Hello Summer Bloggers, sorry I am late starting our chapter 7 & 8 POST. I am in Missouri on vacation but I did not forget everyone. Right from the start the titles of chapters 7 & 8 really catch our attention. Who is the Variable and Focus on Students First.
As always TW is asking those tough questions that require me to reflect and examine myself, "When we center on our own behavior, we feel empowered to make a difference." And "Accepting responsibility is an essential difference between more effective and less effective employers, teachers, principals-even parents."
I must admit that there are those times when I am in the midst of dealing with difficult parents, students, and even current legislation and mandates that I can lose my focus. I can be drawn into the external forces that cause the stress and the anxiety when I need to remain focused on the ONE variable I can control and that is myself and how I respond to those situations. Next year when I find myself losing that focus amidst a storm I am going to remind myself to ask, "Who is the Variable?" (And then do something about it by changing myself, my approach, my strategy ect.)
Chapter 8 chargers teachers with the task of truly putting students first, being positive, encouraging, supporting, and remembering why we chose education in the first place.
I LOVE THIS BOOK! (Even reading it for a third time) :o)
This comment has been removed by the author.
ReplyDeleteI really like the reminder from Whitaker in chapter 7, "Whose behavior can a teacher actually control in his classroom? The only possible answer: his own." It makes me think of students who come to my office when they're upset about their teachers. They seem frustrated for being placed in a "mean" teacher's class or feel like the teacher treats them unfairly. I let them express their feelings and propose a little experiment. We talk about what we can control (our own behavior) and what we cannot control (the actions of any other person, including the teacher). Since we cannot control how mean, unfair, etc. the teacher is, let's experiment with changing our own behavior for 2 or 3 days. I encourage the student to list how they can be the best student they can be for those 3 days and see what happens when they stick to it. Most often, the student reports back with very few complaints about his or her teacher. We cannot control others' actions but how we choose to act is a very powerful part of the equation.
ReplyDeleteGreat words Jenny! Very true! We are blessed to have you as 'back up' in our school! :)
DeleteYes we are. You have done so much to encourage our students to make better choices. We thank you for being such a true counselor!
DeleteLOVE this! I wish I had had someone teach me this concept at a younger age...it would have saved me a lot of unnecessary negativity.
DeleteAmen! What a huge responsibility we share.
DeleteI love how you get the students to reflect on things they can and cannot control! I also agree how we choose to act is a very part of the equation as it starts with the teachers being the variable. Looking forward to working with you!
DeleteI love this!! That is such an awesome lesson to learn so earlier on in the student's life.
DeleteJenny, it is so evident that you do exactly what you were writing about above. I have seen the fruit of it firsthand! :-) You are very encouraging to me as a teacher, and to the students who need that (outside the classroom) observation and redirection in their way of seeing the situation.
DeleteI love this, Jenny! Realizing that our own actions are the only thing in our control is an important lesson for both teachers and students, and can make a big difference in the classroom!
DeleteThanks Jenny! You do an awesome job. What a great lesson for our students.
DeleteIn chapter seven the quote that most resonated with me was "the great teachers place themselves in the bull's-eye"! That will be my goal this coming year. It's important to put myself as the teacher in the center of everything that happens in my classroom. I am the only variable that I can control. This was a terrific point!
ReplyDeleteChapter 8 reminded me that aside from controlling my behavior, every decision I make should have my students' best interest at heart. I feel like I try to do this each year. And the "lunatic fringe" quote cracked me up. I am the teacher that tries new things carefully but I almost always end up loving the idea and supporting it whole heartedly. Also I agree that it's very important to stay as far away from the negative Nancy's as possible! I am guilty of being negative from time to time but I have to remind myself that my #1 job is teaching those sweet kiddos. Complaining rarely solves any problems and usually just puts me in a bad mood anyways, so I try to stay positive. I love this book!!
YES! Exactly what you said, Jennifer! Let's commit to helping each other on these things - call me out if I slack or stumble or lose focus, partner! :-)
DeleteAbsolutely! We will help each other! ;)
DeleteI agree with all of this Jennifer. Staying positive is so important. The times I was negative I could see it in my students, too. When I was positive, my kids seemed more willing to try difficult tasks and were pleased with the little steps they accomplished even if they did not master the whole skill. Our attitudes have a huge affect on our students as well as our coworkers.
DeleteI am just as guilty too, Jennifer. I am going to commit to stay positive next year, as well. It really hit home to me when TW stated in chapter 7, "Great teachers know who the variable is in the classroom: They are." I know that if I stay positive, I believe the students will put more effort in trying their best.
DeleteCHP 8: OMG... it is so easy to be pulled into the Complainer's Club! There are plenty of members. We all know them (and I'm sure I'm guilty of being a member from time to time); they NEVER have anything positive to say. Let's face it- in this profession, there are MANY things that are easy to complain about. But we are all still here, teaching our little hearts out so it must not be THAT bad, RIGHT! It does no good to complain and whine and really it just puts everyone in a bad mood and THEN that mood comes across to the kids. I am going to try very hard to be a positive force with my colleagues and try to find the GREAT things going to talk about. Yes, we need to discuss the problems and stinky situations from time to time, but what if we always tried to find the rainbow after the storm...
ReplyDeleteVery true Wendi! Our human nature causes us to focus on the negative instead of the positive; it takes a deliberate decision to change this mindset. I know I am guilty of this a lot! How many times do we feel like an entire class is guilty of something/or struggling with a skill, when in reality, it is a relatively small number? It is important to dwell on what is going right rather than what is going wrong. In Yolanda's post below, she says "perspective matters." I agree that is key to shaping how we approach all aspects of teaching. I am learning so much from this book and colleagues. I appreciate everyone's comments!
DeleteAs stated by soooo many others, perspective is key. How we "the teacher" choose to perceive something is how it is even if is not. I find falling to my knees throughout some school days even if it is silently within my mind that on my knees asking for help to better myself and circumstances that this is where I connect with "The One" that has the greatest perspective of all along with answers to all my questions and concerns within my little classroom.
DeleteThis comment has been removed by the author.
DeleteWendi: Yes! The Complainer's Club is always looking to recruit more members, but joining is a slippery slope.
DeleteAudra: I completely agree. There were several classroom counseling sessions this year that left me thinking, "That was the worst class behavior ever." Afterward, I always realized it was really no more than five students misbehaving and 20 students focused and respectful. It is definitely all about perspective.
Wendi, I laughed when reading your comment about the complainer's club. We definitely need to make sure we do not join them, they are full! Plus, we do not want that reputation in the big picture puzzle.
DeleteJennifer, I am so guilty of thinking , "that class was bad." No they weren't... It was just a few of the students and I should have been thinking, what about me (the variable) can I change to make this better today?
Great thoughts, ladies!
Very well said. It is so easy to fall in to the negative complaining about any and everything instead of treasuring the good that is there. I can not imagine myself not teaching and helping others so I will bow to be a positive light.....
DeleteIt is so important to try to have a positive perspective, even when it is very hard to do so!! I am also guilty of thinking that the entire class is misbehaving when that is not the reality. Unfortunately, I think it is easier to generalize and think that the entire class is the problem, instead of truly reflecting on what I'm doing as the teacher (the variable).
DeleteGreat Job Wendi! We all are guilty of being a member of the club from time to time. Audra and Yolanda are right. It is all about perspective!
DeleteA great reminder that complaining accomplishes NOTHING positive. We all have bad days, but our students feed off of our negativity if we complain. So, I will try very hard this year to see the positive in every little thing.
DeleteLots of good nuggets throughout these two chapters. Chapter seven is a great reminder about whose behavior we can control -our own. We are the variable in the room. We set the tone by how we prepare for the day, our mood and how we react. I am sure we've all felt defeated by events that have happened in the classroom due to student behavior, feeling like you've lost all control, or having a bad interaction with a parent. Most of us usually will stop and take inventory of what happened to get such a disastrous turn of events. I have found when there are situations I feel have gotten out of control, with serious reflection, I do look for what I can do to change so there will be positive results next time. This does bring on that empowerment TW mentions in the following quote from Chapter 7: "When we center our own behavior, we feel empowered to make a difference." What I would love to see happen for next year and years to come is a more proactive approach on my part. Just a more constant evaluation on what I can do to best be prepared daily so I won't have so many moments that feel beyond my control.
ReplyDeleteChapter eight is a good one too. I've been guilty of having the wrong perspective whether it was taking an opportunity to socialize more than I should with fellow teachers, thinking about how a change in the schedule affects me or my plans, or spending too much time in Hotel California complaining (I LOVE that song... mixed feelings about TW using it this way in his book...:-)), but I love his final section of the chapter "How Do You View Your Siam?" Perspective matters. When I feel I have the right one, I know it. The results speak for themselves. Students learn, when a change occurs in the day's schedule I am able to make adjustments and still accomplished something, or I can close my mouth instead of jumping on the bandwagon of complainers. It ain't easy (used for emphasis)... TW's quote from page 47 sums it up: "What makes teaching hard is that it matters everyday. It makes a difference every day. Focusing on students putting them first helps great teachers make the right decisions every day, all the way to the end of the year." My go next year is to have more times I can say I had the right focus than not.
LOVE your words Yolanda- they reflect my own thoughts and insights. I think ALL of us have both the good and the bad moments. The key is to learn from our mistakes and have MORE of the good than the bad. To be better daily. As pointed out, this can be hard, to keep this attitude EVERYDAY, with an 'active' audience. That's another reason why I love reading great books like this, to learn and DO BETTER.
DeleteI'm going to have to sit down and watch that movie now (The King and I). I've seen parts of it, off and on through the years, but never have watched the whole thing. I agree that the hardest part of teaching is staying on track every single day.
DeleteYolanda, your words reflect my thoughts perfectly as well! "We set the tone by how we prepare for the day, our mood, and how we react." So true! When I reflect on a day, good or bad, it always comes back to one variable. Me! When I go into a day fully prepared, I always find that my mood is automatically better, and that sets the tone for a great day. On the other hand, when I'm not as prepared as I should be, that sets the tone for a day that may not be as great. My favorite quote was also the one you mentioned on page 47. "What makes teaching hard is that it matters everyday. It makes a difference every day. Focusing on students, putting them first, helps great teachers make the right decisions every day, all the way to the end of the year." I love your goal so much that I think I'll borrow it, too. I would love to look back at the end of the year and say that I had the right focus more times than not. Perspective!!!
DeleteThis comment has been removed by the author.
DeleteI'm stealing her Yolanda's idea too, Renee! :) Picturing some sort of accountability chart...just like we do for the kids! :)
DeleteYolanda you are spot on with your comment about keeping things in perspective with students and parents too. Thank you for the reminder that we set the tone in how we prepare for our day.
DeleteChapter 7 Reflection: #transparency #takeresponsibility The blame game. All of us have done it. We know the remarks and comments that we say and where the blame is placed if things aren’t going our way in the classroom. “These kids don’t study.” “Well so and so has the “smart” class. If my class were as good as his or hers, I wouldn’t have these issues.” “These parents could care less.” And so on and so forth. All of that energy placed on playing the blame game could be spent on the solution to the problem(s). This is what we must come back to. ALL teachers face their own challenges in the classroom. It’s how these challenges are handled that sets great teachers apart. Teachers=Main Variable. “Good teachers consistently strive to improve, and they focus on something they can control: their own performance. Good teachers look to themselves for answers. The best teachers accept responsibility for their OWN classrooms.”
ReplyDeleteIt’s definitely easier to place blame on something besides ourselves as well as feel defeated. There are situations that may not be our fault; however, it’s how WE respond that separates the poor from the great. “When we center on our own behavior, we feel empowered to make a difference. Effective educators take responsibility and place themselves in the bull’s-eye!” Modeling to students that we must center on our own behavior and work to figure out what we can do better is one of the most important messages we can get across to this generation. The blame game has reared its ugly head in our world today. After all, it’s so much easier to blame someone else instead of ourselves when things don’t go our way. Let's take some responsibility.
Another important point that I took away from TW in chapter 7 is that #transparency in the classroom is vital. The school, parents, and the community need a window into our classrooms. This holds us accountable and helps us focus on what we can do better as well as what can be improved on. It keeps us on our A games; plus, solicits support! As teachers we need all the support we can get!
The most important quote from this chapter is “Effective teachers assume they are responsible for the students in their classes, even though they have no voice in selecting them. Success in any profession starts with a focus on self. We are the one variable that we can most easily and most productively influence.” Keep rocking it, TW! You speak my language! #truthhurts #amen #focusonsomethingwecancontrol #self
I share your thoughts Holly! I plan to work to focus on the things I can control.
DeleteChapter 8 Reflection: Oh TW, where have you been all my life?! Amen! I have so needed this chapter at certain points throughout my teaching career, and I am grateful to have been introduced to TW and his wise, encouraging words. This is food for a growing teacher’s soul. At times, I have questioned my actions in the classroom, my interactions with coworkers, tough situations that have come up throughout my years as a teacher, but through prayer, family/friend support, common sense, and student focus, I have pressed onward because I know God chose this career path for me. I treasure each experience that I have run into along the way: the good, the bad, and the ugly. I have learned so much and grown in more ways than I can count. This chapter only validates my perception of my actions, thought processes, and goals. “Great teachers focus on students first.”
ReplyDeleteThis chapter is another #truthhurts chapter! I love that TW acknowledges the presence of “an elephant in the room.” Those crucial conversations, those tough situations that arise only validate the need for good communication, self-reflection, and student focus. TW is setting a pattern.
He comes right out and says, “focus on colleagues second.” My jaw dropped. I wonder how many of us would have the guts to say that. Well, TW said it. That ole elephant in the room came out! Let’s face it, this is an issue at times. I have taught at several different schools. It’s tough to find your so called “place” in the colleague world. After all we all have different personalities and work ethics, and it can be hard to figure out where we stand per say. If you go the “colleagues first” way, there is lots of temptation that can draw you into negativity and possibly away from what our focus should be on…students. Don’t get me wrong, there is a time and a place for the “good stuff” conversations. These are necessary for our sanity. I have made lifelong friendships with colleagues in my 10 years. There is nothing better than that colleague that you can trust, vent to, who encourages you, cries with you, laughs with you, and gives you wise advice. On the other hand, by focusing on “students first,” this can get you secluded from the “colleague team” per say and could cause you to feel less a part of the “team” and more of the brunt of conversations behind closed doors etc. It’s almost like a lose, lose situation at times. TW says that “great teachers resist the temptation to socialize when they should be supervising.” HOWEVER, key here…”they know the VALUE of interacting with other teachers, and so they treat their colleagues as the second most important group of people in the school.” When TW’s logic gets reversed, trouble and drama occur causing us to lose focus on why we are there in the first place.
Having been at a few different schools, a strong, approachable, and informed administration is a must! When the administrators know what’s going on in their buildings, know the curriculum, form relationships, stay informed, visit classrooms, talk with their teachers, have their teachers self-reflect and push them to grow, this “students first” atmosphere becomes more apparent among staff. The temptation to sway away from “student focus” is no longer as “tempting” because this becomes more of the “norm”. Great administrators know their teachers and what’s going on, and I am proud to say that this is very apparent at my current school, and I am so excited and grateful! When trouble arises, it is addressed and/or noted. #accountability
No teacher is perfect. We all have our strengths and weaknesses, but like TW says, “focusing on students first can help maintain a positive attitude as well as the practices and habits that support BEST work. One of the best things about being a teacher is that teaching matters and makes a difference, especially to the students.” This is why many of us choose to be a teacher. What we do matters every day. We have the control to make a difference each day or not…the choice is ours! ~Holly Engberg, 5th grade, LES
Ch. 7- Great teachers know that they are the variable in the classroom. We should look to ourselves for answers and take responsibility. I loved TW's statement, "The great teachers place themselves in the bull's-eye" and strive to improve their own performance in the classroom.
ReplyDeleteCh. 8- In all things, we should ask ourselves, "Is this the best thing for the students?" We can react to change by complaining (which does no good), or being flexible and focus on the students first. My favorite quote from chapter 8 is, "One of the best things about being a teacher is that teaching matters and makes a difference. What makes it hard is that it matters every day."
I agree Jessica! I am always telling my students how we need to be flexible. It really doesn't do any good to complain because eventually it just makes things more difficult in the long run. I think by showing students that we can work together to be successful, they are more willing to try harder and do more which will make a difference for our students.
DeleteI'm so glad I have a job that matters!
DeleteExactly! It matters every day. I think it's what makes our jobs challenging at times. We always have to be "on". I think it's why many teachers burn out so quickly. Taking TW's words of wisdom will help me to remember the reason I'm there each day is to make a difference in a child's life.
DeleteI think so too Jessica, Michelle, April, and Jennifer! :) The whole idea in chapter 8 about ways to react really put a ton of information into a few short paragraphs! I cracked up reading about Ms. Mediocre and her desire to find a video to "fill time" so that all of her students would "be on the same page"...That constantly changing set of variables that enters our doors daily is going to be best handled if we adapt and "roll with things." That's so much easier to type than to actually do though! UGH! I do think that as long as I adopt the "what's best for students idea" and really commit to living by that then the rest will "fall into place" much easier than if I try to micro manage each minute of my day! That's no fun! As long as we're in our classrooms, we might as well have fun! :)
DeleteFrom Laurie Poppenheimer.... April, I love your response about having a job that matters. As teachers, we sincerely have a job that makes a difference. And as TW said, it matters every day. I laughed when I read the 3 ways to react to a schedule change, especially the part about Ms. Mediocre and her video! I have to remember that those special programs, assemblies, homecoming days, etc. are the things that the students will look back on as their favorite memories of the year, not the day we learned about pronouns. Darn it! Every day matters and we are challenged to make the most of each day. The one responsible for making each day count is the teacher.
DeleteI have to be honest here - I do struggle sometimes with accepting responsibility in my life. This week had some great nuggets. I especially liked TW's statement "accepting responsibility is an essential difference between more effective and less effective ......" I will strive this coming year to remember who the variable is - ME! I also could relate to chapter 8 in remembering why I do what I do. I changed careers later in my life to become a teacher. I did that because I firmly believe that I can make a difference in a child's life. When things get tough or I am really tired or struggling, I think about why I do what I do. I always go back to my "why" and it gives me strength. It is not always easy but it really helps to make a difference in my attitude.
ReplyDeleteMichelle, I go back to my "why" often too. It also seems that strength comes just at the right time (from a book, passage, or friend) that helps me focus. This book study has been a perfect summer read. We are able to read with a clear mind and plan ahead for success!
DeleteKnowing that I am the variable I can control in my classroom, what should I do? TW states that good teachers consistently strive to improve, focus on their performances, look to themselves for answers, and accept responsibility for their own classroom. Just as we want our students to grow every year, we should want to grow. We want them to be positive and prepared, we should also be positive and prepared. I can't think of a better way for them to learn it than to see me model it. :)
ReplyDeleteChapter 8 is a great reminder that negativity does not help any situation. Remember the old "garbage in, garbage out," statement?
It's also important to remember that I am a piece of the "big picture" puzzle. One goal I have is to think more "big picture" and identify my part in that. What can I do to make it better and easier for others? Worry about myself (my attitude, my performance, my responsibility) and be more aware of small things I can do to be positive for my class, my school, and my colleagues.
Great goals and insights Krista! I'm with ya neighbor!
DeleteI totally agree with you. Our students will model our behavior if we consistently show them how to be positive and prepared. We should always strive to improve our classroom. -Kristie Busby
DeleteExactly! I think it is very important for us to model what we are asking the students to do. I even try to do this at home with my personal children. If we take responsibility then they will soon follow. I like how you put it Krista- "I am a piece of the big picture puzzle." We need to always remember long term and what would be best for the students.
DeleteWhat powerful chapters! I know that one of my goals as a teacher is to teach my students to accept responsibility for their actions as well as their work (i.e. effort, or lack thereof), so how can I do that if I do not hold myself equally accountable? And how can I expect their best effort if I am not putting forth MY best effort? We must model that commitment and positive attitude for our students - they learn from our actions, attitudes, and behaviors just like they learn from our lessons. Not only that, I believe they internalize the importance of what is going on in the classroom based on their perceptions of our actions and attitude, which can have a direct effect on some students' performance and attitude toward school. This ties in directly with putting students first. If we are putting our students first, then everything we do should be for their benefit. My biggest challenge with that type of thing tends to be curriculum-based. As Jennifer Conlee said, I am slower to warm up to something new, not because I dislike it, but more due to a sense of loyalty to the previous program that I was convinced was what was best for my students before the latest one came along. Once I have a chance to live it I am much more likely to be a wholehearted supporter. (Luckily I am adept at faking it in the meantime!)
ReplyDeleteLike Jessica, the most powerful quote for me in this section was from chapter 8 when Whitaker was encouraging teachers to put students first, stay out of the negativity, and to be yourself as a teacher, even if it means working longer hours and being teased or questioned. He advises us to remember that, "One of the best things about being a teacher is that teaching matters and makes a difference. What makes teaching hard is that it matters every day." While that may make it hard, it is also what makes it rewarding!
Is anyone else feeling like TW is a pastor of teaching truths? You know what I mean - that feeling when you're listening to the sermon, and you know that it is being spoken directly to you! Haha! I absolutely loved these chapters (well, and all the other ones I have read)! I love the way chapter 7 of focusing on myself, the only variable within my control, leads into chapter 8 of putting the students first! I know I have been guilty of losing focus...I have been guilty of being negative...I have been guilty of blaming others...and so on. I have also been on the other side. I have been guilty of keeping focus...I have been guilty of walking away or avoiding negativity...I have been guilty of accepting responsibility... From being a part of it all, I have learned that it is way more exhausting to be negative than to be positive. The times I have been pulled into negativity or even just been negative, I feel yuck and just tired. I am much more energized and simply happy when I am being positive and surrounding myself with positive people. I am committing to being positive this year & focus all my energy and attention on what really matters - the students! Any LES accountability is accepted and appreciated :-)
ReplyDeleteAshley, I am loving the book, too! I'm so glad that we're reading it before school starts. I am really thinking that this is a book that would be great to reread EVERY summer, just to reset for the upcoming year! It just makes me want to be the greatest teacher that I can be, every single day!!! :)
DeleteThis comment has been removed by the author.
DeleteI felt guilty while reading these chapters as I looked back on the times this past year that I engaged in negative talk. Like many of you have said, the negativity has a draining effect. There is a difference though in spewing negativity on anyone who will listen and having an honest conversation with a trusted colleague. As teachers we need someone who understands the daily frustrations and struggles in our world. I just feel guilty when I confer with someone who might spread what I say and ultimately hurt someone's feelings. I'll never be perfect and I'll always slip up, but my goal next year is to be positive more than negative and to go straight to the source about genuine concerns I have rather than vent to other people. I also hope to be more careful about who I share my feelings with.
ReplyDeleteI also did some self-evaluation on the topic of vision as I read chapter 8. I think as teachers we kind of get lost in the four walls of our classroom. I have been guilty of not seeing the big picture at times. We are so intent on completing the agenda we have for our students that we sometimes don't consider what others may need for our students to do. It seems our schedules are continually being altered and there are always tons of distractions in schools. This becomes an area of frustration and complaining among teachers. I want to learn to accept this more as part of the job and consider that there is a bigger picture outside my classroom!
I found that reference from "The King and I" to be very powerful when it comes to maintaining our perspective. You are not alone in getting lost in the four walls of your classroom. I think it is a natural, protective instinct. We want our students to do their best, and who better than ourselves to give it to them! When we think of our classroom as just one part of each student's life, hopefully a VERY important part, then we can maintain proper perspective.
DeleteApril, you're pulling a Krista and being hard on yourself. You did a great job helping me seek/stay positive this past year. I am thankful that I had you as my mentor. :)
Delete"Accepting responsibility is an essential difference between more effective and less effective employers, teachers, principals-even parents."
ReplyDeleteOut of all the great things in both of this week's chapters, this statement stuck with me the most. I feel my "go-to" phrase with students who may be having trouble with his or her peers is "you can't control the other person, you can only be responsible for your reaction." How poignant of a realization that I NEED to practice in my own professional world with students, colleagues, and parents. Before I jump on the bandwagon and complain, I have to think about what I can do to change the situation and not dwell on things I can't.
I totally agree with you Jacqueline! That quote also stuck with me!
DeleteLove this quote!!!
DeleteJacqueline, that quote also stood out to me! We teach our students to take responsibility. We must be willing to do the same. Another quote that stood out to me is near the end of Ch. 8, "One of the best things about being a teacher is that teaching matters and makes a difference. What makes teaching hard if that it matters every day." Our kids count on us to make a difference every day. Sometimes that can be an overwhelming responsibility.
DeleteYes! I loved this quote too!
DeleteShelley, I loved that quote as well. And it is so very true! I love that what we do makes such a difference in so many lives (students and their families). That is definitely the best part about teaching. However, how true it is that the same thing that can be so wonderful about teaching can also be the most difficult. What we do matters every day. It matters if we don't prepare. It matters if we aren't feeling it that day. It matters if we don't give it 100% everyday. I am definitely guilty of not taking what I do that seriously every single day. I'm thankful for this reminder before the new school year.
DeleteYes, friends!!! We get so caught up in the "daily grind" that I think we sometimes truly sell ourselves short of how "great we are". I mean that we need to rely on each other to reinforce the idea that TW tries to hammer home throughout the book of how vitally important we are in the lives of our students! It's so easy to get caught up in our daily tasks, but we really need to be one another's cheerleaders! Those 4 powerful words at the top of page 47 are so true..."Teaching is hard enough!" I hope to make an effort to remind myself and my awesome colleagues of this fact much more often!!!
DeleteI always try to focus on the students, but sometimes I get caught up in things that don't really matter. It does matter what we do every day and our students count on us every day. This chapter is a great reminder for the start of a new year.
DeleteThis comment has been removed by the author.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteChapter 7 may be my favorite thus far, not that the others aren't great. This chapter really made me reflect over some past situations in my own classroom and other situations that I have seen throughout my teaching career. Sometimes we are always so quick to place blame that we forget that we must accept responsibility in all situations. "Effective teachers assume they are responsible for the students in their classes, even though they have no voice in selecting them." No teacher ever hand selects their students in their classroom and we can not control anyone but ourselves. They way a teacher reacts or conducts his or her actions in situations determines the actions or reactions the students have. "If everyone looks in the mirror when they ask, "Who is the variable?" we will have made tremendous strides toward school improvement."
ReplyDeleteChapter 7 and 8 reflection-
ReplyDeleteThe teacher is the variable. I can only control my actions and reactions. If I set a good example, the majority will follow making my classroom a lot more functional.
Under what if my students do poorly.. I actually experienced this with my class last school year. I assigned a Native American Project during a very busy time. We had an early dismal for flooding and some other things come up where I didn't get to see my switch class. While I explained everything to my homeroom and answered all questions to those parents, I completely forgot to do the same for my switch class. It was a total teacher fail. As soon as I realized it, I contacted parents, apologized, and made a new rubric to accommodate for my miscommunication and gaput in their grades. I felt horrible but fixed the error the best I could. Again, I am the variable in the room. I took responsibility and made changes for the next year. Whew, it was tough, but I learned a valuable lesson. I must be clear with my expectations and communication.
Chapter 8-
How Clear is your Vision?
I wrote guilty beside getting caught up in the 4 walls of my classroom and not seeing outside of my room. My goal is to definitely see outside my own walls and pay closer attention to those around me.
Something else that stuck out was socializing. I have seen what happens when you choose to not socialize and instead walk the parameters to monitor students. I know the kids come first, but I do not want my colleagues thinking that I am not being sociable or ignoring them. We have very few chances to sit and talk to adults throughout the day, so it is nice at times. I want to do better at socializing while walking the parameter. Maybe we should find a walking buddy 😆 for recess times...
As far as the gripe fest paragraph, it is inevitable. These are the times to just listen and walk away or say something nice to them. I want to always come across positive and kind. The last thing I underlined was that teaching matters. I am the face my kids see everyday for 180 days. I want them to know they matter.
*gaput 😂 is supposed to say gap!
DeleteWOW! Chapter 7 and 8 have been thus far my favorite chapters(the entire books has been great but these two chapters really hit home for me). Knowing ai am the only variable I can control will definitely affect the atmosphere in my classroom."When we center on our own behvaior,we feel empowered to make a difference". My goals have always been my students but having reflected on this last school year, I realize I failed miserably by my reactions. I want to be in the bull's-eye at ALL times. I must always accept responsibility of my classroom, which means I am the variable that controls that outcome. "This empowering approach raises the level of teacher efficacy and it will eventually reach students. After all, we are the one variable that we can most easily and mosy productively influence."
ReplyDeleteChapter 8 - "Focus on Students First." "One of the beat thinvs about being a teacher is that teaching matters and make a difference. What makes teaching hard is that it matters every day."
WOW! Chapter 7 and 8 have been thus far my favorite chapters(the entire books has been great but these two chapters really hit home for me). Knowing ai am the only variable I can control will definitely affect the atmosphere in my classroom."When we center on our own behvaior,we feel empowered to make a difference". My goals have always been my students but having reflected on this last school year, I realize I failed miserably by my reactions. I want to be in the bull's-eye at ALL times. I must always accept responsibility of my classroom, which means I am the variable that controls that outcome. "This empowering approach raises the level of teacher efficacy and it will eventually reach students. After all, we are the one variable that we can most easily and mosy productively influence."
ReplyDeleteChapter 8 - "Focus on Students First." "One of the beat thinvs about being a teacher is that teaching matters and make a difference. What makes teaching hard is that it matters every day."
WOW! Chapter 7 and 8 have been thus far my favorite chapters(the entire books has been great but these two chapters really hit home for me). Knowing ai am the only variable I can control will definitely affect the atmosphere in my classroom."When we center on our own behvaior,we feel empowered to make a difference". My goals have always been my students but having reflected on this last school year, I realize I failed miserably by my reactions. I want to be in the bull's-eye at ALL times. I must always accept responsibility of my classroom, which means I am the variable that controls that outcome. "This empowering approach raises the level of teacher efficacy and it will eventually reach students. After all, we are the one variable that we can most easily and mosy productively influence."
ReplyDeleteChapter 8 - "Focus on Students First." "One of the beat thinvs about being a teacher is that teaching matters and make a difference. What makes teaching hard is that it matters every day."
Chapter 8 and putting students first is what has seen me through some difficult days. I know this for sure when things get tough focus on the students and why you teach in the first place.
ReplyDeleteYou are right, Janet! Your student focus and priorities are easily seen in your go getter attitude and interactions! Your heart is definitely in it for the right reasons. I miss working with you! :)
DeleteThanks so much Holly, miss working with you too.
DeleteI love the part of Ch. 8 that states "What makes teaching hard is that is matters every day. It makes a difference everyday." We owe it to our students to give them everything we have everyday!
ReplyDeleteCh.7-I am the variable and I am responsible for what goes on in my classroom. These are definitely words to live by throughout the school year. When I find myself getting caught up in the stresses of work and life, I will have to remember those words.
ReplyDeleteCh 8-"The Lunatic Fringe" made me LOL! I totally agree with TW that the children should be first in all that we do and we have to keep things in perspective. That's why having a strong and supportive team is vital. I am very fortunate to work with such a team every day!! If I am having a tough day and temporarily lose that focus, I have 9 awesome ladies to get me back on track:)
Amy I also had the same take of Ch. 7. "I am the variable and I am responsible for what goes on in my classroom." I am also going to remember this as I get caught up with the stresses of work and life! :)
DeleteI love all the comments above! There are several things in Chapter 7 and 8 that have been mentioned above that have stuck out with me. However in chapt. 8, "One of the best things about being a teacher is that teaching matters and makes a difference, especially to the students. What makes teaching hard is that it matters every day. It makes a difference everyday. Focusing on students and putting them first helps great teachers make the right decisions every day, all the way to the end of the year." This again reminds me that I am the variable to make this upcoming year the best for my students and to "stay focused" on them.
ReplyDeleteChapters 7 & 8 make me think about when I realized that I could change my way of thinking. It was about 10 years ago. I started to think more positively, changed some things I was doing, and coincidentally things started going great for me. Some people never realize that they CAN change their way of thinking. Now, I'm not saying I'm that "great" teacher, I'm just saying that I can change my way of thinking. This book really brings up some ideas that help me think of some things that maybe I'm not doing the way I should. I will definitely try this year to think of these things differently and see how they work out. It is definitely all worth it when you hear from those parents that their child loves coming to school bc of their teacher.
ReplyDeleteTen days out of ten, I just re read this chapter and it has caused me to do some soul searching. I know as an educator what we all do impacts the children we teach. However, while reading Chapter 9 and the power of praise it gave me a much better understanding of praise. Thanks Todd for causing me to reflect and adjust.
ReplyDeleteIn Chapter 8, TW says that one of the greatest challenges is to get everyone on board with proposed changes. I have to say, that is one of my biggest challenges. I get so focused on the way that I run my classroom and my strategies and my routines that a change throws me for a loop. I am going to really try to see the big picture and my place in that as I go forward. Teaching requires flexibility, and while I really do know that, it is so hard sometimes to wrap my head around changing gears. Just throwing out some honesty here, and it is good to read that TW saw that problem and addressed it openly.
ReplyDeleteIn light of chapters 9 and 10 (and actually the entire TW book), I'd love to recommend a book that I am finishing up by Lisa Terkeurst called UNGLUED (Making wise choices in the midst of raw emotions.) The cover has a photograph of a woman burying her head in her oversized purse on top of a rock out in a field. Don't we all feel that way at times?! Lisa writes about the fact that we are making imperfect progress everyday, and that our jobs are not to FIX difficult people. Our jobs are to be obedient to God in how we act and respond to those people. TW had a very valid point, and food for thought in the section titled "The Angry Parent". The two scenarios had very different outcomes, and made me think about that ripple effect that can happen with careless negative statements. It is cause to pause and reflect on JUST how much my comment(s) about a situation can reach far beyond that one conversation or remark to possibly create negativity. I want to be more mindful and conscious of filtering out the negatives this year. After all, as TW wrote, "negatives that don't matter that much", sometimes, we LET them matter to much, or I do, anyway.
ReplyDeleteWe subconsciously know we are the variable, but how often do we think of it consciously? I think of it when a lesson goes poorly and the children don't do as well as I expected.Then I regroup and try again. I don't think of it so much when things go well. What are the things that are present or that I do on the days that are the best?
ReplyDeleteI sometimes forget the power of me controlling the things that I can.
The students are the reason we do what we do. We come back day after day for this. It is so easy to get distracted from that point when things get difficult, we have to learn something new, or we just get tired. If we keep children the focus, then trying new things (so scary sometimes) is worth the effort. I think fear sometimes motivates some negativity. Having the faith to give it a try often times pays off.
ReplyDeleteChapter 7: Effective teachers know that they are the variable in the classroom and take responsibility for student performance and behavior. Instead of placing the blame on the students or other factors, we must look at our own behavior and make necessary changes in order to see improvement.
ReplyDeleteChapter 8: We must focus on our students first and colleagues second. Our students are the reason why we are there in the first place, so they should always be our main focus and concern. I like how Todd Whitaker points out that focusing on students first can help you maintain a positive attitude as well as practices and habits that support your best work. We also must remember that our colleagues come second to our students. It is natural to gravitate to our colleagues during recess time, assemblies, etc....but when our focus shifts away from our students, it creates opportunities for negative behaviors to occur.
ReplyDelete