sets our profession apart from most others. Who else works from "bell to bell"? We're talking secondary school now. Strictly adhered to schedules of regulated instructional minutes are punctuated by bells allowing us to herd students in and herd students out. There are little passing periods in between the herding in and herding out and that means limited time to talk, text, and go to the restroom for the students or the teachers. It's a strange environment if you think about it for too long. We just accept it because it's been like that for so long. Face it, you, the teacher are set up to be either challenged, disappointed, or frustrated by student behavior under conditions like this.
Peter is not the first teacher to express some irritation over students rushing out at the bell (or preparing to ahead of time). You know the feeling, you have planned, prepared, and delivered what otherwise would be termed a work of art, then the bell ringing approaches. Student belongings are crammed into backpacks and 30 plus people bolt out of your classroom, lab, or physical ed. line-up area without so much as a, "Thanks, that class wasn't as bad as I thought it would be!"
Well, for heaven sake, you're the teacher, YOU dismiss those kids, not the bell! Yeah, right. Can you imagine what chaos would result if every teacher in a middle or high school determined when her/his class was over? I know, I know, thoughtful and well meaning administrators tell their faculty that teachers do the dismissing, not the bell. So, ah, why do we have the bells? We apparently need the bells. The conditions are set.
No, no you have not been set up to fail or feel badly. You simply have conditions that you need to mold into what you want. If you cannot change the "live by the bell, die by the bell" environment, make it YOUR bell. Make it YOUR signal, not theirs. I can actually remember when I taught high school science, saying things like, "Look, guys, I've got 7 minutes until that stinkin' bell, and I need you to collect two more data points, get on it!" The bell is not something for your students to look forward to, it is theirs to dread. "Ask not for whom the bell tolls! It tolls for thee!"
You see, it's not about me or anyone else telling you what to do about the bell and the results you get from silly things like bells. Putting people in a room and not letting them out until a bell rings is the same thing as lining up thoroughbreds at a starting gate, sounding the bell and watching them race off. It's normal because those are the conditions that are created when you bring together a confined space and a bell sounding to release those confined in that space.
So, bottom line, don't take "racing off" at the bell personally (since it's normal), be empathetic (I know you are), there really are limited passing period minutes, and finally YOU have the power to change the "conditions" of the bell. It's YOUR bell, make it your friend to help you drive those students. Drive 'em hard—it's good for them.
Until the next bell,
Stef
The bell, you know the bell, that conditioned response signal, that element that sets our profession apart from most others. Who else works from "bell to bell"? We're talking secondary school now. Strictly adhered to schedules of regulated instructional minutes are punctuated by bells allowing us to herd students in and herd students out. There are little passing periods in between the herding in and herding out and that means limited time to talk, text, and go to the restroom for the students or the teachers. It's a strange environment if you think about it for too long. We just accept it because it's been like that for so long. Face it, you, the teacher are set up to be either challenged, disappointed, or frustrated by student behavior under conditions like this.
Peter is not the first teacher to express some irritation over students rushing out at the bell (or preparing to ahead of time). You know the feeling, you have planned, prepared, and delivered what otherwise would be termed a work of art, then the bell ringing approaches. Student belongings are crammed into backpacks and 30 plus people bolt out of your classroom, lab, or physical ed. line-up area without so much as a, "Thanks, that class wasn't as bad as I thought it would be!"
Well, for heaven sake, you're the teacher, YOU dismiss those kids, not the bell! Yeah, right. Can you imagine what chaos would result if every teacher in a middle or high school determined when her/his class was over? I know, I know, thoughtful and well meaning administrators tell their faculty that teachers do the dismissing, not the bell. So, ah, why do we have the bells? We apparently need the bells. The conditions are set.
No, no you have not been set up to fail or feel badly. You simply have conditions that you need to mold into what you want. If you cannot change the "live by the bell, die by the bell" environment, make it YOUR bell. Make it YOUR signal, not theirs. I can actually remember when I taught high school science, saying things like, "Look, guys, I've got 7 minutes until that stinkin' bell, and I need you to collect two more data points, get on it!" The bell is not something for your students to look forward to, it is theirs to dread. "Ask not for whom the bell tolls! It tolls for thee!"
You see, it's not about me or anyone else telling you what to do about the bell and the results you get from silly things like bells. Putting people in a room and not letting them out until a bell rings is the same thing as lining up thoroughbreds at a starting gate, sounding the bell and watching them race off. It's normal because those are the conditions that are created when you bring together a confined space and a bell sounding to release those confined in that space.
So, bottom line, don't take "racing off" at the bell personally (since it's normal), be empathetic (I know you are), there really are limited passing period minutes, and finally YOU have the power to change the "conditions" of the bell. It's YOUR bell, make it your friend to help you drive those students. Drive 'em hard—it's good for them.
Until the next bell,
Stef
Saturday, August 22, 2009
Hierarchy of Needs - I'm Hungry
In the comments area to the right Jackson has posted an elegantly composed comment concerning our current topic, the connection between student diet/ eating habits and behavior. It is really as basic as he states, it's a matter of Maslow's Hierarchy of Needs and the plight of low socioeconomic families. Teachers need to keep in this mind—it will enhance their empathy toward students.
In all of the student behavior interventions I have done, it has been my habit to ask a lot of questions of the student first. We usually take a walk, a long walk and I ask a lot of seemingly unrelated questions. I always ask first, "Did you eat breakfast?" The answer is always, "No". We then have a discussion about an eating plan as a part of the intervention. I also spend the lunch time while I am at a school site looking at the school lunch and what has been consumed and what has made it's way into the trash or onto the ground. You can learn a lot about any population by looking at what they throw away.
In California we have strict regulations on what goes into a school breakfast and a school lunch. Any guess how many bananas I can collect out of the trash and off of the ground? It's a big number. Many of our children have never been taught how to eat and why it is vital to thier health and life success. Last year I was doing a series of demonstration science lessons at a middle school and the topic was macromolecules. It was a perfect opportunity to teach about nutrition. The unit began on Friday. I asked the class to write down everything they ate over the weekend as homework. I said that on Monday we would have a look at what everyone had written down. On Monday their "diet journals" contained entries such as, "Burger King", "Jack-In-the-Box", "Mc Donalds"—no kidding. Some had entries that actually named a food item, like pizza.
So, never mind the fact that families don't sit down and eat dinner together and discuss the events of the day, it's a bigger social crisis than that. The crisis (both physiological and psychological) bleeds over into the classroom. We can all work on this.
This year I am starting an organic garden at a middle school in a low socioeconomic region of Southern California. I know this is nothing new, nothing innovative, but it is important and it will be new and innovative for the middle school students involved. I'll keep you posted.
As always, your thoughts and "recipes" are welcome.
Stef
In all of the student behavior interventions I have done, it has been my habit to ask a lot of questions of the student first. We usually take a walk, a long walk and I ask a lot of seemingly unrelated questions. I always ask first, "Did you eat breakfast?" The answer is always, "No". We then have a discussion about an eating plan as a part of the intervention. I also spend the lunch time while I am at a school site looking at the school lunch and what has been consumed and what has made it's way into the trash or onto the ground. You can learn a lot about any population by looking at what they throw away.
In California we have strict regulations on what goes into a school breakfast and a school lunch. Any guess how many bananas I can collect out of the trash and off of the ground? It's a big number. Many of our children have never been taught how to eat and why it is vital to thier health and life success. Last year I was doing a series of demonstration science lessons at a middle school and the topic was macromolecules. It was a perfect opportunity to teach about nutrition. The unit began on Friday. I asked the class to write down everything they ate over the weekend as homework. I said that on Monday we would have a look at what everyone had written down. On Monday their "diet journals" contained entries such as, "Burger King", "Jack-In-the-Box", "Mc Donalds"—no kidding. Some had entries that actually named a food item, like pizza.
So, never mind the fact that families don't sit down and eat dinner together and discuss the events of the day, it's a bigger social crisis than that. The crisis (both physiological and psychological) bleeds over into the classroom. We can all work on this.
This year I am starting an organic garden at a middle school in a low socioeconomic region of Southern California. I know this is nothing new, nothing innovative, but it is important and it will be new and innovative for the middle school students involved. I'll keep you posted.
As always, your thoughts and "recipes" are welcome.
Stef
Friday, August 21, 2009
Diet, Crime, and Delinquency
Delinquency, now there's a word that congers up a wide range of disturbing mental images. Odd as it may seem by now with this blog, this will be a short posting. I just want to throw something out there (we can go on about it in a few days after cogitating about for awhile).
Do you think that the poor diet (high carbohydrate and preservatives) and haphazard eating schedules of adolescents are contributing factors to teacher-challenging classroom behaviors? Let's not include alcohol and other control substances, just foods and non-alcoholic beverages for now.
Interested in your thoughts and comments.
Stef
Do you think that the poor diet (high carbohydrate and preservatives) and haphazard eating schedules of adolescents are contributing factors to teacher-challenging classroom behaviors? Let's not include alcohol and other control substances, just foods and non-alcoholic beverages for now.
Interested in your thoughts and comments.
Stef
Thursday, August 20, 2009
Prevention
Being proactive is certainly a life skill that enhances virtually every aspect of our lives and as we have stated in previous blogs, classroom management is no exception. To the right Prof. Seeman offers a resource on preventing classroom management problems. Many thanks to him! I suggest checking it out. I have heard of it and I will get copy for review.
So, once again, the thoughtful comments on this blog influence the next topic—never mind what I was planning to write. Let's go with the the whole notion of whether or not we can prevent classroom management problems from the very beginning. The answer is, "yes" and "no", but mostly "yes". Let's start with the "no" answer. If the answer is "no" to the prevention of classroom management problems, that stems from situations that virtually no one has control over. A disruptive student arrives to class under the influence of a control substance, or is emotionally disturbed, traumatized, or any number of extreme circumstances that are essentially not preventable by the classroom teacher. Such incidences are not the cause of the majority of management problems.
The majority of discipline/ management problems are preventable (good news, right?). Teachers have difficulty with this so I tell a lot of stories in my teacher preparation classes about prevention. It might be illustrative to tell one now. Before I tell the story, know that it is very satisfying and actually fun to think ahead and "disaster proof" your classroom. Now for the story.
I think I have mentioned before that I also serve as a teacher coach in a large school district. I love that work. Often I work with substitute teachers, especially those in a long-term assignment. One day last year I was called in to visit a science classroom at a middle school where the report was that the class was "completely out of control". There was an upcoming district-wide assessment and things needed to be turned around and quickly. So, I show up, it looks bad. There were several students in chairs sitting along the wall, facing the wall, the substitute teacher (a big man with a load voice who had picked up substitute teaching as an alternative source of income as the bottom had dropped out of the real estate market and he was a realtor) was marching a round the room shouting orders.
I could only tolerate the situation for so long, never mind it is illegal to point students toward the wall, and I intervened. I walked to the front of the room, introduced myself to the teacher and announced that I would be "guest" teaching to prepare the students for the up-coming science assessment. I then spent the remainder of the class period giving the students some review information for the science test and let them know that the next day I would do some science demonstrations for them.
The next day I arrived at the class with my nerdy little science roller cart. I noticed one male student already sitting alone to the side of the room (at least he wasn't facing the wall) so one on punishment, thirty-one to go if the substitute had his way. The substitute teacher was taking role. I was pretty sure if the male student to the side had already gotten in trouble, he'd be trouble during the demo's I had planned. This was a rowdy class to begin with—my favorite kind of class, but I had a lot to accomplish and not much time for getting them under control. Time for "prevention". As the teacher was taking role, I leaned over to the student on "punishment" and whispered, "Hey, you in trouble?" "Uh huh, that dude's whacked" the student whispered back. "Hmm", I said, "Don't worry about it. I have to get something out of my car, would you watch my stuff?" He said he would and I left the room for about 3 minutes, just long enough to be convincing since I didn't really need to go to my car.
That was the "prevention part". I knew that if I showed the student a little trust, he'd be on my side. I walked back in and the class was so loud and out of control, the substitute teacher was marching around and shouting again (man I hate that). I leaned over to the student again and said to him, "Thanks for watching my stuff. I think I should get started with the demo's, don't you?" Before I could say another word, the student shouted out, "Shut up, she's going to teach us!" The class fell silent. It was beautiful. It just proves that kids want to learn, no matter what (mind you these were not the most "scholarly" among students).
So, I did my demo's, it's a no brainer, kids love that kind of thing and learn a lot from it. At the end of the class I told the substitute that I'd "team teach" with him for a week or so until he got the hang of it. In the end I had to have that subsitute removed (the student was right, he really was "whacked"). But that's not the point or our story.
The point is, trust in someone is a great prevetative measure to acting out. Trust is powerful.
Stef
So, once again, the thoughtful comments on this blog influence the next topic—never mind what I was planning to write. Let's go with the the whole notion of whether or not we can prevent classroom management problems from the very beginning. The answer is, "yes" and "no", but mostly "yes". Let's start with the "no" answer. If the answer is "no" to the prevention of classroom management problems, that stems from situations that virtually no one has control over. A disruptive student arrives to class under the influence of a control substance, or is emotionally disturbed, traumatized, or any number of extreme circumstances that are essentially not preventable by the classroom teacher. Such incidences are not the cause of the majority of management problems.
The majority of discipline/ management problems are preventable (good news, right?). Teachers have difficulty with this so I tell a lot of stories in my teacher preparation classes about prevention. It might be illustrative to tell one now. Before I tell the story, know that it is very satisfying and actually fun to think ahead and "disaster proof" your classroom. Now for the story.
I think I have mentioned before that I also serve as a teacher coach in a large school district. I love that work. Often I work with substitute teachers, especially those in a long-term assignment. One day last year I was called in to visit a science classroom at a middle school where the report was that the class was "completely out of control". There was an upcoming district-wide assessment and things needed to be turned around and quickly. So, I show up, it looks bad. There were several students in chairs sitting along the wall, facing the wall, the substitute teacher (a big man with a load voice who had picked up substitute teaching as an alternative source of income as the bottom had dropped out of the real estate market and he was a realtor) was marching a round the room shouting orders.
I could only tolerate the situation for so long, never mind it is illegal to point students toward the wall, and I intervened. I walked to the front of the room, introduced myself to the teacher and announced that I would be "guest" teaching to prepare the students for the up-coming science assessment. I then spent the remainder of the class period giving the students some review information for the science test and let them know that the next day I would do some science demonstrations for them.
The next day I arrived at the class with my nerdy little science roller cart. I noticed one male student already sitting alone to the side of the room (at least he wasn't facing the wall) so one on punishment, thirty-one to go if the substitute had his way. The substitute teacher was taking role. I was pretty sure if the male student to the side had already gotten in trouble, he'd be trouble during the demo's I had planned. This was a rowdy class to begin with—my favorite kind of class, but I had a lot to accomplish and not much time for getting them under control. Time for "prevention". As the teacher was taking role, I leaned over to the student on "punishment" and whispered, "Hey, you in trouble?" "Uh huh, that dude's whacked" the student whispered back. "Hmm", I said, "Don't worry about it. I have to get something out of my car, would you watch my stuff?" He said he would and I left the room for about 3 minutes, just long enough to be convincing since I didn't really need to go to my car.
That was the "prevention part". I knew that if I showed the student a little trust, he'd be on my side. I walked back in and the class was so loud and out of control, the substitute teacher was marching around and shouting again (man I hate that). I leaned over to the student again and said to him, "Thanks for watching my stuff. I think I should get started with the demo's, don't you?" Before I could say another word, the student shouted out, "Shut up, she's going to teach us!" The class fell silent. It was beautiful. It just proves that kids want to learn, no matter what (mind you these were not the most "scholarly" among students).
So, I did my demo's, it's a no brainer, kids love that kind of thing and learn a lot from it. At the end of the class I told the substitute that I'd "team teach" with him for a week or so until he got the hang of it. In the end I had to have that subsitute removed (the student was right, he really was "whacked"). But that's not the point or our story.
The point is, trust in someone is a great prevetative measure to acting out. Trust is powerful.
Stef
Wednesday, August 19, 2009
I'm Bored
A student becoming bored in the classroom is deadly. It only takes one student to decide she/he is bored to derail a class. In some cases (and this is the topic today) a student "decides" to become bored in the classroom for one reason or another (and it's the teacher's job to figure that out). Being bored leads to classroom disruption. Bored students seldom put their heads down on their desks and allow the lesson, stimulating or not to move forward. There is much more to it. When being bored is a decision on the part of the student, something is going on with that student.
The "bored" student generally announces the state of boredom with considerable confidence and it's never done politely . There is no hesitation and the rest of the students can be easily drawn in. Teachers need to jump right on that situation without demonstrating disgust over it. The student does not to be addressed immediately during class, but as soon as possible after that. So, what do you do in the meantime? There is no generic answer, but under the best circumstances the teacher is proactive and has planned ahead for that student. I used the "stapling" method. I left all of my stapling of papers for that "bored" kid. A whole year went by and I never stapled any papers. I'm not all that smart, it was just dumb luck. A kid made the announcement, I kept on giving instructions to the class, grabbed a stack of papers and a stapler and plopped them on his desk. Between sentences I leaned down and quickly whispered, "Staple these together for me, thanks." Then I went on with what I was saying.
Over time, lots of papers got stapled that year, whether they needed it or not. The important point was that the bored student got something he needed, attention, a sense of worth, something to do with excess nervous energy, whatever it was. In the end, no harm, no foul, and I didn't need to spend a lot of energy over it.
As usual, your comments and stories are welcomed.
Stef
The "bored" student generally announces the state of boredom with considerable confidence and it's never done politely . There is no hesitation and the rest of the students can be easily drawn in. Teachers need to jump right on that situation without demonstrating disgust over it. The student does not to be addressed immediately during class, but as soon as possible after that. So, what do you do in the meantime? There is no generic answer, but under the best circumstances the teacher is proactive and has planned ahead for that student. I used the "stapling" method. I left all of my stapling of papers for that "bored" kid. A whole year went by and I never stapled any papers. I'm not all that smart, it was just dumb luck. A kid made the announcement, I kept on giving instructions to the class, grabbed a stack of papers and a stapler and plopped them on his desk. Between sentences I leaned down and quickly whispered, "Staple these together for me, thanks." Then I went on with what I was saying.
Over time, lots of papers got stapled that year, whether they needed it or not. The important point was that the bored student got something he needed, attention, a sense of worth, something to do with excess nervous energy, whatever it was. In the end, no harm, no foul, and I didn't need to spend a lot of energy over it.
As usual, your comments and stories are welcomed.
Stef
Tuesday, August 18, 2009
D.U.I. Disciplining Under the Influence
The blog comments on the right of this page are much appreciated, this profession needs dialogue from all perspectives and you who comment are creating a meaningful exchange. I encourage everyone to check out the comments to widen all of our perspectives on the toughest teaching issue, classroom management and discipline. Now for today's topic, D.U.I., what I refer to as "Disciplining Under the Influence."
When we get stuck, when we are simply new at something, or we're just under prepared, we take the first most logical step and seek help from someone who is successful (or appears to be) at what we want to be successful at, and right away! We have all done this in teaching, especially when it comes to classroom discipline—we ask the veteran down the hall. So what's wrong with that? Sometimes it's great, the problem is solved. All too often however, some one's take on your management problem does not yield the best and most lasting solution. Ultimately problems compound and it's a downward spiral. Why is that?
There are essentially two reasons why your answers won't solve my problems consistently and mine won't solve yours. The first is, someone else has not "lived" your problem, close yes, exactly, no. Your lived experience is packed with data that you cannot completely convey and may not even be fully conscious of, at least not right away. The second reason is, the methods employed by someone else may look real silly if employed by you. Does this mean we don't ask each other for help? Do we just suffer in a state if dis pare? Of course not! Let me tell a story, as an example first, then I'll help you figure out how best to seek assistance.
Over the years there has developed a sort of teaching legend, a myth that says, "Don't smile until after Thanksgiving", if ever at all because if you are foolish enough to smile, those kids will walk all over you and you'll never get any control! What? I'm a smiler! I can't do that! I'm doomed! I can't do the "mean thing". That's what went through my head when I first started teaching. I honestly believe that those teachers who do engage in such methods are secretly unhappy and suffer gastrointestinal problems from repression (I hope not, but maybe). Even if you have great classroom control from such tactics, are you really proud of that? Is that the story you want to tell at the end of the day, at the end of your career? I'm thinking, no, you don't.
If you let someone else "influence" you, that's what I mean by "D.U.I., Disciplining Under the Influence". You just can't wear the mantle of someone else's management plan. Someone who uses sarcasm successfully (this is rare but it happens) is probably not a method for you. So what do you ask for when you seek help from a colleague?
As we have discussed in previous blogs, it is all about asking "why". Go to a colleague and ask, "why". If, for example, you have a student who blurts out, ask your colleague why she/he believes that's occurring. Don't stop with asking a colleague, check the research—that's easy, no excuses, you can Google! The object is to consistently ask "why" and not "how". The "how" will follow and this means your solution will be accurate to your problem.
This is a reoccurring theme for this blog (you may have noticed this), but it is so critical. Asking "how" to solve a problem is where we go sideways. Students provide too many variables for generic answers. If this weren't true, classroom management would not continue to be the number one teacher challenge and reason why teachers quit the profession.
Think about this, it's tough to act out against someone you believe likes you. More on this another time.
Stef
When we get stuck, when we are simply new at something, or we're just under prepared, we take the first most logical step and seek help from someone who is successful (or appears to be) at what we want to be successful at, and right away! We have all done this in teaching, especially when it comes to classroom discipline—we ask the veteran down the hall. So what's wrong with that? Sometimes it's great, the problem is solved. All too often however, some one's take on your management problem does not yield the best and most lasting solution. Ultimately problems compound and it's a downward spiral. Why is that?
There are essentially two reasons why your answers won't solve my problems consistently and mine won't solve yours. The first is, someone else has not "lived" your problem, close yes, exactly, no. Your lived experience is packed with data that you cannot completely convey and may not even be fully conscious of, at least not right away. The second reason is, the methods employed by someone else may look real silly if employed by you. Does this mean we don't ask each other for help? Do we just suffer in a state if dis pare? Of course not! Let me tell a story, as an example first, then I'll help you figure out how best to seek assistance.
Over the years there has developed a sort of teaching legend, a myth that says, "Don't smile until after Thanksgiving", if ever at all because if you are foolish enough to smile, those kids will walk all over you and you'll never get any control! What? I'm a smiler! I can't do that! I'm doomed! I can't do the "mean thing". That's what went through my head when I first started teaching. I honestly believe that those teachers who do engage in such methods are secretly unhappy and suffer gastrointestinal problems from repression (I hope not, but maybe). Even if you have great classroom control from such tactics, are you really proud of that? Is that the story you want to tell at the end of the day, at the end of your career? I'm thinking, no, you don't.
If you let someone else "influence" you, that's what I mean by "D.U.I., Disciplining Under the Influence". You just can't wear the mantle of someone else's management plan. Someone who uses sarcasm successfully (this is rare but it happens) is probably not a method for you. So what do you ask for when you seek help from a colleague?
As we have discussed in previous blogs, it is all about asking "why". Go to a colleague and ask, "why". If, for example, you have a student who blurts out, ask your colleague why she/he believes that's occurring. Don't stop with asking a colleague, check the research—that's easy, no excuses, you can Google! The object is to consistently ask "why" and not "how". The "how" will follow and this means your solution will be accurate to your problem.
This is a reoccurring theme for this blog (you may have noticed this), but it is so critical. Asking "how" to solve a problem is where we go sideways. Students provide too many variables for generic answers. If this weren't true, classroom management would not continue to be the number one teacher challenge and reason why teachers quit the profession.
Think about this, it's tough to act out against someone you believe likes you. More on this another time.
Stef
Monday, August 17, 2009
Help When You Need It (and we all need it at some point)
Everyday when I open this blog site I think I know what I will be writing about, then I read a comment and realize, oh, that's interesting, let's talk about that. Such is the case with Peter's recent comment (well worth reading, Peter has just completed his first year as a physics teacher - he's got some great stories and insights). His comment is on, "Where is the help with classroom management BEFORE you make mistakes?".
First, everyone, relax, breath deeply and know that no matter what "mistakes" you make in classroom management, you probably have not done anyone any real, lasting emotional harm if your intentions were noble and the students' best interests were your highest priority.
In California new teachers have access to BTSA (Beginning Teacher Support Assessment) the name and focus will change soon, but it's all about supporting new teachers. Intern teachers don't have access but some districts have special support programs for interns. After interning, BTSA is available.
As far as getting preparation in classroom management in Teacher Credentialing programs, fieldwork and traditional directed student teaching is designed for that. Model classrooms exist in all school districts across the nation, either formally (you'll be told about them and sent to them) or informally (you'll find out about them and seek them out). Either way, teaching and managing a classroom is not a science, it is not an art, it is a well practiced craft.
We are all practitioners. We must let each other know what we are doing, whether we "hit it out of the park", or narrowly make it to the plate—it all matters.
Keep practicing and so will I. Let's blog about it.
Stef
First, everyone, relax, breath deeply and know that no matter what "mistakes" you make in classroom management, you probably have not done anyone any real, lasting emotional harm if your intentions were noble and the students' best interests were your highest priority.
In California new teachers have access to BTSA (Beginning Teacher Support Assessment) the name and focus will change soon, but it's all about supporting new teachers. Intern teachers don't have access but some districts have special support programs for interns. After interning, BTSA is available.
As far as getting preparation in classroom management in Teacher Credentialing programs, fieldwork and traditional directed student teaching is designed for that. Model classrooms exist in all school districts across the nation, either formally (you'll be told about them and sent to them) or informally (you'll find out about them and seek them out). Either way, teaching and managing a classroom is not a science, it is not an art, it is a well practiced craft.
We are all practitioners. We must let each other know what we are doing, whether we "hit it out of the park", or narrowly make it to the plate—it all matters.
Keep practicing and so will I. Let's blog about it.
Stef
Sunday, August 16, 2009
Parents, Partners or Protagonists
Under the best circumstances a teacher is a version of an extended member of a student's family. While we have come a long way from the days of the prairie and the one room school house, being paid with a chicken and baked goods and actually living in the home of a community member (since teachers could not afford housing back then) teachers remain an integral part of the student's upbringing. It doesn't end with elementary school either. For this reason, the relationship students have with their parents can play a huge role in terms of behavior and learning in your classroom. When the child/parent relationship is positive and solid, you have a great partner. If not, the parent is like a protagonist in a story and your job becomes more difficult (you may even be seen as the "enemy" by the parent). Remember, it's a reason, but not an excuse for undesirable classroom behavior.
Your job is to continually seek the why of classroom problems. When students are acting out, possibly acting like they don't trust you, avoiding you, building walls, it may be an extension of a strained relationship between the child and the parent/s. An extreme example I was involved in concerned a single mom not wanting her seventh grade twin boys and letting them know it—even to the point of taking them to a family placement facility. These boys exhibited severe conduct disorder, and not just in the classroom. I knew only one of the twins as other had been transferred to another middle school in the district due to multiple behavior infractions by the time I was called in to intervene. The other twin wasn't far behind, however, it was during my interview with him that I learned of his situation—all of it I was able to readily verify. I learned a lot from this young man. Mostly I learned that he could be charming. His reading comprehension was low, really low, but even as a second language learner, if I read the passages to him, he could answer all of the associated questions. This really surprised and pleased him.
He would erupt in class, pushing everything off his desk and on to the floor, refusing to attend to his work, even refusing help from the teacher's aide. It was an endless cycle of being charged with a task that was beyond him (for multiple reasons, no fault of the teacher), his refusal due to fear of more failure, and more punishment for poor behavior. There's much more to the story, but we've made our point—we know why the undesired behaviors occurred. Whenever we know why a problem exists, we can attack it, but not before. You must dig in.
Never stop digging, and when you run out of time and resources to get to the why of the problem, ask for help.
Stef
Your job is to continually seek the why of classroom problems. When students are acting out, possibly acting like they don't trust you, avoiding you, building walls, it may be an extension of a strained relationship between the child and the parent/s. An extreme example I was involved in concerned a single mom not wanting her seventh grade twin boys and letting them know it—even to the point of taking them to a family placement facility. These boys exhibited severe conduct disorder, and not just in the classroom. I knew only one of the twins as other had been transferred to another middle school in the district due to multiple behavior infractions by the time I was called in to intervene. The other twin wasn't far behind, however, it was during my interview with him that I learned of his situation—all of it I was able to readily verify. I learned a lot from this young man. Mostly I learned that he could be charming. His reading comprehension was low, really low, but even as a second language learner, if I read the passages to him, he could answer all of the associated questions. This really surprised and pleased him.
He would erupt in class, pushing everything off his desk and on to the floor, refusing to attend to his work, even refusing help from the teacher's aide. It was an endless cycle of being charged with a task that was beyond him (for multiple reasons, no fault of the teacher), his refusal due to fear of more failure, and more punishment for poor behavior. There's much more to the story, but we've made our point—we know why the undesired behaviors occurred. Whenever we know why a problem exists, we can attack it, but not before. You must dig in.
Never stop digging, and when you run out of time and resources to get to the why of the problem, ask for help.
Stef
Saturday, August 15, 2009
Power of the Story & More on Frustration-Aggression
Before I pick up on yesterday's topic, Frustration-Aggression-Displacement, I want to respond to Tyler's recent comment on teacher confidence. You can read his comment and his story for yourself on the right, and it's well worth reading because it elegantly illustrates the important point of preparedness.
I'll now elaborate on how essential it is that teachers tell their stories, as Tyler did. We don't really need to solve each others' classroom management/ discipline problems, actually we can't solve anyone else's problem because we haven't lived that problem (a concept we'll discuss in later blog). We simply need to share our stories, think of it as a casual form of action research. Stories are narrative and narrative can become data and that's useful. You take it, draw your own conclusions, and apply as necessary (at the very least, teacher stories are almost always interesting). So tell your stories - they're fairly useless to the profession if you keep them to yourself.
So, back to Frustration-Aggression-Displacement (F-A-D) and the role it plays in classroom meltdowns. Let's focus on secondary students , they have so much on their minds that your content may not always find its way in on a regular basis. Frustration can result from issues inside the classroom or they can bring it in with them. The frustrations you cannot prevent or address early on can become so great that aggression is the student's only outlet. That aggression then gets dumped (displaced) on you or another student or students. Don't freak. As quickly as possible, learn where the frustration came from and dive right in and intervene. That doesn't mean right then and there in the classroom, it does mean that day and the next until you get the job done.
More on this topic throughout the year. In the meantime reflect on how you react anytime you are in a pressure cooker situation. How do you handle your own frustration? What makes you "blow up"? It's good to know because you don't get to "blow up" anymore—you're the teacher.
Breathe deeply and do so often.
Stef
I'll now elaborate on how essential it is that teachers tell their stories, as Tyler did. We don't really need to solve each others' classroom management/ discipline problems, actually we can't solve anyone else's problem because we haven't lived that problem (a concept we'll discuss in later blog). We simply need to share our stories, think of it as a casual form of action research. Stories are narrative and narrative can become data and that's useful. You take it, draw your own conclusions, and apply as necessary (at the very least, teacher stories are almost always interesting). So tell your stories - they're fairly useless to the profession if you keep them to yourself.
So, back to Frustration-Aggression-Displacement (F-A-D) and the role it plays in classroom meltdowns. Let's focus on secondary students , they have so much on their minds that your content may not always find its way in on a regular basis. Frustration can result from issues inside the classroom or they can bring it in with them. The frustrations you cannot prevent or address early on can become so great that aggression is the student's only outlet. That aggression then gets dumped (displaced) on you or another student or students. Don't freak. As quickly as possible, learn where the frustration came from and dive right in and intervene. That doesn't mean right then and there in the classroom, it does mean that day and the next until you get the job done.
More on this topic throughout the year. In the meantime reflect on how you react anytime you are in a pressure cooker situation. How do you handle your own frustration? What makes you "blow up"? It's good to know because you don't get to "blow up" anymore—you're the teacher.
Breathe deeply and do so often.
Stef
Friday, August 14, 2009
Frustration-Aggression-Displacement
Effective teachers can spot it just about every time it erupts, seemingly unexplained student behavior, anger filled, and misdirected. The term associated with it is "Frustration-Aggression-Displacement" (F-A-D). You know the feeling, you're at the computer, something goes wrong or a download is too slow and you're in a hurry, you slam down the computer mouse and blurt out some four letter word. Hey! What did that computer mouse ever do to you?!
This happens frequently in classrooms and goes undiagnosed and treated because teachers simply do not recognize the symptoms. The result is a chaotic environment with a contagious nature - virtually everyone is getting out of control. The way F-A-D works is simply a level of frustration that rises to the point of aggression and that aggression is displaced to the nearest most visible and vulnerable victim; either you, the teacher, or another student or students.
Just knowing what it is and what to call it is a big help in terms of addressing it. Know that is normal for anyone from time to time. Realize that many people, especially young people have not developed the coping mechanisms necessary to handle unfamiliar circumstances and that fuels frustration, leading to aggression and ultimately displaced behaviors.
Tomorrow we'll move from the "what" and "why" of F-A-D to the "how of dealing with it.
And one more thing, I have witnessed teachers exhibit F-A-D in the classroom—that doesn't have to happen to you. It's never personal when it comes to kids, it's not about you, it's about them. Above all, you're the adult and you're there to help.
Stef
This happens frequently in classrooms and goes undiagnosed and treated because teachers simply do not recognize the symptoms. The result is a chaotic environment with a contagious nature - virtually everyone is getting out of control. The way F-A-D works is simply a level of frustration that rises to the point of aggression and that aggression is displaced to the nearest most visible and vulnerable victim; either you, the teacher, or another student or students.
Just knowing what it is and what to call it is a big help in terms of addressing it. Know that is normal for anyone from time to time. Realize that many people, especially young people have not developed the coping mechanisms necessary to handle unfamiliar circumstances and that fuels frustration, leading to aggression and ultimately displaced behaviors.
Tomorrow we'll move from the "what" and "why" of F-A-D to the "how of dealing with it.
And one more thing, I have witnessed teachers exhibit F-A-D in the classroom—that doesn't have to happen to you. It's never personal when it comes to kids, it's not about you, it's about them. Above all, you're the adult and you're there to help.
Stef
Thursday, August 13, 2009
Confidence in the Classroom
Jilly's response on yesterday's post (about looking nervous in the classroom) was so true. She stated that confidence is 95% of classroom management. It seems so unlikely that individuals who lack social confidence would even enter the teaching profession - especially to teach in middle school or high school. As usual, I have a hypothesis about this.
We associate school with smart people. Those folks who can really get a handle on the content, the readers, the math wiz-kids, you know the type. Then university life comes for these folks and it's more success with more content - school is the safe zone. Now it's career time and school teaching looks like an obvious choice. All that time spent conquering the content perhaps left little time for developing social skills and achieving rapport with others. Perhaps retreat to that content was even a refuge from social interactions (so sad). If one-on-one is a challenge for an individual like this, imagine one-on-thirty-five! I've seen it alot as a teacher coach, and it's not pretty. In an up-coming post, I'll share one of my classroom observtion transcripts (names changed, of course) to illustrate just how brutal secondary students can be. Following that, I will explain why it happens, what can be done about it - and most importantly, how to prevent it.
Happy teaching!
Stef
We associate school with smart people. Those folks who can really get a handle on the content, the readers, the math wiz-kids, you know the type. Then university life comes for these folks and it's more success with more content - school is the safe zone. Now it's career time and school teaching looks like an obvious choice. All that time spent conquering the content perhaps left little time for developing social skills and achieving rapport with others. Perhaps retreat to that content was even a refuge from social interactions (so sad). If one-on-one is a challenge for an individual like this, imagine one-on-thirty-five! I've seen it alot as a teacher coach, and it's not pretty. In an up-coming post, I'll share one of my classroom observtion transcripts (names changed, of course) to illustrate just how brutal secondary students can be. Following that, I will explain why it happens, what can be done about it - and most importantly, how to prevent it.
Happy teaching!
Stef
Wednesday, August 12, 2009
Looking Nervous
Yesterday I promised to tell you a story to demonstrate the power of your own behavior in terms of desired student behavior in the classroom. Keep in mind, you cannot modify anyone's behavior other than your own. Knowing this will resolve the majority of classroom management problems you may face. So, now for the story.
It was my first year of teaching science at a large, not quite urban, but not quite suburban either high school with plenty of "those kids". You know the ones, blurting out, running the show, nobody's going to tell them what to do, and oh yea, school, what's the point? Who doesn't want a part of that teaching action?! Well, I did.
I took over an assignment left in December by a wonderful young woman whom I had the chance to meet prior to her taking a position at a private school. I wondered to myself, how can I possibly take over after her, the kids must love her - I'm doomed! Well, the holidays were just around the corner and I would be taking over right after the New Year's holiday. The first day arrived, I was excited, this was truly what I wanted to be doing. I had just left a position of five years as an environmental scientist for a large company, traveling all over the country, and decided it was time to utilize my teaching credential and bring science to life for kids. This was my chance to make a positive difference in education!
The days passed and I was having a wonderful time teaching science. I could not believe I was getting paid the same salary working 180 days as I was being paid for 270 days working in industry, this was meant to be! By now I had gotten to know the students fairly well, so I decided to ask my 4th period students why my predecessor left such a great job. Mind you, my 4th period students were the wild and wiggly ones right before lunch - I always trusted their input.
During a lab activity (I didn't have much to do, it was all about them) I asked one simple question, "Why did Ms. ____ leave? This is such a wonderful job, there's plenty of supplies, you guys are a lot of fun, and the faculty and staff are very helpful. Why would she leave all of this?" The whole class broke out in laughter, proudly stating, "We're why she left!" I asked them what they meant and they said, "One day we were doing this lab with lima beans and everytime she turned around to write on the board, we threw the beans are her. We made her cry!" "That's nothing to be proud of" I responded back. "You guys should be ashamed of yourselves! Why don't you do those things to me?" The answer absolutely astounded me (teacher preparation programs simply cannot teach this). Their answer was, "We don't do stuff like that to you 'cause you don't look nervous."
Truer words were never spoken.
You're stories and comments are welcomed. Let's solve some classroom management problems.
Stef
It was my first year of teaching science at a large, not quite urban, but not quite suburban either high school with plenty of "those kids". You know the ones, blurting out, running the show, nobody's going to tell them what to do, and oh yea, school, what's the point? Who doesn't want a part of that teaching action?! Well, I did.
I took over an assignment left in December by a wonderful young woman whom I had the chance to meet prior to her taking a position at a private school. I wondered to myself, how can I possibly take over after her, the kids must love her - I'm doomed! Well, the holidays were just around the corner and I would be taking over right after the New Year's holiday. The first day arrived, I was excited, this was truly what I wanted to be doing. I had just left a position of five years as an environmental scientist for a large company, traveling all over the country, and decided it was time to utilize my teaching credential and bring science to life for kids. This was my chance to make a positive difference in education!
The days passed and I was having a wonderful time teaching science. I could not believe I was getting paid the same salary working 180 days as I was being paid for 270 days working in industry, this was meant to be! By now I had gotten to know the students fairly well, so I decided to ask my 4th period students why my predecessor left such a great job. Mind you, my 4th period students were the wild and wiggly ones right before lunch - I always trusted their input.
During a lab activity (I didn't have much to do, it was all about them) I asked one simple question, "Why did Ms. ____ leave? This is such a wonderful job, there's plenty of supplies, you guys are a lot of fun, and the faculty and staff are very helpful. Why would she leave all of this?" The whole class broke out in laughter, proudly stating, "We're why she left!" I asked them what they meant and they said, "One day we were doing this lab with lima beans and everytime she turned around to write on the board, we threw the beans are her. We made her cry!" "That's nothing to be proud of" I responded back. "You guys should be ashamed of yourselves! Why don't you do those things to me?" The answer absolutely astounded me (teacher preparation programs simply cannot teach this). Their answer was, "We don't do stuff like that to you 'cause you don't look nervous."
Truer words were never spoken.
You're stories and comments are welcomed. Let's solve some classroom management problems.
Stef
Tuesday, August 11, 2009
Teaching, the "I Quit" Profession
Why is it that roughly 50% of new teachers quit within the 1st five years of being in the profession? Lawyers, doctors, firefighters, etc., etc., don't quit. The preparation for other professions can be more accurately prepared for than teaching. While variables exist in all professions, the variety of student behaviors in pre-college classrooms is so great that being truly ready to handle all that can occur is virtually impossible. When teachers quit it isn't the money or the conditions, it is the overwhelming sense of not being able to manage the classroom. The discipline issue is the number one reason that teachers quit. It doesn't have to be that way.
The most important element of classroom management is to realize it is all about self management. The only behavior we have control over is our own. We cannot control others. Our own behavior causes the behavior of others. Calm gets calm, agitated gets more agitation, shout and they'll shout back. Think about this. Apply it in other areas of your life. You'll like the results. Tomorrow, I'll tell a true classroom story to help you see what I mean.
Stef
The most important element of classroom management is to realize it is all about self management. The only behavior we have control over is our own. We cannot control others. Our own behavior causes the behavior of others. Calm gets calm, agitated gets more agitation, shout and they'll shout back. Think about this. Apply it in other areas of your life. You'll like the results. Tomorrow, I'll tell a true classroom story to help you see what I mean.
Stef
Monday, August 10, 2009
Visualizing Success
The first day that you are the teacher of record is the day of your career that you will never forget. Make it a great memory - or at the very least, hope it becomes a really funny story later on.
Any veteran teacher will tell new teachers that if you don't get a handle on classroom management that very first day, you're doomed. That's almost always the case. You can, however, redeem yourself and start over with the students who are bound and determined to run the teacher. You just don't want to if you don't have to!
The first step in successful classroom management is visualization. This is true if it's your first day, or at any time in your career. Very clearly in your mind, visualize what your well managed classroom looks like. See every detail, imagine your every move. Do NOT generalize, be specific. Write these images down. Next to each image write down what you need to make it happen, or what action you need to take. Without these specifics, you won't be able to execute. Once this becomes your habit of mind, you won't need to write anything down—it will become automatic. If you're new to teaching, write it all down and hold yourself accountable.
Above all, just remember, if you are the only college educated adult in the room, why wouldn't you be in charge?
Happy teaching!
Stef
Any veteran teacher will tell new teachers that if you don't get a handle on classroom management that very first day, you're doomed. That's almost always the case. You can, however, redeem yourself and start over with the students who are bound and determined to run the teacher. You just don't want to if you don't have to!
The first step in successful classroom management is visualization. This is true if it's your first day, or at any time in your career. Very clearly in your mind, visualize what your well managed classroom looks like. See every detail, imagine your every move. Do NOT generalize, be specific. Write these images down. Next to each image write down what you need to make it happen, or what action you need to take. Without these specifics, you won't be able to execute. Once this becomes your habit of mind, you won't need to write anything down—it will become automatic. If you're new to teaching, write it all down and hold yourself accountable.
Above all, just remember, if you are the only college educated adult in the room, why wouldn't you be in charge?
Happy teaching!
Stef
Sunday, August 9, 2009
Classroom Management, No Problem
It is about this time of year that there is a building sense of anticipation as the shelves of retail stores begin to fill with school supplies. There is a feeling of renewal, of hope, and then there is a feeling of anxiety. But enough about what's going through the teachers' heads, let's focus on students, pre-college students, especially at the secondary level.
My name is Stefanie Saccoman, I coach teachers in a large urban school district and I teach in a university teacher education department. The intent of this blog site is to offer a new approach to classroom management and discipline—so that all of the teachers of America can take back all of the classrooms of America. The goal is to assist educators in creating the conditions for optimum learning. I do not have all of the answers, but I do have a lot of interesting questions.
Classroom management and discipline continues to be the number one challenge of classroom teachers. You'd think we'd have it all figured out by now, wouldn't you? Rather than go on and on about the problem, why don't we dissect it and determine WHY it continues to undermine and often dismantle the careers of smart, well intentioned professional educators. If we take that approach—discovering WHY the problems exist, then we can determine HOW to solve them. We must discover WHY first.
Each day new ideas will be posted, stories told that illuminate why problems erupt in the classroom and myths will be busted. I look forward to an active and productive dialog with the hardest working, often most over-looked professionals in our nation. I know you're not in it for the money, teachers, so it must be the glory—and there is glory enough for all.
This will be the best academic year ever! I welcome all questions and comments. I am here to help.
Stef
My name is Stefanie Saccoman, I coach teachers in a large urban school district and I teach in a university teacher education department. The intent of this blog site is to offer a new approach to classroom management and discipline—so that all of the teachers of America can take back all of the classrooms of America. The goal is to assist educators in creating the conditions for optimum learning. I do not have all of the answers, but I do have a lot of interesting questions.
Classroom management and discipline continues to be the number one challenge of classroom teachers. You'd think we'd have it all figured out by now, wouldn't you? Rather than go on and on about the problem, why don't we dissect it and determine WHY it continues to undermine and often dismantle the careers of smart, well intentioned professional educators. If we take that approach—discovering WHY the problems exist, then we can determine HOW to solve them. We must discover WHY first.
Each day new ideas will be posted, stories told that illuminate why problems erupt in the classroom and myths will be busted. I look forward to an active and productive dialog with the hardest working, often most over-looked professionals in our nation. I know you're not in it for the money, teachers, so it must be the glory—and there is glory enough for all.
This will be the best academic year ever! I welcome all questions and comments. I am here to help.
Stef
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