Chapters13 and 14 have some of my favorite quotes.
"Great teachers intentionally arrange, rearrange, alter, and adjust the structures that frame their teaching."
"Great teachers have a plan and purpose for everything they do."
"Great teachers base every decision on the best people."
Ch. 14.. "Base Every Decision on the Best People" I admit I had to read several portions of this chapter more than once. It wasn't because I didn't understand what was written, rather this was, and is, a new approach for me. In reflection, I feel that I do quite the opposite..and most of the time I do this unintentionally. Our natural tendency is to focus on the struggling students or the ones causing the behavior issues, and allow them to dictate the direction of our classroom. They shouldn't and can't be ignored, but TW uses this chapter to illustrate the importance of centering on the "best people". He closes the chapter by writing, "Nurture the superstar students you have, and work to cultivate the others. Keep your best, most well rounded students at the forefront when you make decisions. Your classes will be better off, and your job will be more enjoyable." Definitely worth thought and consideration.
ReplyDeleteI also had to read parts of chapter 14 again. It made a lot of sense when he compared teachers focusing on the so-so students to principals focusing on the so-so teachers. In both cases, the best of the groups lose momentum and are no longer great.
DeleteI also had to read parts of Chapter 14 again. In the past, I have tended to focus on the behavior issues and then felt guilty when my students miss out on what would have been a great session. I end up making it harder on all of us because we still have to review the session, whether it is the next day or later in the week. After reading this chapter, I have specific tools I know can help me this coming school year. I also really liked the sentence that stated we must always treat our students as if their parents were in the room. What a great reminder.
DeleteI agree with all of the above comments! How many times have I let the "behavior issue child" dictate how our day or lesson goes? It's really not fair to the rest of the class. This made me think about whole class consequences. I am guilty of doing that as well. Even though I know that whole class consequences are faux pas, at times it was the only trick I could pull out of my bag at the moment. Keeping the best students in mind and not gearing towards the middle is an ingenious way to look at it. Excellent reading!!!!
DeleteLadies-I am so grateful to read your responses! As I was reading Ch. 14, all I could think was how I do let those few with behavior problems dictate the direction of my classroom. I can't count how many times I have found great activities, but shelved them because I automatically tried to predict how those students would react or behave (or rather misbehave). I would think..."(Name) will chunk that across the room or (Name) will have that all over the place!" So I was feeling really guilty as I read through the chapter, but felt relieved once I opened the blog. Thank goodness I'm not alone! It seems so easy to focus on negative behavior and let it rule the day. "Nurture the superstar students"-definitely a game changer for me.
DeleteThis was one of my favorite chapters. We have all let that one child dictate how things go in our classrooms. I have done this with certain library classes. We need to focus on nurturing the superstars!
DeleteIn chapter 14, T.W. says, "Blanket statements like 'You all aren't turning in your rough drafts on time!' not only allow laggards to hide in anonymity, but also make your best students worry." I remember several of our best students worrying about this very thing this past school year. They would come to my office with anxiety about getting in trouble in the classroom. I reassured them that they were great students and tried to teach a little empathy for the teacher as well by asking these students how they might handle being a teacher who had several students who did not follow the rules. In most instances, the students decided they may sometimes say the same thing if they were the teacher and returned to class having a better understanding of their teacher.
ReplyDeleteIt is understandable to want to address the class in that way, but when we do so we are speaking out of frustration. We are choosing to focus on the negative behaviors and forgetting to respect all students and their efforts.
From Laurie Poppenheimer.... I agree with Jennifer about TW's statement about treating students as if their parents were in the room. Applying that lesson will help me soften my tone when I am exasperated with a student's behavior. I loved the example in chapter 14 about taking the doors out of the bathroom stalls. Sounds like somebody had a bad day! That only addressed the behavior of a few, yet all were punished. I think it is VERY important to avoid whole group punishment when, honestly, it's only 3 or 4 students who are guilty. I suppose I am guilty as charged �� Last year in January, I banned mechanical pencils from my classroom! I suppose there were only 3 or 4 who were playing with the leads and I should have addressed the issue personally. That was a small issue but I will now be on the lookout for situations in which I can apply TW's question " What will the best students think?"
ReplyDeleteI agree Laurie! I've been guilty of banning items in the room and it truly was only a few breaking the rules. That statement about focusing on what the best students think really stuck with me! I will be working on this in the upcoming year.
DeleteI will definitely be doing the same, Laurie and Jennifer. I have been guilty of focusing on the negative behavior and punishing the whole class for the behavior of 3 or 4. I underlined that last paragraph, and was thinking about placing this somewhere on my desk as a reminder to keep you best, most well rounded students at the forefront.
DeleteChapter 13
ReplyDeleteSo many things to say that haven't already been said but I really liked the very first paragraph, " Great teachers have a plan and purpose for everything they do. If things don't work out the way they had envisioned, they reflect on what they could have done differently and adjust accordingly."
Chapter 14:
The title says it best " Base Every Decision on the Best People." I try very hard to make the best decisions for my students but will now take the approach that TW lays out with the following three questions:
1. What is the purpose?
2. Will this actually accomplish the purpose?
3. What will the best people think?
TW says that one way of reflecting on our teaching practices is to look at why we do what we do." If we follow this model, we may use our class time far differently.
Chapter 13
ReplyDeleteSo many things to say that haven't already been said but I really liked the very first paragraph, " Great teachers have a plan and purpose for everything they do. If things don't work out the way they had envisioned, they reflect on what they could have done differently and adjust accordingly."
Chapter 14:
The title says it best " Base Every Decision on the Best People." I try very hard to make the best decisions for my students but will now take the approach that TW lays out with the following three questions:
1. What is the purpose?
2. Will this actually accomplish the purpose?
3. What will the best people think?
TW says that one way of reflecting on our teaching practices is to look at why we do what we do." If we follow this model, we may use our class time far differently.
I agree with you Angela! I thought those three guidelines to make decisions were important and plan to remember that approach as well!
DeleteI love chapter 13 because it is so true! We always have to plan and rearrange as necessary in order to be successful. I have had issues with student partners as well and there have been many times when I have rearranged things where they are no longer able to work together. The students never realize that I changed anything! It's not always easy to do those things and change plan, but I completely agree with TW that it works!
ReplyDeleteWe definitely have to have a plan or purpose or it is pointless and the students realize that. If we plan and do things with success always in mind it will always prove beneficial.
DeleteI agree Shannon! It's so important to have a plan in mind. If the students realize that we aren't prepared or don't have a purpose then they will shift to not wanting to strive for success.
DeleteIt seems to me that teachers have to constantly change plans to adjust to the situation. Things rarely work out the exact way I planned. For example, while thinking about the upcoming year, I realize that a lot depends on the students in my classroom. I have learned through experience to expect certain behaviors and head them off before they occur, so I can plan to a certain extent. As teachers we constantly have to reflect and then change to make our teaching more effective.
DeleteI really believe in what TW says in chapter 13 that great teachers have a plan and purpose for everything they do. I am always making changes in my classroom with a purpose behind every decision that I feel is best for my students. I want my students to excel and be the very best that they can be. I believe that every student wants to be the best that they can be too. I encourage that and believe that it is possible for each person.
ReplyDeleteI totally agree with you. We must always have a plan and a purpose. Just as you expressed, I have to make changes to my plans, but I always have a purpose behind it. I must be flexible to accommodate my students. If a student isn't being successful using one technique/strategy, I will switch to another one so the student will have a higher success rate in achieving a particular goal.
DeleteI agree too! Being flexible is a huge part in teaching. Not all students or classes are the same. We always have to be willing to rearrange or change things that work for our students.
DeleteChapter 13-"Great teachers intentionally arrange, rearrange, alter, and adjust the structures that frame their teaching." I believe it's imperative to be aware of our classroom surroundings and be prepared to make changes as quickly and seamless as possible.
ReplyDeleteI love that chapter 13 and 14 are centered around being flexible. Throw out what isn't working and try something new. Don't be discouraged. Teach as if the kid's mom is in the room. Arrange and rearrange!
ReplyDeleteI agree, Destin! Flexibility, arrange and rearrange. Every class is different. What worked last year may need to change for the following year. Do not become discouraged!
DeleteDestiny I love the thought of teaching as if the students parents are in the room. It Goulds back to how would I want my personal child's teacher to be.
DeleteDestin, I also agree that we must be flexible and ready to try new things in the classroom. I also like the idea of teaching like the student's parents are in the room.
DeleteBeing flexible is definitely the name of the game with teaching. There are just so many variables throughout every day, and even those variables change from day to day. I am a routine kind of girl, so flexibility is a challenge for me. I am learning, though, that in the long run, flexibility will make my life so much easier!!
DeleteI love the quote in Chapter 13 that states, "Great teachers do not try to prove who is in charge in their classrooms because everyone knows that the teacher is in charge." You can feel that in so many classes. You can tell by the way the students sit at lunch, how they walk down the hall, and how they behave outside the room in any situation. It does take so much planning on the front end, but it is so worth it to manage the entire year. It is so easy to let the negatives get the best of the what should occur and turn it sideways. I am going to work this year to use some of the techniques outlined in this chapter to help ensure that my class runs smoothly.
ReplyDeleteMy favorite *starred* quote from Chapter 14 was "It's a mistake to focus on the least effective people and issue broad directives because of one or two miscreants. At best, we make our top performers feel guilty. At worst, we insult them. They think, 'Why are you talking to me about this? Why don't you talk to them?' And they're right."
ReplyDeleteThis convicts me. As all too often, I have let the actions of one or two students affect my perspective, outlook, even attitude for that day. I can not issue class-wide punishments or directives when they only apply to a small number of students. I need to take a more individual approach when dealing with difficult students:)
You are very right! The majority of our students do not need that blanket statement. The ones that we are not talking to probably worry and the one we wanted to get our hint wasn't even listening. I want to be better at addressing problems in a private setting and not insult my great listeners.
DeleteI'm so glad that TW noted that the best teachers base their decisions on the best people. I agree with y'all, the students we are really trying to change are mostly unaffected by our "sermon" or group punishment. In fact, they like it when others are getting in trouble too! I never really thought about that before, but I hope to focus on the best students and make them comfortable and happy. I know for myself that I hate to endure being "got on to" for something that doesn't apply to me. I've always thought that these "scoldings" only make the good people discouraged and frustrated and the bad ones don't even care!!
DeleteChapter 13-My favorite quote from this chapter is: "Great teachers intentionally arrange, rearrange, alter, and adjust the structures that frame their teaching. They carefully plan their classroom setup, their instructional approaches, and their time management to promote a productive learning environment."
ReplyDeleteChapter 14-As a music teacher, I love to "nurture" my superstars. I wish that I had more time to cultivate all of the superstars we have at LES. Three short years as their music teacher may not be enough time, but I will try! I do feel that nurturing those that shine makes my job more enjoyable. When I make my decisions this year, I will ask myself, "What will the best people think?"
That quote from Ch. 13 got my attention as well! As I am always working to improve my time management in the classroom, I will definitely be working on my flexibility in the upcoming school year!
DeleteChapter 13 Reflection: #plan #purpose #takeresponsibility This chapter was very simple and to the point. TW gave a lot of really great reminders that help us to be more effective. We must always have a “plan” and a “purpose” for everything we do, and be prepared to “reflect and adjust” accordingly. This is extremely important if we expect to grow as educators as well as have smooth running classrooms. We must be ready to take responsibility for what goes on. I loved the example TW gave about the principal switching the back of the room to the front during a faculty meeting. LOL We must be proactive and ready to be one step ahead for accountability purposes. Every action we take must be intentional and have an underlying intent. The teacher/administrator must be in charge. Period. ~Holly Engberg, LES, 5th grade
ReplyDeleteChapter 14 Reflection: #aimhigh “What is the purpose? Will this actually accomplish the purpose? What will the best people think?” I find TW’s use of the word “best people” to be very intriguing. By best, he is not referring to the ones with the best grades or rewards, but the “nicest, most caring, most well-rounded-the people who are respected by EVERYONE.” BEST is a word that should not be tossed about like it doesn’t exist. To me, the term best is what we should be aiming for as people. What would be the purpose for our lives? To stay complacent? To assume that the world owes us something, and that things should be given to us because of past hardships? No. We were put on this Earth to make the BEST out of the opportunities that have been given to us. No excuses. Everyone goes through hardships of all kinds in life. Who’s to say that one hardship is worse than the other? When young people learn to work through these with determination, motivation, and the support of model adults despite circumstances, they begin to work toward being the “BEST”. When our lives and actions have a purpose and meaning, we move in a more productive direction. I like that TW points out the difference between a “reason” vs a “purpose”. Having a PURPOSE is more meaningful. This day in age we like to list out all of our reasons and use these as “selfish” EXCUSES rather than focusing on a positive PURPOSE to accomplish something. TW states that it’s a mistake to focus on the least effective people. This will get us nowhere. This makes our top performers feel guilty, and they begin to feel guilty or paranoid that they are at fault when in reality this is not the case. Am I working toward being one of the best? This is what we should be asking ourselves!!!!!
ReplyDeleteOne thing I plan to change this next year is making “blanket statements” that could cause my top performers to feel as if they aren’t meeting my expectations and that they are at fault. I can see and have even felt this way in certain situations. It stinks and causes extra worry and stress and even makes me question, “Why even try?” Motivation begins to drop. I believe we use blanket statements to keep from “hurting feelings” or worrying about “stepping on someone’s toes”. We have got to stop tiptoeing and focusing so MUCH on feelings and begin to turn our focus more on accountability, high expectations, and challenge. Our best students and most motivated learners are an extremely important part of the classroom just like they are to the real world…today more than ever it seems.
One thing I did more of this past year was getting lots of student input. This is extremely effective when implementing new strategies and ideas and helps with classroom management. I love TW’s standard of “treat students as if their parents are in the room” and “treat every student with the best students in mind”.
We never want to sell our best students short or any student for that matter (must use discretion in treatment of all students), but the truth of the matter is “we cannot afford for our best students to be “fine anyhow”. They deserve much more than that.” Ultimately, these students will be future leaders and models for our world. “We must nurture the superstar students we have, and work to develop others. We must keep our best, most well rounded students at the forefront when decisions are made.”
What happened to aiming for the BEST? Choices, not circumstances determine our success. Let’s relay to students to get out there and make a difference by focusing on what “WE” can do ourselves to help make our world a better place, instead of focusing on “REASONS/EXCUSES” as to why we aren’t taking meaningful action and focusing our energy on proving to the world that we can be successful and take care of our own RESPONSIBILITIES instead of placing blame and expecting others to do it for us. Are your excuses greater than your dreams? Find a solution and follow through, not an excuse! #twforpresident #actionsspeaklouderthanwords ~Holly Engberg, LES, 5th grade
I love what you wrote there, Holly! That word BEST does not need to be tossed about, and does indeed need to be clarified as to the meaning. Everyone needs to be constantly working (with purpose) toward his or her BEST. That is not a cookie-cutter task. It is different for every individual. I intend to be more vocal about encouraging that personal best from each and every student this year. I hold that expectation of myself as well.
DeleteOn another note, I have SO been guilty of the "blanket statement" trap! Oh, how it has snapped shut on me a few times! An example comes to mind of being so frustrated with the 5 or 6 people who would not have homework each and every time it was assigned. It was the end of the year. I was thinking about the responsibility issue and promotion to the next level. I made a blanket statement about what the consequence for not having homework "from here on out".
Lo and behold, I was forced to impose this blanket statement on someone who (perhaps) did not deserve quite so harsh a consequence. I will NOT do THAT again. :-)
Holly, I love everything that you said! I am also guilty of using blanket statements at times, and I am going to be more mindful of that moving forward. I also agree that we need to focus more on accountability, high expectations and challenge as opposed to hurt feelings.
Delete"Great teachers intentionally arrange, rearrange, alter, and adjust the structures that frame their teaching." = 21016-17 Goals! I love the part about making changes that make seem random but have "definite underlying intent".
ReplyDeleteI loved the concept in Ch. 14, but ecen more so, I loved TW's explanations. I don't want to sell anyone short & have often felt that I have because it is honestly so hard to base decisions on the best when the others seem to 'scream the loudest' per se. I also loved the statement, "...we always treat our students as of their parents were in the room."
Yes, Ashley! I too loved the "intentionally arrange, rearrange, alter, and adjust" message! It's just A GOOD PRACTICE! TW uses the word PLANDOM; what a GREAT word! We've gotta become professional
Delete"plandom-ers"... :) What a fantastic (and I think realistic) goal for the upcoming year! (I can make up words too)!
In Chapter 14, TW discusses the use of the word "fine". This reminded me of that scene in Pretty Woman (SO dating myself here), when they leave the polo match and Julia Roberts says, "I'm fine," and Richard Gere replies, "oh, that's good...7 "fines" since we left the match."
I mean, WHAT A USELESS WORD! She's not fine; she's MAD, dissatisfied, discontented, etc! We shouldn't be satisfied with our students being "fine", b/c as TW says, they "deserve much more than that." #fineisnotok
Kendra, the section about our best students being "fine" really spoke to me, too! I especially loved the statement "If our top students can coast along in neutral, the entire class loses momentum." What a great perspective! When I'm tempted to allow a few challenging students to dictate my decisions, I'm going to think about the best students in the class! They do "deserve much more than that."
DeleteI completely agree. It is such a challenge not to teach to the middle when you have just a few at the top and a few at the lower level, especially knowing that some of those behavior problems stem from a desire to mask a lack of understanding. I have always tried to have high expectations of all of my students, but as I read this chapter I realized that (with my highest students), those expectations came into play more with regard to conferencing, grading, and behavior - in other words, I put the responsibility as much on them as on myself. I will definitely be working to correct that this upcoming year! These kids deserve to be challenged and enriched like everyone else, not bored or dragged down to being "fine".
DeleteAs a school counselor, I am often called upon to help the more challenging students. It is easy for me to find myself "camping out" there. Ch. 14 reminds me that I must find ways to engage those students that are not going to demand my attention. Students at any level (behavior or academic) are equally deserving of our attention and efforts.
ReplyDeleteChapters 13 & 14 are a lot to think about. I do remember when I was in college, learning to teach, that my professor did tell us to "teach to the middle." With the type of class I have now, that is pretty much impossible. What is good to remember is to focus on each student's ability and expect the "best" from each one. Sometimes one student's best is not the same as another student's best, but both have made just as big of an effort.
ReplyDeleteLove this reflection.This most definantly is good to remember. We must know a student in order to know what is their best. By knowing this we are able to grow our students it to their full potential. When I was in high school I had a teacher that recognized that I was putting forth my best effort even though my grades were not exactly stellar in this particular class. This teacher chose to see that an effort was being made,and because of this by the end of that semester my grades were exceptional. This is proof that if we know our students and teach them where they are at along with encouraging and recognizing the growth being made that we can help them soar. Recognize the effort,encourage and admonish,teach to the need. The results cannot be argued with.
DeleteLove this reflection.This most definantly is good to remember. We must know a student in order to know what is their best. By knowing this we are able to grow our students it to their full potential. When I was in high school I had a teacher that recognized that I was putting forth my best effort even though my grades were not exactly stellar in this particular class. This teacher chose to see that an effort was being made,and because of this by the end of that semester my grades were exceptional. This is proof that if we know our students and teach them where they are at along with encouraging and recognizing the growth being made that we can help them soar. Recognize the effort,encourage and admonish,teach to the need. The results cannot be argued with.
DeleteIn Chapter 14 it mentions about treating a student as if their parent were in the room and this really hit home for me. As a parent, I always try to think how I would want a teacher to deal with my personal children in each situation. I am definitely guilty of making the "blanket statement" when it does not apply to all of the students in the classroom.
ReplyDeleteChapter 13 Reflection: Plans and purposes are key to success. We must be flexible and responsive to the needs that may arise at any given time. I love the way TW writes that these alterations do not involve a power struggle. Great teachers do not try to prove who is in charge because everyone already knows. This comes by building that community with students from day one, building their trust, and using consistency in our day-to-day interactions as best we can.
ReplyDeleteYes! I agree! If the kids know we want what's best for them and trust us then they're more likely to be responsive to changes we make to the classroom.
DeleteChapter 13 say great teachers have a plan for everything they do and if that plan doesn't work they reevaluate and adjust. What worked one year or one month for that matter might not work the next. It's super important that we stay flexible and fun!
ReplyDeleteYou're right, it's super important that we are flexible! If the changing and rearranging will make the school or my classroom better, I have to be open to that.
DeleteI couldn't agree with you more Tiffany and Krista. If a plan doesn't work there is always room for adjustment and also being flexible like both of you said is so important! There will always be times we have to do this. I love the saying in Chapter 14 when it says "Embrace Change"!
DeleteBeing flexible while making learning fun is important!! :) Couldnt agree more!!
DeleteThe first paragraph of chapter 13 suggests that teachers reflect and adjust their plans accordingly. I love how we do this each week. This year when I take out my file for that chapter or unit, I'll be able to see the notes I took last year and adjust the activities.
ReplyDeleteChapter 14 has challenged me to be more specific this year with those who are misbehaving. It is not the whole class or even the majority. Those rule followers that are annoyed do want me to deal with the students who are disruptive without fussing or saying something that may be disrespectful. They just want it handled so they can continue being great.
Chapters 13 and 14 were really interesting to me. In chapter 13, TW says that "great teachers intentionally arrange, rearrange, alter, and adjust the structures that frame their teaching." This is something that we must all be mindful of. If you want different results, changes must be made! In chapter 14, I like the suggestion of always thinking about what your best students will think before making changes or trying a new idea. This has given me a new perspective for the upcoming school year.
ReplyDelete