Here’s a Radical Thought: Admit to Your Students You’re Human

“I’m not self-actualized on all these myself,” said Dr. Caryn Huber, Dean of Students, to a faculty of 200 teachers during our opening day professional development. She was introducing a powerpoint that featured the prescribed behavioral qualities we would like our students to master to achieve social, emotional, and academic success.

It was a surprising admission. So surprising, in fact, that I wrote it down. It’s the first time I’d ever heard an administrator (or any one in front of a PD) say this out loud:  that every day we ask kids to act in ways that we ourselves as adults haven’t mastered yet.

We ask kids to set SMART goals, manage their time well, bounce back in the face of failure, interact with peers not of their social group, be compassionate, be responsive, be engaged and curious, be driven and goal-oriented.  But the truth of the adult world is very few of us have that list in the bag.  How many of us have our anger truly in check? How many of us respond with compassion every single time? How many of us sit with  new people at faculty meetings?

Dr. Huber’s admission was a rarity,  yet it shouldn’t be.  Admitting our humanness should be on center stage in every classroom and every PD.  Our shortcomings or weak spots or unevolved selves are some of the most powerful things we could share with our students. That our own struggle to learn is not on display every day in every classroom is a waste of a powerful demonstration on the notion of growth mindset.

I’m not suggesting you talk to your students about your addiction, your divorce, or your abysmal financial situation.  I’m suggesting you share the hills and valleys of your own intellectual journey, the one you’re still on.  My colleague Vickie Moriarity wrote a blog recently about failing her Google test, and the empathy she developed for those students who try and try again to learn content they just can’t master.  Vickie’s own failure and her continued journey to gain Google certification will be a powerful model of resilience for her students.

Teachers sometimes present themselves as having arrived at guru status. Perhaps I have presented myself as a master of things of which I am not because pretending to have all the answers is reassuring to me.  If kids can figure out things on their own, why am I even in the room?  But isn’t that the key consideration in all project-based learning, namely,  what is my role in an educational landscape where the answers are not solid, objective realities, but fluid, in-progress creations?

We often speak through our ego, which manifests itself as dictatorial control when we’re in front of our students.  We have the answers.  We have mastered this content.  Really though, when was the last time I have participated in the kinds of thinking I am demanding of my students?

Am I asking students to write an argument on a controversial claim? When was the last time I wrote an argument on a controversial claim from start to finish with evidence and works cited and clear organization? Am I asking students to write a poem? When was the last time I attempted to channel human experience into figurative language?

Being real about our struggles is a powerful teaching tool.  And more importantly, we need to talk about it.  Dr. Huber tapped into that on opening day:  confession is good for the soul. Admit that we don’t always have our act together.  Make that admission into a testimony.  Our stories will connect us more tightly to one another when we share them with our students.  Sharing the story of your own attempts to learn something, or hey, actually writing and mathing with your students (what a concept!) and letting them see you struggle will be the biggest (and most long lasting) lesson they will learn all year. Be the thing you teach. Show students how it’s done by doing it with them, and sometimes failing. Show them that too.

 

 

 

 

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First Week Lesson: Demographic Grouping

During the first week of school, my goal is two-fold:  I want my students to see self-discovery through writing as their main goal, and I want to build a community based on story.  I use activities that encourage students to meet each other through the details of their lives. These stories and details eventually serve as the fodder for personal essays, arguments, and informational texts they will write later in the year. 

Demographic grouping is one activity which asks kids to group themselves by various identities and meet the other people in the room who share that characteristic.  The key to this activity — for both community building and self-discovery– is to ask kids who find themselves in a demographic group to argue for or against their own inclusion based on their life experience, hence stories. When they find themselves in a circle of Capricorns, for example, they need to tell stories and trot out evidence as they share the details of who they are or who they think they are.

For a 90-minute block class, I use three demographics: Myers-Briggs, Western astrological signs, and birth order.  I want students to share stories about what it’s like to be a part of these subsets of the larger population, and I want them to challenge or confirm their placement in these groups.  Do they agree or disagree with their “label?” What stories in their lives support or negate this assessment of who they are? Do the definitions fit?

The first demographic congress we convene is around the 16 personality types founded in Carl Jung’s theories on psychological types as listed on the Myers-Briggs Type Indicator.  Students take a 10-15 minute quiz which will then place them in one of the sixteen possible combination of four paired personality traits: 1) Introversion or Extraversion; 2) Intuition or Sensing; 3) Thinking or Feeling; 4) Judging or Perceiving.  Based on their answers to the personality quiz, students will be given a four-letter personality, such as INFJ.  

Before class starts, I post the 16  individual personality types around the room along with a brief explanation of each type.  Once students have their types, they migrate around the room and find their Myers-Briggs compadres.  For fifteen minutes, I ask them to trade stories that confirm, negate, or qualify the personality type by which they’ve been labeled.  

In addition to being a fun, engaging activity which generates numerous narrative opportunities, I also get to see where my dreamers, my leaders, my risk takers, and my nurturers are. 

After that,  students divide themselves by their zodiac sign.  The Western astrological signs are based on which month of the year you were born. According to astrologists, planetary formations at the time of birth can determine a person’s individual character.  I’m surprised every year by how many students do not know their zodiac sign.  

Before class, I print off a generic description of each of the 12 signs and post these around the room.  Students migrate to the mini-poster that bears the symbol for their sign and join the others in the room who were born under the same sign.  As they did with the Myers-Briggs grouping, students spend about 15-minutes reading the descriptions of their sign (they especially love to read the section about relationship compatibility) and share stories in these groups as to how they are alike or unlike their sign. This is a great activity because it immediately creates kinship among disparate students in the class based on their birth month.

The last grouping I do is birth order.  All the first born, middle, youngest or only children get together in groups. I will have printed off descriptions of the characteristic of that particular birth order, and the groups discuss whether they agree or disagree with the definition of their particular rank.  Birth order is a great nugget of teacher information for me as well.  I know first and only born kids are often my natural leaders, and when I select group leaders for inquiry sessions later in the year, this information will come in handy.

Once we’ve circled through three demographic groups, I ask students to return to their seat and write a reflection of the activity, such as what surprised you about the descriptions? Did you strongly agree or disagree with any of the demographic groupings in which you found yourself? What was the best story you told today? What was the best story you heard today?   

 

Back-to-School Nightmares

“What terrified me will terrify others; and I need only describe the specter which had haunted my midnight pillows.” – Mary Shelly, upon waking from the nightmare that would inspire Frankenstein

I cannot get the copier to work. I stand in the copy room where the thermostat registers: surface of the Sun. My dress dissolves. The copier jams again. The beeping, the jamming. The red arrows. And I have 250 kids (or more)  in my class, standing on desks, chanting mayhem and anarchy. I race into the room and am screaming, hissing, and spitting, between 30 and 150 Hz, but to no avail. My throat bleeds. A brick slams into my head, and I lose consciousness.

They start right after July 4th or when Wal-Mart parks their Back-to-School display in the front of the store.  At this moment, a teacher’s fear circuitry is activated, locked and loaded, and offers up a nightly terror.  The patterns are similar: loss of control, running late, losing lesson plans, your classes, your mind.  

According to Psychology Today, nightmares provide a way for our subconscious to deal with trauma. Other stressful vocations (ER nurses, EMTs, public defenders, air traffic controllers) may also have similar dreams, but since I’m a teacher, I’m very familiar with this annual nocturnal visitation. The stressors in teaching are relentless and myriad, which is why a staggering 30%-40% of teachers exit the profession within the first five years due to stress. Once you’ve experienced this stress in your waking life, the probability that your subconscious will try to warn you of the coming onslaught is high.   

Here’s a sampling of nightmares from my teacher friends:

  • I had an anxiety dream last week starring a middle schooler who would not let me help her learn how to do her combination lock on her locker, even though she was crying in frustration when I found her. She refused to listen and just walked away.
  • The kids revolt on Day One. They hate me and they won’t cooperate in any way whatsoever. For some reason, it feels dangerous, like they’re saying, “Just try your techniques on us, Mrs. Classroom Management.”
  • I’ve dreamt everything from teaching in a tube top to not having the syllabus copied to farting in front of my class to getting lost and teaching the wrong subject!
  • I’ve dreamed there is only one copier working and I have to body check a colleague to get to it.  Also, I have too many students and not enough seats or materials for them.
  • I was away somewhere, enjoying one last mini vacation before school started back, and my teeth began to fall out — like, a few at a time. I was mortified, but not entirely, until my two front teeth disappeared.  In my dream, my hope was that I would be able to get home from the trip and have my friend (who is an oral surgeon) help me find a solution for the next day, which was the first day of school.
  • Our counselor kept showing up at my door with a new student every few minutes. I am sure this has to do with the large class sizes I have this year with no block scheduling.
  • I get to school and they’ve moved my classroom, and I can’t find it and then get in trouble for leaving students unattended while I am desperately searching for my room.
  • I’ve occasionally had the “horror movie in a school” dream, where I was having to either get myself or myself and students out of the building due to a threat. Those may be fueled by the “live shooter” training we’ve done a few times recently.

School starts on Wednesday for me, and even though I loop with my students for four years (no surprises), I recently had two teacher nightmares, featuring both loss of control of my classroom and getting to school three hours late while my students ran wild through the halls.

If you’re having back-to-school nightmares, take heart. It’s a profession-wide annual visitation. It doesn’t mean you’re a bad teacher or that you’ll have a bad year.  It only means that your subconscious is probably working out the back-to-school jitters.  If you are seriously plagued with these nightly frights, there are ways to conquer them. In the meantime, practice self-care:  exercise, eat right, hydrate, and treat yourself to a stress-reducing massage every month.  Talk out your fears with colleagues who suffer similar anxieties, and practice leaving your school worries at school instead of taking them home with you and catastrophizing them into a daily reality.  

 

American Road Trip

I was invited, along with two colleagues, to join 60 teachers in Denver, Colorado, for a National Writing Project professional retreat last week.  Even though we live in Kentucky, we decided to drive instead of fly. We wanted to see the country and knew we could get a lot of the preliminary work done on our project in the car during the 1200 mile jaunt.

We arrived on Monday evening at a lovely Hilton resort, which was to be our home for the next five days. The first night we met other teachers who had been invited to do similar work:  developing instructional resources, from teaching argument writing in the science classroom to sponsoring school-wide family literacy nights.

As educators, we shared many of the same concerns about our students and the future of the country.  It didn’t matter where the conversations started around the buffet tables, they ended up political.  Jennifer from Mississippi told me about segregation academies, private schools in the South established by white parents in response to desegregation in public schools.  Nicole from California talked about “dog whistle” words, coded messages that are only heard and understood by a particular segment of the population.  Victoria from Oklahoma filled us in on the nearly criminal cuts in their state’s education budget.  

One night after dinner, we watched a seven-minute trailer for a documentary featuring a cross-section of Americans talking about their conception of America’s “creed.”  The trailer was slick and well-done, featuring veterans and authors and teachers, different races, different ages. Words like “freedom” and “diversity” were featured equally. I was crying by the end of it.

I may have been crying because of the relentless nature of the week’s work or because I hadn’t been sleeping well due to Denver’s altitude.  Or it may have been because I desperately want to believe what the film was tilting toward:  that even though Americans are deeply divided, there are basic values we all hold dear–family, safety, education, freedom, equality.  

I want to believe this, but I’m also fairly cynical.  Freedom doesn’t mean the same thing to everyone, and the equality of one group is a threat to another. I know many people in my home community who would see the film as left-wing brainwashing, an attempt to force political correctness and West Coast liberalism down their throats.

After the viewing, we discussed how we might use it in our classrooms to start a conversation, but even the term “start a conversation” seemed vexing to me for its coded progressive intentions.  The only people who ever want to start a conversation are those who think they know better than you:  teachers, Jehovah’s Witnesses, Pampered Chef consultants.  

Finally, a teacher from Montana remarked on the enduring complexity of humanity, and we nodded sagely and shuffled off to our individual hotel rooms.  

At the end of the week, my Kentucky team struck out for home on I-70. The scenery through Colorado and Kansas was crushingly, achingly beautiful. The deep blue skies, white clouds layered over golden prairies. We passed combine convoys headed toward the summer wheat fields, and we passed fields of soybeans, corn, and pasture land, dotted with white-faced cows.

Somewhere we stopped at a Pilot Travel Center to fuel the car and get a sandwich. The Travel Center was packed with families of every color, class, and age, all of them hungry and tired, cautiously herding their children into the bathrooms, waiting in line for a burger. A Little League baseball team came in.  An elderly couple dressed head to toe in black. A middle aged woman in a pink tank top with a pistol strapped to her waist. SeaHawks, Broncos, and Steelers fans.  

We spent the night in a Holiday Inn Express in Topeka, Kansas, ten miles away from the national historic site of Brown vs. Board of Education.  In the lobby, there was a man in the corner reading a Hebrew Bible. In a circle of chairs, a self-help group gave each other hugs and offered words of encouragement.  In the elevator, we met some little girls who were staying at the hotel because their mom was in a powerlifting competition.  The next morning we had breakfast with bikers, a church choir, and an elderly couple on their way to see a new grandbaby.

I understand public policy is not made at Pilot Travel Centers and midwestern Holiday Inns, but in many ways, we’re all just dads and moms, sons and daughters trying to get home from a long trip. I’m disheartened we are so polarized by politics.  Most of us can agree with each other on a basic human level, but when we approach each other with buzzwords and ideology, the humanity falls away, and the labels become both a target and a launch pad.  We may be unwittingly creating our own segregation academies, dog whistling unconsciously.  Maybe if we could avoid talking about America as a grand ideological subject, and instead talk about ourselves and others in small, specific frames, we might discover a common moment, a shared feeling, a sensible creed.

New Teacher Series/ Question 11: What are the best strategies for teaching vocabulary?

Broadening a student’s vocabulary is important and critical to her academic success.  Having a comprehensive vocabulary increases a student’s ability to read with clarity and to communicate both orally and through writing with precision.  Students who are competent and independent readers often absorb much of their vocabulary from reading, but direct instruction augments that word pool even more. However, vocabulary instruction needs to be embedded and experienced multiple times for students to actually learn and use the words.  By introducing words once, then quizzing kids over the list and moving on, the skill developed is memorization and test taking, not literacy and word acquisition. Vocabulary unrelated to an actual personal, social, cultural, or literary context doesn’t stick in the brain.

Good teachers use a variety of strategies to teach vocabulary in concert with one another. Here are 15 Vocabulary Strategies in 15 Minutes   You will also find teachers using word walls, word journals, word maps, keyword methods, flash cards, vocab Bingo, Pictionary or Jeopardy.  Some strategies involve using the vocabulary words to write songs, short stories, or poetry. One of my favorite vocabulary trends was a call and response script – I can’t even remember the patter now – but it called for kids to clap, rap, and spell out the words and define them orally with me sing-songing and beating on my podium too.  It was fun, but I was still only asking kids to define and memorize words in isolation

About five years ago, I noticed several kids in one class were using some of the words from our vocabulary list during discussion.  I discovered these words not only were on their vocabulary list, but they had appeared somewhere in their reading that year, and—this seemed to be the key— they were words I used all the time.  The one I remember specifically was “truncated.” I love that word. I still use it all the time.  I realized that students were using it in their Socratic discussions and debates in class.

Why? Because they saw it and heard it more than once.  I used it all the time; they saw it in their reading; they knew what it meant, how to pronounce it, and how and when it should be used.  They had assimilated it into their lexicon.

From then on, I began to teach fewer words, but teach them more deeply.  I created a context for the words and allowed students to make connections with the words through discussion, reading, semantic maps, games, or even drawing visual interpretations of the words. I also read Bob Marzano’s great book Teaching Basic and Advanced Vocabulary  which provided me with many great strategies.  You will figure out what strategy scratches your vocabulary itch, but here are three broad conceptual stances that I suggest you develop:

  • Use a rich vocabulary yourself. Just as you must be a reader and writer to teach English Language Arts as a practitioner, you must also have a robust vocabulary and use it.  When you are leading a discussion, when you are describing something in the reading, when you are conferencing, or even lecturing on a concept, use precise, exact language.  You don’t want to use $50 words for the sake of using them; you want to use the specific and accurate word because you are articulate and have a range of rich, complex words to choose from. Develop your ability to speak with depth, nuance, and sophistication.   Describing something as “small” sometimes isn’t sufficient; sometimes that small thing is actually trifling or trivial or insignificant or inconsequential or negligible or nugatory (what an insanely fabulous word!) or infinitesimal.
  • Tap into the emotional shading of words. When you teach vocabulary, suck the marrow out of those words.  Ask kids what emotional baggage a word like “hysterical” channels.  Ask kids to chart the words on a positive to negative cultural continuum.  Ask kids how different generations might perceive a word.  The dictionary definition is flat and static, but the connotative meaning of the word is rich and varied and often dependent on culture, regional geography, and social class. Turn kids on to both the social- and psycho-linguistic power of words.
  • Be a language freak. Create a culture of language in your classroom.  In the words of my colleague Bob Howard when he calls on kids to analyze art in his Art History class, “Remember, we use big words in here! Big, huge, glorious words!”   Point out especially dizzying words in the reading.  Share new words with your students that they won’t be assessed on, just words you have discovered and fallen in love with.   Have a Word of the Day calendar and use it.  Assign this as a job to a kid.  Start your day off with language, maybe challenge kids to use that word throughout the day.    Show kids how to use the online OED

New Teacher Series/ Question 8: How does a teacher organize attendance and make-up work?

I’m the worst person in the world to ask about attendance because our attendance clerk calls my room daily, screaming, “POST YOUR ATTENDANCE NOW!!”

When the kidlets bumble into the room and the energy starts rolling, I want to grab hold of all that great boo-yah and channel it with a great activity or conversation, and I just forget to take attendance. However, taking attendance accurately and consistently is one of the most important systems you need to develop, so I attempt to keep myself organized.

There are dozens of Excel spreadsheets and templates for tracking attendance on TeachersPayTeachers, and Pinterest has over 1000 boards of trackers. There are also great lesson plan books, such as those at Erin Condren, that come with absentee logs, personalized quotes, and fru-fru designs, but these can be quite expensive, and I like to spend my money on swank shoes.

While your school will require you to post attendance and grades in Infinite Campus, which is the student information system used by Kentucky, I prefer to have a hard-copy for everything in case a rogue nation-state destroys our power grid, and I need to know who hasn’t turned in Chapter 11 vocab words.  I’m old school, and while I am gradually moving toward the paperless universe, I still have six actual paper management strategies I use:

Attendance: I keep attendance in a large three-ring binder with tabs for each class.  In each divided tab, I place weekly rosters for each class with the student names down the first column and the date and day of the week across the top row.  There are approximately 36 weeks in a school year, so each week has a separate roster followed by a blank page for notes.  I like making notes for the future fourth-block me when I’ve forgotten my own name or where I’ve parked. At my school, tardiness is tracked through our office with a system called Tardy Table, but if you don’t have that system where you teach, you can also use your attendance log to track tardies as well and then deal with habitual tardiness according to your classroom policy.

Make-Up Work:  At the end of the day (i.e. before I forget what actually happened that day) I fill out make-up slips for students who were absent and place it in their student folders (see below.)  These 3×5 yellow forms are very simple.  They say: Hey, we missed you on _________________ (date).  This is what you missed:___________________ (description of activity/lesson/quiz/etc).  This make-up work is due on __________________ (date). When you turn this in, please staple this form to the front of your make-up work and drop it in the MAKE UP WORK box on top of the black filing cabinet.

Some teachers create a make-up work file for each class somewhere in their room, and it is the student’s responsibility to consult the wall calendar to see what was missed and retrieved the missed assignments from the file. Other teachers post everything on their website, and it’s the student’s responsibility to retrieve and complete it in a timely manner. You will develop your own system, but it’s important to have a system because otherwise, you’ll be standing in front of your class with five kids pestering you for make-up work while you’re trying to begin the next day’s lesson.  And invariably one of them will utter the ridiculous question: “Did we do anything important yesterday?” to which you should devise an answer for right now. My top three are: 1) No, the world stops spinning when you’re not here, 2) We sacrificed a goat and the gods of chaos showed up, or 3) Everyone in class got a $1000 from Oprah, but you had to be present to win.  Sorry.

Bathroom Passes: To reduce the amount of rambling around in the halls during class time, our school policy states that each student has four bathroom passes per class per semester.  That means all students who are in four classes a day (we are on block scheduling) would have 16 bathroom passes or 32 passes for the year in addition to the time between classes and the time going to and from lunch.  If a student needs to go to the bathroom more than this for a medical reason, she is issued a special permit.   To keep track of these passes, I created another large three-ring binder with rosters per class with four columns titled “Pass1, Pass2, Pass3, Pass4” and position it next to the hook where I hang the physical hall pass.  The students are responsible for recording the date of their bathroom pass, and I initial it. I check this often for shenanigans.

Student Work Folders: If someone hooks you up on DonorsChoose.org/teachers and agrees to finance your organizational dreams, you might be able to purchase student drawers or cubbies or mailboxes to file student work, but I have found that a hanging file folder crate (one per class) at less than $10 is a great investment.  Each student has a file with his/her name, and in this file, you can organize return papers, make-up work, parent notes, or school/district forms that need to be filled out.  You should also purchase an expandable file folder for student work you need to take home and grade.

Homework Trays:  The art teacher at my former school hooked me up with some fab storage bins that I’ve been using faithfully as homework trays, (Thank you Becky Banks!) but you could easily use the lids of copy paper boxes.  Just mark them according to class, example: ENG I- A2, ENG II – A3, ENG I – A4, etc. and establish a procedure within the first weeks of school for students to submit all homework and/or seatwork in that box. Remember, the efficiency of this system is designed to free up time for learning, discovery, and general educational merriment.

Substitute Binder:  This is a necessity for all classroom teachers.  Keep your sub folder up-to-date in case your own child projectile vomits across the breakfast table, and you have to call a sub an hour before school starts.  Make sure you include class rosters, a bell schedule, an attendance log, a map of your school, instructions on what to do in the event of a fire/tornado/earthquake/active shooter drill, important phone numbers like the front office, a list of your daily duties, such as bus/hall/bathroom duties, plus a set of emergency lesson plans for every class, and a list of students in every class that are trusted helpers.

 

 

 

New Teacher Series/Question 6: How regimented should I be during the first few days of school?

Regimented, as in organized, controlled, and on top of your game? Yes. Regimented as in mean, militaristic, and Machiavellian?  No, no, no.

There should be clear consequences of ignoring your classroom expectations, and you should be ready to address those during the first two weeks when students test your boundaries, but how you address those behaviors will set the tone of trust, respect and positivity for the rest of the year.

New teachers are often told “don’t smile until Christmas,” and several very successful teachers I know run their class like a boot camp until October, but ultimately, every teacher works out her management style through trial and error. Personally, I could not drive to a job every day for five months where I couldn’t smile.  And even though I can be very intimidating, I have zero drill sergeant skills, so boot camping is not an option for me.

My approach is more like, “I’m a professional teacher who wants to arm you with the tools for a better life and help you discover and respect your own mind.  I will expect nothing less than your best. I will honor that by bringing my best. I will not waste your time with busy work, but you will not waste my time with drama and trifling. In this class, we are about learning, as individuals and as a community.  I take my role very seriously, and you should know your role too.  You will be a better thinker, writer, reader, and human being for having been in my class.”

Think this to yourself every day.  Walk into that classroom with this disposition on your face.  Then make it happen. Exude positivity and confidence.  You can truly change their lives.  Believe that.  Here are a few tips:

  1. Connect with every kid that first week. This could be a home visit, a letter, or a call home just to say hello to her parents. Ask your bandies what instrument they play. Ask your ballers about their strengths. Ask your corner reader if she has read X; if she hasn’t, give her a copy to take home.  These small things state an important message to kids:   I see you. I see you as an individual.  I know you.  In high school, especially, kids can move through the day and never have a meaningful conversation with an adult if they don’t want to. Make sure every kid is on your radar every day.
  2. Greet kids by name, welcome them, and then immediately engage them. If you haven’t read Harry Wong’s The First Days of School, you need to read it.  Wong suggests you stand at your door and welcome kids with smiles and instructions. They will be nervous that first day.  Be positive, be inviting.  Check out these step-by-step scripts for a smooth first day.
  3. Good idea – Always explain why a rule is a rule. Better idea – let the kids create the classroom norms. They will create seriously good rules, and there’s immediate buy-in because they’ve established their own boundaries.   Make sure kids see why the rules you (or they) have chosen serve the community. Make sure they understand how the rules protect and aid everyone.
  4. Say what you mean, and mean what you say. They’re watching you. Students want to know if you’re one of those teachers who has rules, but doesn’t really enforce them.  They’ll know this in two days.   Address every infraction in a calm, confident and firm manner.  Remember, you are the adult in the room. You don’t have to threaten, scream, or belittle kids; deal with everything explicitly, stating this is what you’re doing, this is the rule, this is what I expect.  And don’t wear everybody out with giving a dozen warnings. Act fairly and decisively.  Then get back to the business of learning.
  5. Make the consequence match the offense. The consequences should be established long before the rule is broken. Deal with small offenses in your classroom, and lean on your administrators for the big stuff. Don’t send kids to the office because they didn’t bring a pencil. And always be fair.  If your favorite kid in the class is breaking a rule, exact the same consequence as if another kid had broken it.  Then get back to the business of learning.
  6. Always be alert. You can sense a shift from positive to negative energy.  When you feel that shift, move quickly to bring things back in line with your lesson.  Step into a group, shift focus, crack a joke.   Every kid in that room is just as exhausted by drama as you are.  They want you to deal with the issue.
  7. Never create a show-down with a student. If you yell across the room at a kid for doing something, all heads swivel.  You’ve now put her in the position to either comply or tell you to go jump in the lake.  You can imagine which one she’ll choose.  Don’t ask kids to make choices like that; you will lose.   Move in close, address the offender quietly by name, tell her exactly how she can get back on task. State the offending behavior, state the correct behavior, give her an opportunity to change.
  8. Being prepared, professional, and positive will curb 95% of all classroom management issues. Being prepared will guarantee your students are engaged which cuts down on chicanery.   Sometime between now and when school starts, read Teach Like a Champion 2.0 , which offers 62 strategies for engaging students and maintaining high expectations.  The book also comes with a DVD with over 70 videos of real teachers using these strategies.
  9. Don’t let kids talk over you. I’m always surprised by how many teachers allow this. If I’m giving instructions or explaining something, I expect all kids to be listening. Do not tax them with long, boring lectures, but expect them to listen when you are speaking.   Deal with the offenders individually; don’t punish the whole class.
  10. Always be real, which sometimes means pretending you’re a better person than you really are. To paraphrase Whitman, you are large and contain multitudes. Every teacher must know when to use the hammer and when to use the kid gloves. You need to be versatile and self-aware enough to tap into which persona the situation demands:  the magician, the healer, the listener, the guru, the crazy aunt, the wise sage, the storyteller, the performer, or the professional.  And at the center of all these multitudes is an authentic person who is honest and caring, led by an ethical vision that far exceeds whatever is educationally trendy.