TRANSFERRING THE POWER

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.