Don't Get Stuck in the Red

There are a million classroom management strategies, such as filling a jar with marbles based on good behavior, three strikes and you're out for poor behavior, putting student names on a color-coded scale; green is good, yellow is a warning and red...well, it's been a rough day. When a teacher chooses a strategy, is he flexible enough to adapt it, if necessary. If a student goes into the red, can she earn her way out?

In my position, I approach many different classroom management styles and do my best to adapt to each one, however there was an aspect of one that I could not adjust to. It was a color-coded system. In a kindergarten class, if students missed their homework, their names were put on the red. Red meant that they sat out during center time. Not only were their their names put on red first thing in the morning, but they were stuck there all day. Any positive behavior or effort did not matter. Although I realized this almost immediately, it was only a matter of time before the students figured it out as well.

Beyond the classroom, what kind of mindset is that teaching? Where is the positive encouragement? Where is the support for true learning? What about motivation? Perseverance? I found that clear expectations, open communication and recognition for effort and hard work are parts of effective classroom management. Collaboration, along with flexibility creates a positive learning environment. How do you handle classroom management to instill a growth mindset?

What Did You Do?

Student A took a toy from Student B. "Why did you do that?" curiously asked the teacher, as if Student A will have a profound and insightful explanation for his actions.

Does this situation sound familiar? When I hear adults (or catch myself) asking children why, I laugh a little to myself.  Usually, student A will not have a response because the honest answer is "Because I felt like it." That answer is not acceptable to most adults. Truthfully, most children do not know the reasons behind their behavior. I found asking why leaves the adult baffled, frustrated or speechless, while the child gets away without responding.

When a child misbehaves, my favorite question to ask is, "What did you do?" This question holds children accountable for their actions. Children may not understand the reasons behind their actions, but they are aware of what they did. Some students need time to find the words and courage to say what they did, however during that time they are developing character, as well as a conscience. Following a child's response, the adult can create a conversation for what is acceptable, enforce an appropriate consequence and/or suggest accurate apologies. As always, give the students who are properly behaving the rewards and acknowledgments they deserve. So, next time a child misbehaves, ask, "What did you do?" I would like to know how it works out for you!

Thank you, Dr. Lou Tenaglia! He taught me this method. He is a phenomenal classroom management teacher and coach. Check out his blog, http://selfdisciplinedkids.blogspot.com/.

Cohesiveness

The school year was up and running, as was the after-school program. Just like in a classroom, the primary goal was shaping the students into a cohesive unit. For two weeks, we did activities that highlighted the individual, yet encouraged cooperation among the group. The students followed directions. They were treating each other nicely. They went through the motions of each activity, but something lacked. (You just know when the energy in the room is flat.)

One day, I observed the group during free-play. I wanted to know how they interacted and played naturally, without an activity to guide them. What I noticed was curious. Most of the children were playing parallel, not cooperatively with each other. These upper elementary students were so used to working independently that playing collaboratively was almost foreign to them. The activities (our curriculum) were too new and challenging.

After this realization, I knew that the objectives needed to be simplified so that students could achieve success as a group. Then, most activities focused on students working in pairs and occasionally in groups. Of course, they still needed free-play. With this balance, the students were secure and comfortable enough to be challenged by  working together. Cohesiveness won't happen over night, but with communication and empathy, the group is now leaning in that direction. How do you create a cohesive unit? What activities or methods have been most effective for you?

What's Your Intention?

Sitting down to create an after-care program, I considered its mission. I applied the school's mission and philosophy to establish goals for the program. The goals went beyond after school supervision  for children. While balancing activities with structure, an intention presented itself. The intention conveyed a sense of community and respect while providing student choice for the activities.

Naturally, I considered myself. As an adult, I have choices. Over the years, they have been shaped by experience, morals and values. Yet, I pondered my intention. Most of us have goals for the school year, to integrate technology, use social media, develop creative lesson plans, etc. In my opinion, a goal is materialistic while intention is the force that drives us. A goal can be achieved, while intention is the foundation of our decisions and actions.

My intention is to be the "space" and provide the platform for students to be aware of their thinking, to identify feelings and to understand the effects of behavior. By nurturing creativity, critical thinking and perseverance, I guide students to be empowered by, yet held accountable for their actions. As we emphatically jump into the hectic new school year, what's your intention? What drives you each year? Has your intention changed over time?

Hesitant to Blog

I was hesitant to tweet and hesitant to blog. It takes courage to share ideas and put yourself out there, yet taking that risk is valuable when learning and developing as an educator. At #ntcamp*, I realized taking the risk is worth it. I learned that others have similar thoughts, opinions and feelings. Administrators, specialists, experienced teachers and new teachers are in education for the success of the children and for the good of the community. As life-long learners attending this unconference, we are in "it" together.

The main reason I chose to attend #ntcamp was to learn, connect and put faces with the names on Twitter. For me, it was a new experience. I was nervous and uncomfortable, but the longer I stayed the more comfortable I felt. Although I didn't lead a session, I gained enough courage and confidence to speak, tweet and now, blog. 

Before this unconference, I hesitated to blog because I thought I didn't have the teaching experience (one year) to have something valuable to say. Conversations with others (@geraldaungst) changed my mind. Yes, I am at the beginning of my career. Yes, I will be subbing this fall and (so far) not in my own classroom. Does that mean I won't be learning, reflecting or not have anything meaningful to share? The truth is my rate of learning will most likely be faster than any other time throughout my career. 

It's time to move forward and continue new things, no matter  how uncomfortable I may feel in the beginning. If you are at a beginning and can relate, I would love to hear from you. If you are in a different position, I welcome your comments as well! Thanks for reading.

*New Teacher Camp, #ntcamp, is a conference for educators to network and share. It derived from a chat on Twitter, #ntchat (New Teacher Chat.) Like Twitter, it is free and anyone can attend, not just new teachers. Usually, it is called the "unconference" because of its laid-back and open schedule.
http://www.ntcamp.org/