Most kids want to engage, many have been taught there is nothing to engage with. You need to be the teacher who re-awakens that natural wonder. It’s kind of like a dare: are you up for it? I triple dog dare you ;) Okay, now that the obvious elephant in the roomhas been identified, let’s get to those three techniques
How were your classroom behavior management strategies last year? Be honest. If you are like me, the results are mixed. They were good because you kept the stuff that worked for years and applied it and got rid of the stuff that didn’t. Unfortunately they were also bad because situations you didn’t think about arose and created problems in your classroom management. Well, right here, right now is the time we should be examining all that in preparation for a new year. There are many things I have learned through the years that work for classroom management. I believe that effective classroom management techniques must start with a dynamite lesson plan.
So, before we even talk about behavior, we have to spend time in a straight-backed chair (or the equivalent thereof) completely focused on crafting the best lessons we can. The lessons should explicitly teach and solicit responses from all the kids. If we aren’t doing this, that is our glaring error we will never overcome.
If we have done this, then our kids should behave rather well. Most kids want to engage, many have been taught there is nothing to engage with. You need to be the teacher who re-awakens that natural wonder. It’s kind of like a dare: are you up for it? I triple dog dare you ;) Okay, now that the obvious elephant in the room has been identified, let’s get to those three techniques:
- Effective classroom rules – These are usually a “given” but I want to revisit them. These rules can get you out of many binds. The lack thereof can also get the entire class is a mess that’s hard to escape. The word on these is simple: Make concise, relevant rules that number no more than 7. I have had discussions with teachers about how they want more rules. This defeats the purpose of rules in my opinion. If the rules on the wall become impossible to follow, or retain for that matter, they will be ignored. In my class, I never go above 5 rules. My only guideline in creating these is that every possible scenario can be linked to one of them.
- Classroom management intervention – You should have a system in place that protects the “good kids” who are obeying and trying to learn. Before they happen, you should have a system that quickly diffuses the “rule breaker” and returns the focus on instruction. There are many ways to do this and I am sure you know them. Many times I forget this tip and there is a lot of raucous before Christmas. The truth is, it doesn’t have to be this way with some pre-planned intervention.
- Assertive discipline classroom management – This is Lee Canter’s method and I subscribe to it 100%. Apart from my feelings about the lesson plan coming first, he has some amazing ideas that started in the 70’s in an authoritative style and have developed into a more democratic style. The word I like best is “assertive.” An assertive teacher addresses situations and works through them to her/his advantage.
Okay, so there you have it. Those are my 3 tips for you. We all hope we will get a perfect class every year and it’s no wonder we’re frazzled by Halloween! You can declare power over your year and when you do you will see that we have been entrusted with one of the most valuable jobs on Earth: teaching kids.
One of the more difficult parts of teaching is pacing ones lessons. You can have the tried and true teaching methods but without a pacing plan of some sort, your assessments will be scattered. One must look at the end goal and then map out the sections of the year in such a way that will enable planning and delivery to meet those ends. If you are lucky (as I am) your district has a pacing guide they offer you to use and plan your lessons around. Unfortunately however, the work doesn’t stop there. You need (get) to plan and deliver the actual lessons the pacing guide dictates.
For me, the best situation has been to have all my materials in a central place. Then, as I read the pacing guide each morning, I can “pull” from my materials and use them under the overhead to teach through the day’s standards. I have written much here in the past about paperless teaching and how I don ‘t like the copy machine. I am usually able to get away without using it. As long as the kin-esthetic learners have paper and a white board (if available) you can get through the week with minimal copier usage. Having a trustworthy pacing guide allows you to focus on materials and other helpful things. Once you have it you can more robustly seek out lesson ideas.
What the kids need more than just “a worksheet” is a teacher who models the concept. If you are delivering lesson plans from the pacing guide each day, you are doing what you should. If you choose to use copiers after that, it’s up to you. Most the time I find myself making copies only because it is the “traditional” thing to do and not because it is crucial to learning. At the same time, I have seen first hand the power of daily calculated usage of the pacing guide. If you don’t have one already, I would say all teachers need one … unless you are a computer.
My heart goes out to the teachers that have been (or will be) issued pink slips. Even if you know they will hire you back, it is still hard. You can still be successful and make a difference though if you don’t lose your focus.
Of course every teacher wants to be successful every day. Some days this is more possible than others. I say, it’s always possible if you set goals for yourself. The hardest times for me as a professional are when the rules change. In times of financial cutbacks, this is likely to be occurring across the country. In times of adversity, we can still be successful through what I call goal based teaching.
Whether you are teaching a math lessons or esl lessons, you have strategies and programs you can use to teach. This isn’t a post about showing you mine. You can find the best strategy I know of, EDI elsewhere on this blog. I have written numerous posts on how it works and how to use it. This post is, rather, about setting achievable goals and then gauging progress once the teaching day is done. In your quest, check out websites for teachers.
In the early morning minutes before the kids come in, take the time to write down what you want to achieve today. It might look something like:
80% mastery of Reading Standard 2.1 that will be measured through whiteboard answers.
Listen to kids more today. This will be measured by my journaling what one kid from each period told me.
You get the idea. It is possible to teach and be successful in these uncertain and often just plain “weird” times. My heart goes out to the teachers that have been (or will be) issued pink slips. Even if you know they will hire you back, it is still hard. You can still be successful and make a difference though if you don’t lose your focus. It happened to me my 5th year teaching. Then they called it “reduction in force.” They told me I would likely be hired back but I had to teach 3 more months with no guarantees. With a fledgling family of 3 at the time, I was nervous and it was hard to stay focus. Goal based teaching helped me define my own success.
I don’t see success as something you achieve. Rather, it is the daily, hourly triumphs where you take chances and then measure your own success. No one can tell you otherwise when you know you’ve met your own goals. What are your thoughts on taking control with “Goal Based Teaching.”
This past week I experienced a relapse in my kids’ behavior. They were doing great for a few days then all of a sudden, BAM! They were out of the line, slapping each other, running, not putting their hands behind their backs, talking … shouting. I got bad comments from 3 grownups on campus and when I got the third I knew we were going to have to practice until they were blue in the face (figure of speech). Sometimes teachers forget to model the behavior they want to see in their students. I think this was one such occasion. I marched them to my door from the blacktop and out again about 10 times. Each time I repeated the things I wanted to see and each time, up until the last time, someone in line did not conform to the expectation.
The rest of the story is that they really line up well now. By showing them what I wanted and having them practice it over and over, the line problem was solved. I wish every challenge of student behavior would be solved this easily. Unfortunately, all teaching is a work in progress. Notwithstanding, when you feel like you are beating your head against a wall with your class and they just aren’t doing the expected behavior. It is wise to ask yourself, “Have you modeled the correct behavior?” I think 9 times out of 10, they will rise to your expectation if you get out there with them and SHOW them.
A teacher’s mental and physical pressures should not be permitted to go on too long. He/she must be a responsible professional and take care of her/his own needs first. After that, the kids.
Those with careers in teaching are often under pressure. The administration wants the paperwork turned in on time and the parent wants accurate and full reporting of their children. Your own family wants and deserves your complete attention. Of course, as a teacher, this is your job so we shouldn’t whine too much about it. At the same time, it can feel overwhelming to have so many precise demands. It can affect you. A teacher’s mental and physical pressures should not be permitted to go on too long. The teacher must be a responsible professional and take care of her/his own needs first then the rest. This is a basic truth whether you teach English abroad or elementary school here at home.
There are certain basic “self-checks” you can do to remain sound of mind and body health in the classroom. Here are a few I do at yearly intervals:
- Check your blood pressure. Demands of kids and work can really raise this. If you don’t know already, a healthy blood pressure is below 120/80. If you neglect this, a heart attack or stroke could occur which would make you unable to be a great teacher.
- Plan your exercise routine. By that I mean, plan something you know you can do consistently and vigorously. For example, I really enjoy running outdoors but I seldom get to it. On the other hand, using my treadmill is much easier to be consistent at. If I choose the running plan, I will likely get no exercise whereas the treadmill is easy access and likely to get used. Vigorous exercise helps circulation and keeps you laughing through those challenging days.
- Get out of the house. If you are married, take your spouse out on a date. If you are single, go out and do something you love alone or with friends, good old fashioned “rest and relaxation.” You are “Mr. Riley” all week long, now go be you!
- Do your favorite pastime.
More than any tip, remember this: Those in education jobs are no good to your students, your school, or your own family when you are mentally or physically spent. Be responsible about taking care of yourself first and then the kids. Recharge your batteries. They will thank you for it!
This post was published first as Staying Healthy and Inspired as a Teacher on Dynamite Lesson Plan.
It doesn’t take much time to recognize kids in the classroom. It also pays huge dividends in the their self-esteem when you send something home to their parents. Every year or so, my school gets “Good News from School” postcards made up for the teachers to use. The offce leaves them by the teacher boxes and we are free to take as many as we like. When you are amazed at a child’s work, this is a good time to recognize her/him. If you are simply trying to encourage the child, this is another. Whatever the reason, cards like this on hand go a long way toward healthy emotions and well-being in the classroom. Continue reading “Recognition Cards on Hand”
Professional learning communities are revolutionizing teaching. We are learning at my school how powerful it can be when teachers work together. Unfortunately, it does require a lot of patience and work to make happen.
Professional learning communities are revolutionizing education. We are learning at my school how powerful it can be when teachers work together. Unfortunately, it does require a lot of patience and work to make happen.
In teaching, as with any professional job, there are times when you have to make professional conversations happen. This might be be over an issue of student motivation or just plain getting along issues. They can be awful to do and they make your stomach churn but they are hugely important and have to be done whether comfortable or not. It would be nice if we could just stay in our classrooms until dismissal and not bother anyone and not be bothered by anyone but that is a fantasy land. To keep kids “moving” up from one level to another or staying at the top level, it requires teachers engaging in professional conversations on a regular basis. It’s not about who’s cool or not or who likes who or not. It is simply a commitment to moving kids upward by all means available. When teachers agree to work this way … everybody benefits and at the end of the year, great progress is inevitable.
The dynamite teacher ensures and fosters professional learning communities.
A great lesson plan should have at least one engaging story that teaches. It’s very helpful when introducing a new topic to tell them stories about your life as it relates to that new concept.
Using stories to teach kids is one of the best teaching tips I can suggest. Anything you give kids by way of your life’s anecdotes they will happily absorb. It’s been said, “kids are like sponges.” It’s very helpful when introducing a new topic to tell them stories about your life as it relates to that new concept. Until a kid can visualize something and compare it to something concrete, he/she will never have a chance at comprehending it. It is vital to getting students to understand your message. In teacher jargon this is known as “comprehensible input.” One example for young kids might be when I took a cookie out of the cookie jar. For older kids say in adolescence if I am teaching respect for authority figures, such as police officers, I can tell a story of when someone was disrespectful to a police officer and what happened. If you can’t think of a story, there is so much free online education that includes some. Definitely go searching. For example, if you are studying a story like Akiak, you can type that in and find all sorts of related stories. The teaching materials of our day are largely free and available with minimal search effort.
A “Dynamite Lesson Plan” should have at least one engaging story that teaches. This can often make the need for a discipline plan obsolete. The reason this is true is because the learner is engaged. Your own kids, as well as your students, in many ways worship the ground you walk on. To them, you are an image of the real world they desire so desperately to enter. Telling them stories from your life full of comprehensible input can bridge the chasm for them.
They have nowhere to go. They are all ears! Make storytelling a part of every lesson you do to improve student engagement in education.
And if you think you have no interesting stories to tell, remember this: Everything you’ve done has value to kids. It’s all in how you tell it to them. Make it fun and tie it in to age-appropriate input be it SpongeBob or Twilight. You’ll teach them your objective without them even knowing it.
Do you have any life adventures you could tell your kids?
Why not add a few to your schedule tomorrow and see how your kids respond?
If you are like me you have been frustrated many times by a traffic jam at the copy machine. You got your materials together and went to the copy room only to find two or three teachers ahead of you with what looks like reams of copies to make. You sort of get deflated at that point. If you’ve been reading my blog for a couple years, you might recall my article on “paperless teaching.” This was a cool concept and one of those that is excellent “in theory.” Unfortunately, the energy required to come up with solutions for paper really wears you down. As a result, it defeats the whole purpose for trying paperless teaching in the first place. I know I am a better teacher because I have some tested alternatives to the copy machine. At the same time, I now know it is unavoidable in our profession. That leads me to my solution.
One excellent solution to the copy machine conundrum is to pick one day of the week to do all your copying. It is definitely a paradigm shift because you can’t be successful “on the fly.” You must get a rhythm and a system to select your papers to copy so each week you have them sorted and ready to hit the copy machine. Of course you will still collide with other teachers but only one out of 5 days right? If you are mentally prepared to wait, it will cause you less stress as well. I have been doing this all year so far and it is going great! What do you think of my solution to the copy machine conundrum?
Even if it’s only 30 days or so, It can be helpful and inspiring to teach subjects outside the daily grind of what we think of as CST preparation. Teach them to sing American History songs for example.
After the CST in most districts there are still around 30 days or so of instruction. When so much of the emphasis is on test prep and standards based instruction, then comes the question to ALL teachers after the standards test: “What now.” There are many things to teach once the CST is over for the year. Regular, district curriculum is still required and of course a balance of these things is in order throughout the year. Having said that, as academic instruction continues it can be a good idea to something like a field trip to the public library. This is a great way to get the kids a tour of “academia.” While most searching these days is done on the internet, the library remains an incredible resource the kids should know about. There are so many other things you can teach and do with your class after the CST.
Teaching kids music has a proven effect of increased academic performance. Get some Disney music or other choir based music and teach them to sing. You don’t have to be great at it yourself. Some of the old songs like “Davey Crockett” or “I’ve Been Working on the Railroad” have historical content that you can teach across the curriculum with history. If you have access to musical instruments, take some time to expose them to those. Art or course has value. One type I like to explore with my kids each year is “rip art.” The kids come up with truly talented work when we try it. As you work more art, music, sports, etc. (stuff outside of Language arts and Math) I think you will find ways to embed the academic standards into these areas. Life included academics but that is not all there is to life. Teach them about jobs and nutrition, all the while bringing in what you have taught them in the content standards. The Sky’s the limit. I think it’s a great idea to continue imparting eclectic knowledge after the standards test. It can even be helpful and inspiring to try subjects outside the daily grind of what we think of as CST preparation. In time, I hope teachers will be encouraged to teach and be tested more on topics outside of standardized testing. Now for your input: What do you teach after the test?