My colleagues and I just returned from The Annual Conference of Middle Level Education in Nashville, TN. We were tired after five presentations in two days, but we were renewed and re-energized by the participants and the energy. What an outstanding conference! Linda, Jennifer, and I remarked about the positivity, the high level of professionalism, and the quest for knowledge. These educators had one mission, “How to I become a better teacher?”
The participants in our sessions were a mix. Most are already experienced and highly effective educators continuing to seek wisdom. There were many administrators and a welcome surprise was the many pre-service teachers. They have started early on a road of continuous professional growth.
Why attend a quality educational conference?
- When we hear others are using the same practices or following the same philosophy, we feel validated. We need to know we are doing what is best for children.
- When we hear others question practices, it gives us courage to challenge our thinking (and that of others) and our practice.
- We get tons of news ideas and resources. Why didn’t I think of that?
- We reflect on where we are as teachers and where we want to be. We set professional goals for growth.
- We are re-energized to be the best educators we can be.
We would like to thank AMLE and the staff for the outstanding schedule, presentations and speakers. The conference was well-planned and well-organized. (Thanks Dena.) Everyone was friendly, positive and gracious…. even the AV guy!
Tomorrow is election day. Remember to exercise your right to vote.
Nobody will ever deprive the American people of the right to vote except the American people themselves and the only way they could do this is by not voting.
Franklin D. Roosevelt
1. harsh or bitter derision or irony.
2. a sharply ironical taunt; sneering or cutting remark:
Origin: 1570-80; < Late Latin sarcasmus < Greek sarkasmós, derivative of sarkázein to rend (flesh), sneer
That’s scary. To “rend flesh.” Really? Do I want anything I say to my students to be categorized as harsh or bitter?
I always have the talk with my teachers about the danger of using sarcasm in the classroom. It is a deterrent to building relationships of respect with students and colleagues. Young students are literal and don’t get it at all, yet several middle school and high school bound teacher candidates have attempted to persuade me that they use it well and that older students “get it” and like the “humor.” Sarcasm and humor are very different.
- I love a good laugh. I hate a sarcastic remark.
- If you are using sarcasm to act cool, forget it. Once you enter the classroom as the teacher, no matter how young you are in years or spirit, you can no longer be cool to a 16-year-old student. My example is that I became “Old Lady Carpenter” at the young age of 22. It was hard when my U.S. History students asked me how I survived the depression, and what dances I did in the 50’s. Deal with it.
- When you use sarcasm in the classroom, students may appear to laugh with you just because you’re the teacher. But when they leave the classroom, they aren’t laughing with you. They are laughing at you.
- Students may laugh to save face. I do it when confronted with sarcasm, but I am thinking to myself that there was some truth in what the person said sarcastically. They really did mean to put me down, and my reaction is not that the person is comical but that the person is a jerk. Is that what you want students to think of you?
- If you use sarcasm, you are saying that it is okay for your students to be sarcastic. (See responses #3 and #4.) Sarcasm becomes teasing and teasing becomes bullying. Is that what you want in your classroom?
As teachers it is our charge to treat all students with respect and to provide a safe learning environment in our classrooms. Sarcasm is not respectful discourse and is often used as a bullying tactic.
Melanie Glenwright is researching sarcasm…..
It works something like this: when we (adults) encounter sarcasm we first process the literal meaning of the words being spoken, then we suppress an urge to respond to that literal meaning, then we look for the true intent of the words based on facial expressions, intonation and familiarity with the person speaking the words. At that point, we’ve recognized sarcasm and can respond accordingly, often with laughter or an icy stare.
Kids, on the other hand, are left wondering what the joke is.
Glenwright says her research could be a boon to educators, as it helps shed light on the origins of teasing, which can turn into bullying at later stages of child development.
University of Manitoba. (2007, August 9). Getting Sarcastic With Kids. ScienceDaily. Retrieved October 22, 2014 from www.sciencedaily.com/releases/2007/08/070803141811.htm
Students prefer teachers who create a positive environment, teachers who are patient, caring, kind, and respectful. … it helps if you can tell a good joke:)
An important perspective for all teachers……
Originally posted on Granted, and...:
The following account comes from a veteran HS teacher who just became a Coach in her building. Because her experience is so vivid and sobering I have kept her identity anonymous. But nothing she describes is any different than my own experience in sitting in HS classes for long periods of time. And this report of course accords fully with the results of our student surveys.
I have made a terrible mistake.
I waited fourteen years to do something that I should have done my first year of teaching: shadow a student for a day. It was so eye-opening that I wish I could go back to every class of students I ever had right now and change a minimum of ten things – the layout, the lesson plan, the checks for understanding. Most of it!
This is the first year I am working in a school but not teaching…
View original 1,853 more words
Precept 1: “Kids may remember nothing we tried to teach them but they will always remember how they and their ideas were treated in our classrooms. Kids who come back…..remember climate, relationships, and how they felt. They are just like us actually. We loved the teachers who made us feel lovable, intelligent, important.”
(Kohn, 2006, pp. 150-51).
Precept 2: Welcome and Accept ALL students.
“Subtle and overt forms of racism and prejudice hinder relationships between students and teachers and impede learning. The more obvious one’s cultural difference is, the greater are the chances one may experience prejudice or discrimination.”
(Lindsey, R., Graham, S., Westphal, R., & Jew, C., 2008, p. 12)
Precept 3: “The relationships you foster with your students and their parents are extremely important. Children appreciate teachers who treat them like human beings. Parents appreciate a teacher who cares enough to include them in their child’s education.”
(Working with Students and Parents, 2006, LDOnline: http://www.ldonline.org/article/10511/)
Precept 4: “The nature of relationships among the adults within a school has a greater influence on the character and quality of that school and on student accomplishment than anything else.”
Precept 5: “The campaign against bigotry involves all of us. Each of our voices matters, and each is vital to creating inclusive schools—schools that embrace the great diversity of our nation.
So speak up. Don’t let hate have the last word.”
Precept 6: “Time is priceless. You have it, but you don’t own it. You spend it, but you can’t keep it. And once it’s gone, there’s no getting it back. Use it wisely!”
Precept 7: “Master teachers use the classroom space to support educational goals. They see the physical space as a component of teaching that can motivate and engage students, reduce behavioral problems, and heighten learning.”
(Carpenter, Fontanini, & Neiman, 2010, p. 72)
Precept 8: “No significant learning occurs without a significant relationship of mutual respect.”
Dr. James Comer
Precept 10: The most effective way to deal with difficult behavior is to prevent it.
“I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that will create the climate. It is my daily mood that makes the weather. As a teacher I possess tremendous power to make a student’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or de-escalated, and a student humanized or de-humanized.”
Have a great school year!
Our interactive notebooks for recording and reflecting were an overwhelming success!
Precept of the Day
I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that will create the climate. It is my daily mood that makes the weather. As a teacher I possess tremendous power to make a student’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or de-escalated, and a student humanized or de-humanized.
This has guided my professional practice for years. The responsibilities I have as a teacher are overwhelming. It is my responsibility to provide a safe classroom for all learners, to know my students’ learning and emotional needs, to plan engaging and differentiated instruction, to nurture professional relationships, parent relationships, and student relationships, AND to commit to lifelong learning. As one of my pre-service teachers remarked some time ago, “This is hard work!” This is so true. It is not easy, but it affords the most rewarding joys you can ever imagine.
Never forget the awesome responsibility you have to your students! What will you do in your classroom?
Precept of the Day
Back to School Series
The most effective approach to classroom management is a framework that is rooted in preventing problems from happening. It sounds simple, but is anything but. Everything that has been mentioned in this series of Back to School Blog Posts is focused on prevention.
- Preventive Strategies: Those systems and/or procedures created by the classroom teacher AND students to provide for an orderly classroom environment.
- Supportive Strategies: Those systems and procedures created by the classroom teacher and students to support desired behaviors.
- Corrective Strategies: Systems and procedures to change negative behaviors into desired behaviors.
This framework is very similar to the PBIS approach recently adopted by many schools.
We spend most of our time on preventing problems, and this is successful with most of our students. But we need to be ready to support students who are struggling with behavior and have interventions ready to correct more challenging student behaviors.
- Get to know students names, interests, hobbies, and learning styles.
- Get to know parents and caregivers and communicate often.
- Use activities for students to get to know each other.
- Facilitate student created classroom norms. Have clear expectations for the classroom.
- Teach and practice routines and procedures to provide clear expectations.
- Morning meetings and class meetings
- Team building activities.
- Plan engaging lessons!!!
- Teach the problem-solving process.
- Teach conflict resolution strategies.
- Provide fidget toys or other strategies for students who have trouble sitting still.
- Provide a “cool down corner” or “think tank” a quiet place where students can go to think or cool down.
- Talk to parents as partners.
- Use non-verbals and proximity for struggling students.
- Walk and Talk – Spend time talking with students about things other than school.
- Celebrate small successes.
During two minutes each day for 10 consecutive days, find a way to develop a relationship. Stay away from expressing anything critical during this time. It is time to share information about yourself or ask questions to get to know the other person better. If the other person is reluctant to talk or rejecting, do not get discouraged. Make a commitment to keep at it every day for two weeks.
Mendler, A. (2012). When teaching gets tough: smart ways to reclaim your game. Alexandria VA: ASCD.
Corrective Strategies – It is time for differentiation. What works for one student may not work for another.
- Talk with parents.
- Ask advice of other teachers.
- Talk with principal and student support team.
- Have a plan to provide a safe classroom for all students.
- Consider behavior contracts, point sheets, or setting goals.
- Plan a conference and make a plan.
- Conduct a functional behavioral assessment (FBA) and implement a behavioral intervention plan (BIP).
Don’t give up. Find the help you and your students need. Students are depending on you to support them throughout the year. It’s a journey.