Week 2 (Started a little early)
Chapter 3 is FULL of so many things to think about and consider. I will just share my favorite Quote:
"Great teachers expect good behavior, and generally that's what they get."
**I may have to try the "I do not want to hear a single peep" in the next faculty meeting just to see who will "PEEP" first! :o)
I'm so glad you "started chapter 3 early" because I can't put this book down!
ReplyDeleteI love the statement, "Great teachers establish clear expectations at the start of the year and FOLLOW them CONSISTENTLY as the year progresses". This goes back to self reflection early in the year for me, what is my approach, how am I going to "set the stage" for a year long progress of respect--both for students and me. I fully believe a strong teacher can have high expectations without screaming and stomping, so to speak. This book is encouraging me and exciting me for the 2016-2017 year! I can't wait to take what I'm learning, mull it over, and see what happens!
Emily Smith
DCES
Yes! It is a great read so far! I spend my summer (like most teachers I'm sure)self reflecting on what I can do differently and the same in my classroom to "set the stage" as you say Emily! :)
DeleteThere were so many good points made in chapter 3 and 4. I liked how he suggested setting expectations early and making them simple. It made me think of our Patriot Motto: "I ready, I am respectful, I am responsible." I agree that to be effective you must give your expectations early. The thumping example was hilarious! Chapter 4 made a great point too. Don't make empty threats and mean what you say. Even the smallest children catch on eventually if they realize you're full of empty threats.
ReplyDeleteJennifer, I also immediately thought of the Patriot motto! I think we all need to have this posted in our classrooms so that our students can see that consistency everywhere they go. I bet Mrs. Samples could get us a cute poster printed up!!! ;)
DeleteGood idea Renee! I would love a poster of the motto!
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DeleteDid someone say cute poster? I am on it! ;)
DeleteMrs. Samples, I knew "cute poster" would grab your attention!
DeleteMrs. Samples, I knew "cute poster" would grab your attention!
DeleteAnd we actually have a cute banner that reinforces the motto that came in near the end of the semester. It will be hanging by the time we return in August! :)
DeleteWOO HOO! Patriot Motto Posters!!! This makes me happy!!! :)
DeleteLove it!!!:)
DeleteLove it!
DeleteLaurie Poppenheimer, LES fifth grade......These chapters had the "oops" factor. As I read the part about "don't make a peep," I immediately thought "Oops, I've done that before!" Something from chapter 3 that I definitely want to work on is dealing with a student in private, not when he has an audience. The disruptive student wants attention; therefore, dealing with her in private will help to minimize the negative behavior. The closing paragraph of chapter 4 spoke volumes to me. "Classroom management has a lot more to do with [class] than with management." That is a powerful statement.
ReplyDeleteLori, I was cracking up at the "I do not want to hear a single peep" story! "Who among us, hearing that, isn't tempted to peep? Or waiting, even hoping, for someone else to peep?" This is so true! I can picture many of my little friends who wouldn't be able to wait to make a "peep!" This was such a great way to look at this situation through the eyes of the students!!!
DeleteI have been the young child to say peep! It is so tempting!
DeleteSomeone would definitely crack a peep in our 5th grade planning 😁
DeletePEEP! ;) Yes, I would be the peeper in the group too! Very powerful statements.
DeleteI loved the don't make a peep statement. It immediately made me think of the book Frindle. Every time the teacher would say she better not hear a peep the main character would say peep real loud and the teacher could never figure out who it was. By the end of the year he had students all over the room doing it.
DeleteI agree. The statement about classroom management being more about class than management is powerful. That takes me back to a quote that I like to live by. "It's not what you say, it's how you say it." Being yelled at about an undesirable behavior would most definitely be more invalid than actually being addressed about the behavior in a more respectful way.
DeleteI really stopped and reflected on the last paragraph of Chapter 3. "What is the variable? Not the specifics of the expectations, but that they are clearly established, focus on the future, and are consistently reinforced." Specific expectations may vary from classroom to classroom, but expectations must be be clearly established and reinforced in every classroom. This is a good reminder that our classrooms don't have to look alike or function alike, but they must all have expectations and consistency to be effective. :)
ReplyDeleteRenee, I totally agree! These chapters made me think so much of Mrs. Walker at DSU.
DeleteI so strongly agree with the principles discussed in both of these chapters! Clear and consistent expectations are priceless in the classroom as well as at home with our own children. I have always used "Be Respectful", "Be Responsible", and "Be Kind" as my classroom guidelines. If you think about it, any transgression can be covered by one of those - I just have to make sure the students have a clear understanding of what I mean by each at the beginning of the year. Now that we have our Patriot motto those ideas will be doubly reinforced.
ReplyDeleteChapter 4 seemed particularly to be directed at me - I hate having to give consequences, but in the long run I know it is worse to give extra chances or empty "threats", as that is unfair to the students who need boundaries and consistency. I appreciated Whitaker's tips for handling students who persist in seeking out negative attention. His comment about them performing a "cost-benefit analysis" was right on target for some of them! Too funny!
In my classroom, I don't have rules, I have "Expectations." It was reassuring to see my classroom practice reinforced by TW in chapter three. The end of chapter four really gave me some insight on breaking up those "core groups of students who are the most difficult to deal with." I had never thought of breaking those groups up one by one; "from four to three." Calling the parents of one of those students, the one that is most likely to be affected AND spread the news, reduces the influence of the ringleader. I've always tried to "disband" those little groups, but you can only spread them out so far. :) I will most definitely use this little nugget of wisdom.
ReplyDeleteJessica, the idea of how to break up the core of difficult students gave me a different outlook as well. In my student teaching experience, it seemed as if one of my three periods had several students who seemed to feed off one another's actions and disrupt frequently. My clinical instructor and I probably never looked at it this way. I will be sure to use this in my classroom, if needs be. I think that it makes a lot of sense and will help to ease the disruption piece by piece.
DeleteI thought this what a great idea too! I am really bad at judging whether its a big enough issue to involve/bother parents with, but I found that most want to be aware of situations, no matter how small, happening with their children. On another note, this year I plan to be proactive in keeping positive relationships with ALL parents, not just the ones that make it a priority to make themselves a part of the classroom.
DeleteI love how in Chapter 3, Whitaker mentions that consequences are clearly secondary to expectations. "The key is to set expectations and then establish relationships so that students want to meet these expectations." The past couple of years I have set my expectations for the students, but also worked on my parent relationships as well. This has really made my classroom more united. My classroom rules and consequences didn't feel like "laws," however, students and parents understood the consequence for misbehavior. Setting my expectations and being CONSISTENT (especially after Christmas) is what I am going to work on this year, ALL year:).
ReplyDeleteIn Chapter 4, "setting clear expectations and following through doesn't require a stern demeanor or harsh tone" is so true! It is important to smile and model what I want in return from my students! I know I respond a lot better to someone who is kind, encouraging, and has a positive tone/demeanor.
3rd grade
DCES
Being consistent, no matter what, is my goal next year as well. I love how you said remembering to smile, because often times it is so easy to get caught up in the things that aren't going right. We have to remember to smile, because that simple task can sometimes change the whole day.
DeleteIt is great doing the book club with so many DC teachers.
This is such a wonderful reminder! Sometimes a smile can help up re-focus on the positive things around us, instead of harping on the negatives. I love it!
DeleteI think it's so important to have that united front with the parents that you mentioned. There is much more support when they also have a good understanding of your expectations and consequences.
DeleteAmanda, I agree that having a harsh tone and expression in most situations is counter productive and the message it sends students can last a lot longer than the temporary change in behavior.
DeleteLet's face it, being consistent is hard. Our moods change from day to day, tensions run high one day, but mellow the next. As long as we are doing our best to follow through and make this a goal for the year, we are setting ourselves up for success! I love the way TW states that "maintaining self-control is a critical skill of great teachers". How true! We must model this for our students if we expect the same in return. Each day is a fresh start. We can't go back and change our mistakes, but we can work to try a different solution or approach and move on. Think #classynotsassy :)
DeleteHolly, I completely agree follow through makes a huge difference. I had a professor tell me years ago if you show your students you truly love and care for them, the rules and regulations will be easy to follow because of the added mutual respect. It has proven true even on the students you think do not care. They realize you really care and want to do what's right for the classroom family.
DeleteI agree it is sometimes hard to be consistent in the classroom especially when extenuating circumstances sometimes arrive with some students.
DeleteI agree! It is important for students and parents to be aware of the expectations and consequences. Developing relationships is the key!
DeleteAmanda, parent relationships are what I intend on working on this year. I am good at building strong relationships with the parents that are involved and easy to contact because they are usually the ones that have the students that are always on their best behavior. When in reality, I need to have even better relationships with the kids and parents of those that have a little more trouble meeting my expectations. This year I plan to develop positive relationships with ALL of my parents from day 1. I know this will make for a great and fulfilling year!
DeleteChapter 3 validates one of my favorite first week of school activities. "Setting clear expectations on Day 1 is vital." This is one of the first lessons that I have discovered, works. Don't get me wrong, nothing is perfect, and there will be struggles with particular students no matter the implementation, but it is our job to work through these and find what "works".
ReplyDeleteI love the way Whitaker uses "expectations" instead of "rules". I truly believe in this because I have seen and reaped the benefits. I am so grateful for the effective teachers that I have learned from. Not only the ones I teach with on a daily basis, but also the ones whose books I've read and strategies I've implemented. Two that come to mind are Ann Marie Corgill and Ron Clark. If you haven't read either one of their books, I highly recommend them. Seeing and reading about what is effective and what is not allows for growth in many aspects of teaching.
Allowing students to be a part of setting the expectations truly sets the classroom up for success. After all, it's not "my" classroom, it's "our classroom". Including students in the process is the first step to building the classroom community and vital relationships that must developed in order for true learning to take place. Allowing students to suggest and participate in the development of the...I call them "Classroom Norms" because they are how our classroom is expected to run every day, students are more likely to meet them. By watching an effective teacher many years ago, I watched as her students suggested far more harsh expectations than most teachers would suggest. This was amazing to me. The students were harder on themselves! Since that moment, I have implemented this in my classroom and have found it to be very successful with my community. Taking the students' suggestions and jotting these on a chart in front of them is so simple to us but means the world to them. They feel they have a voice. Later, I take these and combine the similar suggested expectations and reword them if necessary in more simple terms. These are titled "Classroom Norms" and are posted for ALL students in our community to see. They are clear and concise and focus on desirable behaviors.
Something that I have gotten away from as a teacher are extrinsic rewards (candy, treats, treasure chests, etc.). Our world today focuses so much on this type of system. "What's in it for me? Just give it to me because I deserve it." What happened to the intrinsic rewards? The ones based on "feelings" of success. The reward of a smile from a teacher, a pat on the back, the feeling of confidence when you have accomplished a task, or the reward of a simple thank you or verbal response...At the beginning of the year, we discuss the fact that rewards aren't received for following expectations. They aren't given when "asked" for. That is why they are called expectations. Rewards are given for going above and beyond the call or expectations. Not everyone gets a reward. Don't get me wrong, there is a place for extrinsic rewards every now and then. After all, we are working with kids and some kids will work for a piece of candy, a break, a hw pass, etc. when necessary. However, my belief is that we must slowly move older students beyond this mindset to change this unsuccessful work ethic. "Well, if I can't have this, then I just won't do it..." type of thinking. Building intrinsic motivation is one of the most challenging tasks as a teacher. This just validates the importance of developing those close relationships with students and figuring out what "works" for each through conferencing and yes, even trial and error. They are all different, but starting out with establishing clear expectations and following them consistently as the year progresses makes fostering this intrinsic motivation a little easier. #teachergoals ~Holly Engberg, LES, 5th grade
I agree with you on the extrinsic rewards. While they are definitely okay and needed at times, intrinsic rewards need to be valued more. I would love to borrow any other books you have from Clark or Corgill!! I'm glad I get to do teaching with you!
DeleteI can just say "ditto" to every response I've read and there is no way I can say it any better than it's already been said. I did, however, think of something I want to do differently at the beginning of next year. As I read Holly's reference to letting the students contribute to the classroom guidelines, an idea came to me for my classroom. In the past I have let students help make the rules, but got away from it when I found out that they will come up with more rules than I had planned, and they will be much stricter than I would be! So to save time I just go over the rules. Next year though I plan to write their suggestions on chart paper, then place each "rule" in one of the three categories outlined in our Patriot Motto . . . ready, respectful, responsible. Then I'll suggest that we adopt the Patriot Motto as our classroom "rules"!
DeleteI love that idea, April!
DeleteThe first day determines the next 179 days. Love the idea April gave about placing their rules into our Patriot motto categories.
DeleteI agree Angela you have to set the tone and let the students know what your expectations are from day one.
DeleteLove, Love the idea, April!! I have experienced the same thing about students writing their classroom rules. I may "borrow" this idea from you.
Delete❤ this book study (self study)! Setting clear expectations at the beginning is vital. I am making notes for my meet the teacher power point (as i read) which will include key expectations for myself, the students, and the parents.
ReplyDeleteSomething that I underlined and wrote in my TW notebook was that class management is more about the management than it is the class. Gosh, how true this is. A great manager is a great manager anywhere.
A management strategy I have placed in my tool belt is, if I have a handful of troublemakers, I will contact (not threaten) each one's parents one at a time with the least misbehaving student first, in hopes that the effects trickle down.
Another huge paragraph that grasped my attention was, "We are still undefeated." Students haven't been "in trouble", teachers haven't gotten behind on grading or plans etc.., no one has missed school. This allows new, strong relationships to be established.
#TWROCKS #DCSTEACHERS
I love your idea of making notes for the beginning of the year. If you don't mind me asking, what is TW?
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DeleteThank you. I have to take notes when i study anything in order to remember it.TW stands for Todd Whitaker 😊.
DeleteDestin, I agree with you on Identifying the small group of students who are misbehaving and start with the student that might be least likely to be the "ringleader". That positive ripple effect that he talks about might just take care of the problem all on its own 😊
DeleteDestin, I thought about us in that same scenario. I tend to think of myself as a tattle tail when I am calling a parent... so sometimes I think I'll just handle it. Wrong. I like how he said that we should tell the story first instead of just waiting to see if we are contacted over the issue. There were great take aways here for me! :)
DeleteI am a note taker too! TW has so many practical reminders that are amazing. I see myself reading through my notebook throughout the year. :)
DeleteDestin, Your comment about taking notes for your ppt at the beginning of the year reminded me of something started about 3 years ago and I swear by it! I wish I knew where I read it or why I started it, b/c I'd totally go back and give someone props...but anyway, I keep a file folder out (not hidden) and the tab says "NEXT YEAR I WILL..." and it just starts with a sheet of blank paper. The year ends with MANY sheets of paper, lots of scribbled notes, post its, etc. We're so busy throughout the day that those "a ha moments" just fly right out the window (at least in my case they do), so it's another way I've found to reflect and make changes that I know will make my day-to-day easier! And on a different note...that calling the parent first thing...BEAUTIFUL! TW is a smart guy!
DeleteLove this idea Kendra. Thanks for sharinh.
DeleteK! I remember you telling me about this and did something similar this year! It is a GREAT idea:)
DeleteKendra, I love that idea because more times than not I forget about what I wanted to do different. Something else that I am going to borrow. :)
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ReplyDeleteChapter three "hit home" so to speak. "Set the bar" is what I tell myself every year. Each student strives to meet the expectations we have for them. I used to focus on rules as a new teacher, and I was very consistent with consequences. I really thought it worked. However, a few summers ago I read a blog about expectations vs. rules and it totally changed my outlook. My classroom management and relationships with parents and students changed drastically after I changed my focus. I did not have as many interruptions because I was focused solely on the consistency of consequences. I love that he mentioned, "they establish clear expectations to start the year..." I spend the first two weeks on expectations, procedures and getting to know my students.
ReplyDeleteI am also a firm believer in staying true to your word. If you say you are going to do something, you better do it. Reflecting, I remember a few times when I made exceptions for the consequence I had given. It almost always backfired. I almost always regretted it, because in that moment I unknowingly non-verbally said to the student, "its ok to do it again", while also showing my other students that I was not consistent or fair. I also focused on the consequence instead of the behavior. I loved the quote, "Great teachers focus on the behavior they expect of their students, not on the consequences for misbehavior." If I would have taken a moment to reflect my response, I wouldn't have made exceptions. (He mentions this in "When you are ready".) I have grown since my first years, thankfully. Lesson learned. "Great teachers manage their classrooms thoughtfully. When they say something, they mean it."
We all grow year by year as teachers. Being open and honest during reflecting shows you care. Keep rocking it!
DeleteI agree Kayla and have learned that through the years as well! "Saying something and meaning it" leads to mutual respect between teacher and students.
DeleteI could really relate to what I read in Chapter 3 about how great teachers let their students know what the expectations are. My mentor when I first started teaching really taught me that by letting the students and parents know at the beginning of the year what my expectations were really made a huge impact throughout the school year. Was she ever right! There has been a tremendous amount of respect between myself and the families that I create those special bonds with each year because of that.
ReplyDeleteI could also relate to what I read in chapter 4 as well. In the beginning, I learned the hard way about using the "phone call" tactic. I was guilty of saying I was going to call the parent and not following through. It did work for a while but eventually the student realized that I had not talked to the parent and the behaviors got worse. When I finally called the parent and explained the situation, mom was really nice and told me that she could not believe that it had taken me as long as it had to call. We had a great conversation that day. I realized afterwards that it could have went the opposite way and the parent could have totally been on the defense about the situation. Lucky for me at that time it didn't. But I have realized as the years go by, that it is best to be upfront and honest with the parents and the student. Set the tone in the beginning and in the long run the classroom will become better for it. I loved the quote, "classroom management has a lot more to do with class than with management."
Michelle,
DeleteThis year I noticed myself using the "phone call" tactic as well! So many times I would say I'm going to call your parent, and then never follow through. When reading chapter four that was something that stuck out to me that I need to follow through with!
I also think classroom management is the key component in having a successful classroom. It is crucial to set clear expectations at the beginning of the school year. Students will strive to please their teacher if the expectation are clearly established. This will make a successful year for both students and teachers.
ReplyDeleteAs a school counselor, I see each class only once per month which can make classroom management difficult at times. Each class is dynamic and has its own personality. I definitely use this as an excuse when I am inconsistent with expectations and consequences. This week's reading gave me simple ideas that I know I can implement in classroom counseling.
ReplyDeleteMy favorite part of the reading this week is how Mrs. Pro handled the mysterious disappearance of her water. TW wanted the attention from his classmates like he received in "The Hammer"'s classroom. She knew that was the function of his behavior and completely deprived him of that satisfaction. She knew there was no sense in trying to get an explanation for this misbehavior, so she very wisely waited until the audience was removed and focused on future expectations. Bravo!
As the school librarian, I see each class once a week and classroom management can still be difficult at times. There were some great ideas in these chapters that I plan on using in the library. I loved the three simple guidelines!
DeleteI really like focusing on expectations at the beginning of the year. The students generally want to please the teacher. I think it goes back to setting up community in the classroom. I believe it helps to get the students involved in setting the expectations.
ReplyDeleteIn chapter 4, I really liked informing the parents first without the students knowing! I can see how that would be effective.
I totally agree with all of this! I love the beginning of the year and setting up classroom community and expectations. It's a fresh start for the teacher and students. I liked the part in chapter 4 about smiling when addressing the rules and expectations. :)
Delete~"Great teachers expect good behavior, and generally that's what they get."~ This takes me right back to a semester I did as a student teacher with a GREAT K teacher (Donna Prince @ HSES).... In asking her about her consequences for misbehavior, she simply said, "We just behave." And guess what - those kids behaved WITHOUT a clip chart and an elaborate list of consequences. I love having "expectations" instead of "rules." Having a list of rules and then consequences if you break them, makes the rules seem optional.
ReplyDeleteAnother huge take-away from chapter 4 is the tip to call the parent before discussing it with the student. Jump right in and handle the situation before it becomes a HUGE problem. I am definitely guilty of wanting to "handle the problem" myself or not wanting to bother the parent at work unless it is something super serious.
I am really enjoying this book and experiencing many "OUCH" moments... Always reflecting, learning, and moving forward!
Wendi, I love your insight/reflection on how having rules and consequences can send a message to students that rules are optional.... LOVE IT!
DeleteThat comment struck me as well. Mrs.McCoy, I really agree with your comments - Good.insights.
DeleteI love the expectations>rules. I did something this year that I will repeat with expectations. After the students made their list with me, I then had them to discuss their expectations for me as their teacher. We collaboratively made a sentence for what I promised to them, then we all signed our contract. Honestly, I read it often. :)
DeleteI also had the same take-away from chapter 4. Loved the examples and I see how that would be effective.
Glad to be teaming up with you all this summer! #teamDCS
LOVE the idea of letting the students develop expectations of you the teacher! Great way to begin building trust and respect from the very beginning.
DeleteAfter reading Ch.3, I realize the importance of being very clear with expectations and keeping them short and to the point. I love the 3 R's mentioned on page 14...Respect yourself, Respect others, and Respect your school. All other expectations will fall within these 3 statements. A list of too many expectations could be overwhelming to the students.
ReplyDeleteTW has great reminders in Chapter 4. His first point that hit home with me was how he compared teaching principles for use in other professions/real world situations and vice versa. How humbling and fascinating to know that our careers have such an effect on the world around us! What we say, do, and teach on a daily basis affects the past, present, and future of our students. One year with us can have lifetime effects on students whether positive or negative. This is very important to know and understand. Therefore, we must model for our students, consistent and meaningful expectations as well as appropriate and effective ways to deal with high stress situations and conflict. Knowing that teachers have such a powerful effect on students and their motivation, attitude, and outlook, it’s important to identify when we are getting stressed, stale, burnt out, or become negative. Students need and deserve our best! Their futures cannot afford our worst. I am very grateful for fresh starts each day!
ReplyDeleteAnother point that hit home with me was when TW stated, “But who keeps saying the same thing over and over without learning that it hasn’t worked? It’s the teacher, of course.” This is true. We are all guilty of this. This quote made me think about the ago old saying, “Insanity is doing the same thing over and over again and expecting different results.” Goodness knows teachers do not need anymore insanity in their lives! Aren’t full moons and Friday the 13ths enough? LOL The beauty of this is that we have complete control over this. We just need the right tools in our belts to pull out when problematic situations arise. That’s why PDs like this blog study are so important. #growth right?
Last but not least, TW mentions giving yourself think time before saying something in order to figure out the best approach. #truth This is something many of us struggle with because our emotions take over. It’s hard, but will save us so much grief and stress in the long run. I’ve also been reading another book this summer titled, Crucial Conversations: Tools for Talking When Stakes are High by Kerry Patterson. The first piece of advice he gives is to “start from the heart”. I struggle with difficult and sometimes “tricky” conversations. My first instinct is to shut down and not say anything for fear of causing more drama or hurting someone’s feelings. I tell my students and daughters to, “Save the drama for your grandmamma!” However, I’m doing more harm than good. Difficult conversations are a must and will solve more problems and save more relationships in the long run. He discusses the science behind what happens to your body when you are tense, stressed, and angry. The limited blood flow to your brain causes you to not be able to think rationally or clearly. That is why the “Think” strategy helps before speaking. We must “maintain self-control”. This is a critical skill of great teachers and must be modeled for our students. I found this great poster on Pinterest that hangs in my classroom for my students and me! "Before You Speak: Think, Is it Truthful, Helpful, Inspiring, Necessary, or Kind?" We must remember...#classynotsassy #truth
~Holly Engberg, LES, 5th grade
Holly, I love/(try to)use the "Think" strategy for my classroom and my home. Our Sunday message this week even included it. I also think of it as, how would I want my own child treated. I don't always get it right, sometimes there is a (too)quick reaction, but taking some time to think about it through this book study and break = #growth.
DeleteI am definitely guilty of "reacting" instead of stopping to think, "How should I handle this?" I also think about some behaviors that I acknowledged that may have taken care of themselves had I just ignored them. Things that make you go HMMMM....
DeleteHolly, I have the "Think before you speak..." hanging in my office. I also use stop and think with students who have difficulty with impulse control. I have a stop sign in my office and sometimes I send them back to class with one as a reminder. I think it is a great reminder for all of us to stop and think and not get caught up in the moment or the emotion of a situation.
DeleteI love the "Think before you speak" motto. I have been guilty in the past to react too quickly to a situation. Last year, I tried to stop and think and have the students do the same. I found that this strategy had more positive effects than me reacting so quickly.
DeleteI love the use of the word "expectation" in chapter 3. Students quickly determine what you expect of them, so waste no time. That's why it is important that I set the stage for learning and the school YEAR with clear, consistent expectations from the start. TW is right, if you wait until week two, you'll just have a lot of "rules" students (+ you) will forget to remember.
ReplyDeleteNow, chapter 4 is summed up in its title... If you say something, mean it.
Consistency is my take-away from both chapters. Be consistent with my expectations and my words. I know, I know... We get tired and things in our day distract us, but if we want the year to be successful, we have to be stronger than our circumstances. Slow down (speaking to myself) and calmly handle situations.
I want to be this teacher (and mom), "And her calm but serious demeanor assured me that I did not want to find out." #goals
*Set expectations and implement them
*Maintain self-control
*Discipline in a calm-cool manor, waiting and preventing embarrassment.
#classy
Students want to meet our expectations. As long as they are clear and consistent, I believe they will rise to the occasion. If we are consistent (that is the hard part)and thoughtful in our response to them, they will trust us and will strive towards meeting our expectations. I like his statement in Ch. 4 about focusing on the behavioral expectations, not on the consequences of misbehavior. I like that this allows us to emphasize the positive.
Delete"Classroom management has a lot more to do with class than with management."
DeleteI loved this statement! I also agree that consistency must be evident in my classroom. If there is no teacher follow through with consequences, expectations will be forgotten or tossed aside.
#class
There is something about the idea of having "Great Expectations". The paragraph on page 14 in which Mr. Whitaker makes the following statement "The teacher may have predetermined and stated consequences for misbehavior, but these are SECONDARY TO THE EXPECTATIONS" is so true. How often have we or our students meet our expectations of them. We can choose to set high expectations or set low ones. One way or the other the students will meet them.
ReplyDeleteMr. Whitaker is encouraging us as educators to set, remember, and believe the high ones for ourselves and our students. There is a quote from the book of Proverbs in the Bible that I'll paraphrase so a man thinketh, he is. Our goal is to set the expectation that student's can and will behave, not look for opportunities that they will not. His example of Mrs.
Pro and the water is an example of a teacher who set the expectation of the right student behavior and because she kept her focus on that instead of how she was going to punish him, she got it.
This is a hard line to tow. It is easier sometimes to focus on the negative behavior, or rely on how we feel that day then to do the work of holding up our great expectations for our students from day to day as many of you have already said. Focusing on the students negative behaviors almost becomes an excuse. "We'll we couldn't get anything done today because so and so wouldn't stop talking during the lesson or my classroom was so out of control during group work." The responsibility comes back to us to not make excuses but to reinforce our expectations. I love what many of you have said about a student and teacher contracts established from the beginning of the year or focusing intrinsic rewards verses external.
AMEN! LOVE IT!
DeleteI totally agree, Yolanda. As each year passes, I try to reflect on what I want to differently. My first years of teaching were definitely focusing on the negative behavior. For so long, I thought if you took a harsh demeanor or a harsh tone to your students, that made you an effective teacher. However, I found myself miserable and not liking the person I was becoming. Since then, I realized that this method was not the most effective way. After careful reflecting, I realized that I needed to "set expectations and then establish relationships" so that students will care about meeting those expectations. My "a-ha" moment was when I realized that I needed to treat my students like my own children. I have high expectations for my own children, so why can't I do the same for my students??
DeleteIf we can work on these things and not get bogged down in the negative we can make a difference.
ReplyDeleteThis will definitely be my focus for next year.
I bog myself down by using the pronoun "they". TW is on point when he says on pg. 23 that "our classes have plenty of students who behave pretty well and want to learn". Using the pronoun they to refer to an entire class when in reality, it should only refer to those few difficult students, is something I plan on making a deliberate effort to stop saying when referring to my classes. I am going to focus on the positive "they" statements when describing my class.
DeleteI had many "uh-oh" moments while reading these chapters as I realized that I have made many of the same mistakes recounted in the book. Thankfully most of these were made early on in my teaching career, but I still make them occasionally now, even though I know better.
ReplyDeleteOne thing I want to work on is addressing behavior in private - I thought the story from TW's own past as a misbehaving student was hilarious! I was not this student. I was a teacher-pleaser, so it is hard for me to understand the motives behind the misbehavior. I have figured out that getting attention is a big motivation, so I try not to give it. I'm good at ignoring it, but not at addressing it in private. I plan to work on this.
One thing I've learned that is helpful in classroom management is to focus on the exciting things we will be learning in 5th grade and the importance of preparing for middle school. Then I talk about the behaviors necessary to get the job done, and why some behaviors will keep us from learning and having fun during the year. If you get students to catch your vision, they will want to meet the expectations.
I've tried to explain to people why I love teaching, but have had a hard time putting it into words. Whitaker put it into one word for me "cyclical"! I love how we get a do-over every August and how we get excited about Christmas Break and even how the long, cold January days of uninterrupted learning build slowly to the climax of Spring Break. It's the predictable, yet always different, cycle of the school year!
Yes, April! I know what you mean! The "cyclical nature" of school is such a "pro" to me. Rising to those unknown challenges that change daily is oddly motivating!
DeleteApril I will be working in these things as well. I need to give myself time to think it through and to handle things privately.
DeleteMmmm, that was one of my favorite quotes, also. Great minds think alike. My favorite one is, "Great teachers focus on expectations, Others t4eachers focus on rules. The least effective teachers focus on the consequences of breaking the rules". These two chapters has quite a few nuggets of wisdom sprinkled in them, most of them could definitely be used at home and in other occupations.
ReplyDeleteI loved many things about these two chapters. In the first paragraph of chapter 3, the sentence "a teacher's classroom management sets the stage for student learning," really stood out to me. I set a high expectation for behavior in my classroom, and I do that for my own sanity but also because most students do their best learning when they know the expectations and that those expectations are for all students at all times. The struggle is being consistent, but I wholeheartedly agree with TW that the expectations must be "clearly established, focused on the future, and consistently reinforced."
ReplyDeleteI also loved when TW states,"The key is to set expectations and then establish relationships so that students want to meet those expectations." It has already been said here that most students want to please, and I agree that that motivation to please will only be stronger in the students when they feel a personal connection with me as their teacher.
One point in chapter 4 that made me reflect a great deal on this past year is "When inappropriate behavior occurs, we should give ourselves time to think before we react." I know from personal experience that I make much better decisions when I give myself time to think before I react to a situation. My initial reaction is almost never the BEST way to handle something, so I definitely want to work on this in my classroom this year.
I agree with you Amy...Slowing down and reflecting on the behavior as well as the consequence is a much better route to working on the behavior. A calm and private (as private as a hallway discussion can be) encounter is better for everyone.
DeleteAmy, I totally agree that students need and want to know expectations in the classroom. Consistency is the key. If the students learn that you don't mean what you say, they do not have to do their best. I have learned this lesson the hard way in some of my first years of teaching. What I do love about teaching is that every year is a new year, and we can reflect on the past to improve the present and future.
DeleteWell said ladies! I agree as well. I do better when I have responses planned in advance for the different scenarios that might occur. Of course, there is always that one scenario that you never even thought of that could happen... And also, being human, it isn't always easy to stop in the moment to defer the decision of how to respond until a later time...
DeleteAmy, the exact same points stuck out to me! I noticed one common factor within these points - time. Time is such an important part of what we do. Time to set expectations, time to develop relationships, time to respond to behaviors...all so that we have more time to teach and grow them. And I also need to work on taking time to think about my response to inappropriate behaviors rather than responding immediately, and for me, also setting the expectation from the beginning of the year that delayed consequences may occur and explaining why.
DeleteAshley Frain, LES
Completely agree with you, Kim. Consistency. And isn't that one of the hardest things to accomplish. Every child is different, so it is hard to remain consistent. Creating a setting that helps avoid behavior issues is ideal, but there are so many things that we cannot predict.
DeleteChapter 3 is so true! Clear and simply stated expectations at the start of the year is vital for my class. And consistency is hugely important. Sometimes one deviation from following the routine or schedule can throw some of my students off for the rest of the day.
ReplyDeleteI agree with you, Jean. Consistency is especially important in special education. Although not every behavior problem can be avoided entirely, being consistent helps us to avoid unnecessary problems that can arise.
DeleteI loved the part in chapter 3 about how a teacher's job is like no other- "There is a start, a middle, and an end. Few occupations are so cyclical...For effective teachers, the start of the year is a chance to set the tome for the school year and, more importantly, for the students." I will be starting my 11th year of teaching this year and I still get very nervous and excited at the start of each year because I know how important it is to set the tone and those expectations. ONE of the reasons I love teaching so much is because it is so different every year, and I'm constantly learning along with my students.
ReplyDeleteI totally agree! With each new class brings new personalities and relationships! You can always expect a new adventure from day to day.
DeleteI agree Tracy! Whenever talking with a new teacher or student teacher I always say I love this job because each year is a chance to start fresh and make some changes. Actually, each DAY is--we have so much power as teachers. We can brighten or dampen a child's day (life).
DeleteEmily Smith
I agree also! This is my twenty-fifth year as a teacher. I always look forward to the start of a new year! I love getting to know the new students and setting the tone and expectations for the year.
DeleteThe thing that struck me most in this part of the book is when he talks about giving youself time to think. I so often find myself wanting to take care of the situation now rather than thinking about the "best" way to handle it. I want to be less reactive and more deliberat .
ReplyDeleteLess reactive, more deliberate...yes!!
DeleteEmily Smith
I am also guilty of reacting before I have time to think about the best way to handle a situation. I need to work on being less reactive and more deliberate!
DeleteI agree that consistency with expectations is a key factor in creating students that know how to just "behave". This is a major key factor after Christmas break.
ReplyDeleteEmily Douglas
3rd grade
DCES
I agree that consistency with expectations is a key factor in creating students that know how to just "behave". This is a major key factor after Christmas break.
ReplyDeleteEmily Douglas
3rd grade
DCES