Transferring the Power
In the last blog post, I gave you explicit suggestions on how to create a safe classroom environment that is conducive to learning. Teaching is all about learning and, if students do not feel a freedom to share and ask questions, it's not going to happen. So now that you've created this rich environment, is your job done? No. Now you've got to maintain a safe classroom. Leave it alone, and it will deteriorate. Maintain it, and it will grow even richer and more fruitful. So, let's get started.
The first and foremost principle for maintaining a safe environment is, the gradual transfer of responsibility from you to the students. How can you maintain a safe classroom environment while transferring more responsibility to the students? You have created a safe environment using the methods given in my last blog. The core steps were:
Make your expectations clear at the beginning of the school year.
Model and then have students pair up and practice examples of acceptable and unacceptable behavior.
Include students in the creation of the Classroom Expectations, always guiding them in the right direction.
Respond to misbehavior unemotionally, clearly and consistently.
Use authentic verbal praise frequently for positive behavior.
Once you have a safe and nurturing learning environment, it is up to you, as the teacher and your community of learners to keep it that way. Under your supervision and care, responsibility for maintaining a safe classroom environment must be gradually transferred from you to the students. The students must learn it is their responsibility to keep the classroom environment a safe place for everyone. Here's an example of how to do this.
As their teacher, be ready to model examples of “The Golden Rule” as many times as is necessary. In addition, have the students write skits and perform scenes delivering the message of “The Golden Rule,” in a myriad of scenarios. Dramatizing a core philosophy such as the Golden Rule, makes it more a part of each student than it was before. Consequently, from that point on, once they have dramatized this core philosophy, it’s very difficult for them not to “practice what they have preached” to their peers.
One way to let students know they are doing the right thing is by constantly validating them for complimenting each other and giving each other positive feedback for good teamwork. They will eat it up and strive to emulate those behaviors indicative of a student consciously choosing the “right path.”
What happens when a student really blows it and seems to ignore all the hard work that’s been put into creating a safe environment? Students are human beings; expect them to make mistakes. Here are some do’s and don’ts to follow when this happens.
Don’t
· First of all, except in the case of an extreme emergency, never reprimand a student in front of the class. This is cruel, demeaning and will get you nowhere.
· Do not accept a shrug for an answer.
Do
· If you see a student engaged in an inappropriate activity, take them aside, or in the hallway (where you can still view your students through the door).
· Talk with the student one on one.
· State specifically what you saw the student do. This eliminates the student’s opportunity to lie, or try to diminish the act committed.
· Ask the student why this happened.
· Insist on eye contact.
· Once you have heard the student’s confession, thank them for being honest.
· Ask the student what they think would be the right thing to do to make amends. In almost every case the student will come up with a very appropriate solution.
So what does the shift in responsibility look like? Once students see the teacher in action and notice there really are no favorites and everyone is being treated fairly, the trust will rapidly grow in strength. Students will follow your lead and contribute to the system that is working so well. Students like to work as a team and when fairness and justice become the norm, they will use peer pressure to get the class “bullies” turned around. You will actually hear students apologize on their own accord for such transgressions as using “put downs.”
Another step that helps grow the transfer of responsibility is to hold weekly community meetings. At these meetings, highly commend the positive interactions you are seeing. Ask students for examples of improvements they have noticed in the past week, regarding the classroom learning environment. When students bring up specific problems at the meeting, appoint student groups to create workable solutions right then and there. Always end the meeting by applauding the students, and have them applaud themselves for the great progress they have made in taking on the responsibility for creating a safe learning environment.
Now, you can move on to the teaching part. How can you find out what will help your students the most? How can you get them to “buy-into” the learning process? My next blog on Sunday will help pave the way.
Saturday, March 28, 2009
Saturday, March 21, 2009
CREATING A SAFE AND NURTURING CLASSROOM
Creating a Safe and Nurturing Classroom
No one feels safe if there are sharks swimming in the vicinity. So what can we, as teachers do to create a safe and nurturing classroom environment?
A child comes to school naturally curious. The child’s first experiences at school can and should help foster this curiosity and love of learning. Only students that feel safe will be able to step out of their comfort zone and truly expand and grow emotionally and intellectually. As the teacher, you create the emotional and social climate of safety that makes your classroom a place for optimal learning. Here are some tips to promote your success in this area.
Make your expectations clear and well known to the students at the very beginning of the school year. Introduce, and then model examples of positive and negative behavior in various settings. Ask your students to explain why each behavior is or is not acceptable. Amazingly, they will give you spot on answers. When this occurs, you can model a positive and authentic response to their answer, such as: “Thank you Robert, that shows very good analysis.”
Next, you should have students partner up and practice each skill until it is mastered. While this is going on, you will observe the role-playing activity and consistently provide positive acknowledgement and feedback to the students.
In order to have even more “buy in,” from your students, always include them in the creation of the Classroom Expectations. This is, after all, their class. Students themselves will inevitably come up with behaviors consistent with your expectations. You and the students can work together on acceptable consequences. Throughout this process, focus on the purpose: Creating a Safe and Nurturing Classroom where everyone can and will exceed even their own expectations.
This sounds great, right? We’re not quite done yet. Remember, these are children and young adults. They love to test the limits; it’s in their DNA. The most important thing you can do is respond to misbehavior unemotionally, clearly and consistently. The classroom is the stage where you will prove or disprove your fairness and ability to keep the learning environment positive and safe.
Always focus on the positive. Bees are attracted to honey, and students are attracted to kudos (and I don’t mean the candy bar). Welcome students to your class every day. Use authentic verbal praise frequently. Give students and their parents written recognition, even for small achievements. When you see the entire class really improving on a task or a skill, celebrate!
A safe and nurturing classroom is created by predictability, and predictability is created by consistent behaviors. Finally, don’t be afraid to use your secret weapon, your personality. This is your most powerful teaching tool. You may very well be the only cheerleader in this child’s life; so use your voice, your smile, your kind words and your touch to make each child feel safe and important.
Now we’re ready to roll. Hmmm, where shall we start? Tune in for my Blog next Saturday!
No one feels safe if there are sharks swimming in the vicinity. So what can we, as teachers do to create a safe and nurturing classroom environment?
A child comes to school naturally curious. The child’s first experiences at school can and should help foster this curiosity and love of learning. Only students that feel safe will be able to step out of their comfort zone and truly expand and grow emotionally and intellectually. As the teacher, you create the emotional and social climate of safety that makes your classroom a place for optimal learning. Here are some tips to promote your success in this area.
Make your expectations clear and well known to the students at the very beginning of the school year. Introduce, and then model examples of positive and negative behavior in various settings. Ask your students to explain why each behavior is or is not acceptable. Amazingly, they will give you spot on answers. When this occurs, you can model a positive and authentic response to their answer, such as: “Thank you Robert, that shows very good analysis.”
Next, you should have students partner up and practice each skill until it is mastered. While this is going on, you will observe the role-playing activity and consistently provide positive acknowledgement and feedback to the students.
In order to have even more “buy in,” from your students, always include them in the creation of the Classroom Expectations. This is, after all, their class. Students themselves will inevitably come up with behaviors consistent with your expectations. You and the students can work together on acceptable consequences. Throughout this process, focus on the purpose: Creating a Safe and Nurturing Classroom where everyone can and will exceed even their own expectations.
This sounds great, right? We’re not quite done yet. Remember, these are children and young adults. They love to test the limits; it’s in their DNA. The most important thing you can do is respond to misbehavior unemotionally, clearly and consistently. The classroom is the stage where you will prove or disprove your fairness and ability to keep the learning environment positive and safe.
Always focus on the positive. Bees are attracted to honey, and students are attracted to kudos (and I don’t mean the candy bar). Welcome students to your class every day. Use authentic verbal praise frequently. Give students and their parents written recognition, even for small achievements. When you see the entire class really improving on a task or a skill, celebrate!
A safe and nurturing classroom is created by predictability, and predictability is created by consistent behaviors. Finally, don’t be afraid to use your secret weapon, your personality. This is your most powerful teaching tool. You may very well be the only cheerleader in this child’s life; so use your voice, your smile, your kind words and your touch to make each child feel safe and important.
Now we’re ready to roll. Hmmm, where shall we start? Tune in for my Blog next Saturday!
Saturday, March 14, 2009
The Mandatory Prerequisite to Learning
The Mandatory Prerequisite to Learning
The stage is set; here you are during the first days of a new school year with your brand new students. You’ve got an entire rainbow of colored dry erase markers for your spotless whiteboard. You’ve personally cleaned all the student’s desks. You are eager to begin teaching; they are excited about learning. But wait, something’s missing. What could it be? Sure, you’ve done some great icebreakers and you’ve even learned most of the students’ names, but there’s still something in the air; you can see it in their eyes, on their faces and in their demeanor. What is it?
For many students, the classroom experience can be like walking through a minefield, never knowing what they, as a student, might say or do that will cause instant name-calling, teasing or put-downs. Imagine for a moment you are a scuba diving instructor. You are in the ocean with a small group of students. You are giving them some very important instructions; however, all the while there are sharks visibly swimming in the vicinity. Where will the students’ attention be? Will they hear any of the instruction being given?
This may seem overly dramatic, but it is exactly what happens in the classroom. Acceptance, or at least tolerance by one’s peers is of utmost importance to students. Unless a child feels safe and secure in the classroom, not much, if any learning or participation will take place.
This is the mandatory prerequisite to learning so many of us gloss over as sort of an afterthought, or something to be “covered,” but not vital to the learning process. That is one of the biggest mistakes we can ever make!
What can the teacher do to create a safe and nurturing environment for all students? My next Blog will have some answers for you.
The stage is set; here you are during the first days of a new school year with your brand new students. You’ve got an entire rainbow of colored dry erase markers for your spotless whiteboard. You’ve personally cleaned all the student’s desks. You are eager to begin teaching; they are excited about learning. But wait, something’s missing. What could it be? Sure, you’ve done some great icebreakers and you’ve even learned most of the students’ names, but there’s still something in the air; you can see it in their eyes, on their faces and in their demeanor. What is it?
For many students, the classroom experience can be like walking through a minefield, never knowing what they, as a student, might say or do that will cause instant name-calling, teasing or put-downs. Imagine for a moment you are a scuba diving instructor. You are in the ocean with a small group of students. You are giving them some very important instructions; however, all the while there are sharks visibly swimming in the vicinity. Where will the students’ attention be? Will they hear any of the instruction being given?
This may seem overly dramatic, but it is exactly what happens in the classroom. Acceptance, or at least tolerance by one’s peers is of utmost importance to students. Unless a child feels safe and secure in the classroom, not much, if any learning or participation will take place.
This is the mandatory prerequisite to learning so many of us gloss over as sort of an afterthought, or something to be “covered,” but not vital to the learning process. That is one of the biggest mistakes we can ever make!
What can the teacher do to create a safe and nurturing environment for all students? My next Blog will have some answers for you.
Saturday, March 7, 2009
Why teach?
Most of my colleagues teach because they genuinely want to help children gain the knowledge and skills they need to become successful individuals. What thoughts go through a teacher's mind the first day of school? This question will tell you a lot about the teacher, and what kind of a year that teacher's students are about to have.
Some teachers that have been at it for over thirty years may actually be thinking, "If I can just make it through this year..."
A brand new teacher might be thinking, "I hope the kids like me..."
A teacher that probably should have chosen another profession might be thinking, "Hmm, I can already tell which ones are going to be the trouble-makers and the dummies. I think I spotted at least one that might have half a brain."
A caring teacher might think, "What is it these children really need and want from me and this class? How can I do a better job of getting the inner spark of curiosity in these children lit so the learning will be a sought after adventure? How can I let each child know they are important and of great worth to me and to others?"
Starting the school year off with kind thoughts and intentions to make exceptional progress academically, mentally and emotionally will set the standard of your expectations and your purpose as a teacher. The students will instinctively pick up on this and meet and even exceed your expectations. Just think about what will probably happen in some of the other classrooms mentioned. Be true to your purpose and beliefs and your students will win in life and so will you.
Some teachers that have been at it for over thirty years may actually be thinking, "If I can just make it through this year..."
A brand new teacher might be thinking, "I hope the kids like me..."
A teacher that probably should have chosen another profession might be thinking, "Hmm, I can already tell which ones are going to be the trouble-makers and the dummies. I think I spotted at least one that might have half a brain."
A caring teacher might think, "What is it these children really need and want from me and this class? How can I do a better job of getting the inner spark of curiosity in these children lit so the learning will be a sought after adventure? How can I let each child know they are important and of great worth to me and to others?"
Starting the school year off with kind thoughts and intentions to make exceptional progress academically, mentally and emotionally will set the standard of your expectations and your purpose as a teacher. The students will instinctively pick up on this and meet and even exceed your expectations. Just think about what will probably happen in some of the other classrooms mentioned. Be true to your purpose and beliefs and your students will win in life and so will you.
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