Spoiled, bratty teachers are not good for kids.

Are you a big teacher baby?

For most of my teaching and facilitator/training career, I was an at will employee. At will meaning, I could be let go tomorrow, without notice.  Out of my 9 years of experience, and in my current position, my livelihood was and is  dependent SOLELY on my ability to secure acceptable evaluations and to be good at the art of delivering information. When I did have the "benefit" of being in a union, I was upset that I was voluntold to pay dues because I didn't even know what unions were good for anyway.  Now as an administrator, I'm, sadly, starting to wonder the same thing. 

Let me make this point: I'm not ANTI-UNION, I'm anti-spoiled teachers who aren't good for kids.  I think some adults waste so much time complaining about the changing parameters of Education that they are missing the point of why they got into teaching in the first place: to educate children.  Yes, children, remember them?

In my earlier teaching days, I heard stories of older teachers who were using antiquated methods to reach children.  I heard these elderly dinosaurs EXPECTED children to be well-behaved instead of establishing a clear set of expectations. I heard they did nothing more than direct instruction through lectures.  I heard they gave pop quizzes just because and believed if they taught it, and a child didn't like it, oh well.  I used to think surely age doesn't make you a teacher who defaults to counter-intuitive methods of maximizing success in the classroom, does it?  Uhhhhh, yes, it does.  I've seen it.  

While I can't disclose the direct inspiration over my frustration, I can say this.  I do, to some extent, understand the fear of change in teachers over new methods that they are told to implement.  What I DON'T and CAN'T understand is why teachers would want their practice to grow stagnant. The old adage of "if you don't use it, you lose it" is so very true when it comes to refining your craft. 

You know how top athletes get to the Olympics?  How the Lakers seem to ALWAYS get to the finals... or here's my favorite "HOW DO YOU GET TO CARNEGIE HALL"... PRACTICE!

See, I don't believe in the term "master teacher."  In fact, I hate it.  It implies that there is a destination in the field of Education.  There isn't.  There is only practice and refinement. You learn something new to keep up with modern times, you implement it, you practice it and you refine it.  Why do teachers say "the kids aren't like they used to be."  WOW...really?  What exactly do you mean by that?  I mean, our economy, our technology, architecture and yes, children are different.  You have to adapt.  If not, you can join the other loser, whiner teachers who aren't good for kids.  And you wonder why the kids don't like you. 

Have you seen adults protected by unions that stunt growth in practice?  If so, leave a comment to share your perspective below. 

Teaching until they get it: learning for mastery is good teaching!

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The Education system in America is arguably the worst its ever been.  In a constant race for economic, military, and global super power, America, once on top, is losing its spot. Actually, its lost.  People constantly compare us to China.

China this, China that...super rail, better education, more disciplined children... well, maybe.


It has been in my first month as an administrator that I've began to question if the system, as it stands now, is working.  Remember my posting on foster children (CLICK HERE TO READ)?
Well this week, I've met several.  Horrible, horrible stories of abuse, both verbal and physical, neglect, and kids constantly feeling like they will be nothing more than garbage for the rest of their lives because they are reminded daily that they are foster children.

Then I meet teachers, who I'm not demonizing, who state that they don't care about what the background is of kids.  I hear like a broken record teachers say "if I teach it and they don't get it, that's their fault."  Wow... what jerks.

First, how effective are your teaching strategies oh great, wise teacher?  Do you diversify your teaching strategies at all or are you so stuck on teaching lower level information that students need to remember instead of analyze?

Look teachers, isn't the point of teaching to ensure mastery of the strand in of the content that you're teaching?  If you don't think so, change your paradigm about what teaching is all about. You are there to promote knowledge, love of learning.  What you shouldn't do is enforce the notion that once you're left behind, all you are is a failure.

How do you accomplish this you may ask?  Well, for one, if you're using assessments to drive your instruction (you know teach something, evaluate student's knowledge of it, and use the assessment to determine where you go next), then you don't have to worry.

Also, please note that in addition to diversifying how you teach, you should diversify how you assess student's learning.  I pray to God that every Friday is not test/pop quiz day.  What does that do?  Especially if students don't know how they scored or what they will be tested on for the test.

Think back to the classes you did the best in.  Was that transparency piece present?  By that I mean, did the teacher explicitly tell you what you were to learn, create understanding around why you were to learn that and tell you how you will be assessed?  I used to think those classes were the easiest.  I used to think, "wow, Mr. Smith TOLD us what's going to be on the test... what an idiot."  NO, what a genius.  There shouldn't be any surprises in Education.  If you're into that sort of thing, I'm sure you will continue to find your students doing quite poorly as a whole in your class.  But hey, its not your fault, is it?  Its theirs... hmmm!

Are you afraid of the children? If so, leave teaching now.

One of the most perplexing things that has and continues to plague me in the field of Education are teachers who do not hold students accountable for their actions.  I've seen some very smart people, masters of their content, literally teach an entire period with their backs to the students. The behavior of the students ranged from openly talking, texting, drawing, rapping, or throwing objects.  What's even more striking is that when the students noticed I was there, they immediately stopped.  I'm not tooting my own horn or anything, but classroom management has always been a skill set of which I am quite proud.

So if your classroom management is shaky, you may be wondering what I did to invoke this kind of reaction from children? Its simple... I don't play that.  I'll translate my Ebonic colloquialism into one word: accountability.

I have standards, expectations, rules, guidelines.  My students knew what my expectations were from day 1.  I explicitly told them what they were and asked them to state their understanding to ensure we were on the same page with our thinking.  I consistently and fairly enforced my classroom expectations for everyone... no exceptions.  Because of this, I had a reputation as the "mean" teacher until my students got to know me.  Yes, I was the teacher in the hallway eagerly, and loudly, encouraging students to "keep it moving" and "put pep in your step" to get to class.  In class, my students were actively engaged in work so they rarely had the opportunity to act out.  On the rare occasion I had the brave soul who dare test what I established, I would calmly and quietly pull them to the side and let them know they weren't hurting anyone but themselves. Another way I maintained a structured classroom environment was by configuring my classroom in a way that allowed me to have visual and physical access to every student.  It helped, tremendously.

But what I did is nothing new.  In fact, its quite simple and common sense.  So there must be another reason some teachers have horrible classroom management... they are afraid of the kids.

Is your head in the sand when it comes to student accountability?

See here's what you need to know.  Students like structure.  They thrive in it.  In fact, they like to brag about how tough a teacher's class was and how they tenaciously pushed through.  So you can't be afraid to step up and say something to a student who is bigger, louder, taller than you  But it doesn't stop there.  You have got to be visible.  Students who see you know you.  I find it amazing when teachers don't stand outside of their classes during passing time.  You expect your kids to get to your class on time, correct?  Well... why not strongly encourage them to do so?  Accountability, it works.  Also, if students are doing something that is counter to the mission of the school, correct them.  What are they going to do, spank you?  I don't think so.

SAY SOMETHING.  As a teacher, and now as an administrator, nothing gets to me more than having a student do something that is obviously wrong and an adult walks by them and says nothing.  Really? Wow.  During my administrative program, I had an internship requirement that I loved. One of the things my program was big on was observing teachers so I could recognize and analyze effective states.  When I came into a teacher's classroom that had little to no classroom management, it was SO DIFFICULT for me not to say something.  I couldn't believe that the teacher could survive in a classroom where two to three students are paying attention and the rest are doing whatever they want to do. 

If this is how your classroom is, you are one of three people:  

1.  You don't care about the kids.

2.  You are burned out.

3.  You are afraid of holding kids accountable because of the initial backlash they may throw your way in reaction to you enforcing the rules. 

Kids will be kids.  You're the adult, remember that.  You can't be afraid of what students will do or say.  Being a teacher means having thick skin.  I've been called any profane name you can possibly think of, had students tell me they were going to beat me up, oh, and my favorite one was hoping I died in a fire.  With all of those evil things being said...guess what, I'm still here. 

If you are that concerned about your safety, tell your school's security, starting documenting and do what you can do to get that student into a place that is more suited for their unique learning and behavioral style. No one deserved to come to work and feel unsafe.  There are laws to protect you and if your principal doesn't support you with this, go higher. 

BUT, before you do that, ask yourself where this fear is coming from.  If you are a person that avoids confrontation, teaching may not be the profession for you.  You'll have to have some difficult conversations as an educator and you have to be prepared to have them. 

Read this, it helped me:

To help you, here are some tips to help you keep students accountable.  If these techniques don't work for you, I strongly suggest you hire a therapist to help you discover what emerges for you when it comes to confronting students about inappropriate behavior. 

1. Lay down the law from day one.  If you don't clearly, explicitly tell the students what is expected of them, they will test your limits.  In all fairness, you can't discipline a student for a rule that they weren't aware was a rule.  If you don't want students to chew gum, put that policy on the wall somewhere.  During the first week of school, have demonstrate entering the classroom, exiting the classroom, cleaning up the floor before they go, how you dismiss, etc... The less they have to guess, the lower your number of referrals. 

2. Be visible.  If you have a policy about being on time to your class, why not be present in the hallway to greet students as they come through your door?  Also, confront students who are not technically "your" students about any behavior they demonstrate that is counter to a positive culture.  Call them on it.  Your fellow teachers will thank you and you will have a reputation that proceeds you as a teacher who "doesn't play that." 

3.  Don't lower your expectations.  The second kids sniff inconsistency on your behalf with the rules, that is the second you've lost control of your classroom.  No matter how tired, how stressed, your students DESERVE the right to meet your standards.  When you start to lower your expectations, you are lowering your view about the capabilities of your students. Don't do that.  If you've already done that, please view the want ads. 

Anyone have any tips on management or overcoming student confrontation fear?  Please leave your tips below.