Is it time yet? What happens on day 1 in your room?

Is it ever too early to think about the first day of school?

Taken this week, last year, the afternoon shower created a spectacular rainbow followed by a matching sunset over Buena Vista Colorado.

Its never too late, or too early, to think about teaching and reaching into the future.

 Day 1

What’s important at the beginning of school?  What are your plans for the first days of school?

Below are topics and routines I addressed in the early part of every course.  These are important to establishing high expectations for the entire year.  These lessons stem from study of Wong, Whitaker, Payne, Lemov, Hattie and others.  As most things in education, they were often modified to fit individual situations. We had procedures for everything and we discussed, learned and reviewed those procedures till they became natural and the way we did things.  Students enjoyed them, although they wanted to appear reluctant at the beginning.  By the end of the year, they were all invited to attend a field trip, five hours away to the big amusement park.  Paragraphs below describe the procedures, their explanations and implementation.

“You are in those seats because I love my wife.”

This was often the very first thing I said to my classes on the first day of any school year.  It always took students by surprise but maybe it made them wonder.  I would pause, then explain their assigned seats were in alphabetical order according to the overhead projector shining on the front board placing them in that position so we could pass in papers. Instructions were to “put your own paper on top!”  This allowed them to be in order when they were passed across the room and not back to front.  Back to front methods encouraged the person in the back to get the attention of the person in front, usually with some physical contact that could escalate. Placing the growing stack of papers on the adjacent desk sorted papers somewhat alphabetically thus diminishing my time spent grading and increasing the time I could spend with my wife.

"Procedures verses Rules"

Rules are “meant to be broken” but procedures are how we do things.  For example, the speed limit sign reads 55 and this “rule”  is often disobeyed.  Few signs are required however to keep drivers to the right side of the road.  The procedure suggests safer travels will be achieved with drivers all agreeing to stay to the right.  This simple example from the road reinforces a few of the outcomes and benefits when a teacher sets up procedures.  First off, it demonstrates to the students the importance of systems, structures and plans.  Later, students will expect routines, plans or other mnemonic devises and look to the teacher to provide those. Finally, the time invested early lays ground work for instructions later, such as field trips, assemblies and those out of the ordinary days that require group instructions  and “on the fly” decision making.

Parenthetic Note:

(Framework for these concepts grew from study into Harry Wong, Todd Whitaker, Ruby Payne, Teach like a Champion, Hattie and others.  Teachers can prepare their rooms as well as their minds for the upcoming school year by reviewing of any of these inspiring summer readings!)

Has a student said, "I have to come to school!"   
     In reality "You choose to come to school, and thank you!"

This is fairly close to the actual first few days I spent setting up my classrooms.  My students were typically reluctant learners dreading school, however a favorite anecdote stems from my principal asking me if a certain student, “Johnny” was “there yesterday.”  I replied with a "Yes, but why do you ask?”  The answer was astounding.  It seems little Johnny skipped every other class that day but showed up for my class alone!  I am not sure if that is good or bad.  I do know, he was there by choice.  

S: I have to come to school.

T: You GET to come to school.

S: My mom will get "locked up for educational neglect if I don't." *

T: So you are really saying, you choose to come school instead of the alternative."

   Pregnant pause while student ponders the options.

T: Thanks for being here.  Now that you understand consequences, let's learn."

 (*Some Students just prefer to say She'll be mad if I skip!)

Define Manners:  Making others around you feel comfortable.

I like to say my wife taught me that definition.  Maybe the real truth is I never really grasped the concept but am still trying to learn how to do that?!  Maybe she was trying to tell me something?  Maybe she was trying to let me down easy?  Maybe I made her uncomfortable?  In the classroom, we talked about manners, respect and being nice.  We were not to use sarcasm, put downs and verbal jabs but instead build each other up. Even Pink Floyd called out teachers using dark sarcasm in the classroom.  There is no room for sarcasm in the classroom.  We will be taking educational risks and nobody wants to be made fun of, or thought about being made fun of for making a mistake.   

 

A post 9-11view of Ground Zero.

"Entering and leaving the room"

What’s the tallest building you were ever in?  There's a lesson in that visit.  When teaching an Elements of Algebra class, a picture of the Twin Towers was in the book for the lesson that day. We looked into our book and there was a picture of them on the page I had planned to teach from that day.  I will always remember where I was on that day.  Tall buildings have elevators that work with buttons directing us to floors 1-55,  56-80, or 81-100.  When boarding the elevator, we have to let the people on the elevator get out of the way, clear the path and make room for new riders.  If there is no room, we just wait for the next car.  Similarly, when entering a room, allow those leaving to exit first, maybe even holding the door open for them (See manners above) and allow them to exit?  Thus preventing a log jam at the door, teaching manners, procedures and making those ready to leave feel comfortable and respected.

Stool Sheet: 2 Truths and a Lie and Attention Getting Mechanisms!

We often have students complete a data card that first day, claiming we need their number in-case "the computer goes down."  Students added a few things to this data card to round out the first day.  Two truths and one lie is a good mixer allowing folks a bit of self-reflection time, showing the importance of out of the box thinking and individuality.  But it was also good for the teacher to read out loud and let the students try and guess the authors.  Other included were other items such as their favorite meal at McDs (always listed as a number) would allow me to take a break, tally their attendance, allow them to talk and regain their attention with the signal of a raised hand.  No screaming, shouting, lights flipping or ruler slapping, but the simple act of raising a hand. They would be expected to get quiet and attentive within 5 seconds, or be kept after the bell for however long it took to get quiet. And after they shared with their neighbor their favorite meal, we would return to work refocused after the brief pause.

Finally, What is your EXPECTED GRADE!
Students often make a list of their course schedule.  Here we added a twist with the EXPECTED GRADE they wanted to earn in that class.  Students were asked up front to begin to think about the outcome, even before any assignments or coursework was done. They were allowed to enter a PASS if they wanted but none were allowed to not submit a grade.  This first step in visualization publicized and made conversations about grades, progress, effort and achievement the first steps in learning.  Students began to see themselves as that type of student.  YES, THEY WERE GOING TO PASS!  That's the beginning of Positive Psycho-Cybernetics. (Thanks Dr Maxwell Maltz) 

These things sometimes seemed basic, immature or even like something students should know when they enter a room.  THEY DO NOT.  We can't progress until students do know these routines. We must discuss, rehearse and reteach over and over again to teach.  One exposure to an idea, process, routine or discipline DOES NOT always ensure it is retained.  Note:  We still have not discussed rules of the class yet.

What important foundational events or procedures take place in your first day of class?
How would you like April and May to be different?  Plan things differently in September and see what happens.

Reference Me helped me assemble this citation page.

Clark, R. (2004) Essential 55: An Award-Winning Educator’s Rules for Discovering the Successful Student in Every Child. 1st edn. New York: Hyperion

Hattie, J. A. C. (2008) Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. London: Routledge

Kagan, S., Rodriguez, C., Kagan, M. and Taylor, B. (1992) Cooperative Learning. United States: Kagan Cooperative Learning

Lemov, D. (2012) Teach like a champion field guide: practical techniques to master the art of teaching. 1st edn. San Francisco: Jossey-Bass

Lemov, D. and Atkins, N. (2010) Teach Like a Champion: 49 Techniques That Put Students on the Path to College. 1st edn. San Francisco: Wiley, John & Sons

Payne, R. K. (1998) framework for understanding poverty. Baytown, TX: RFT Pub.

Sommers, W. A. and Payne, K. (2000) Living on a Tightrope: A Survival Handbook for Principals. Highlands, TX: Aha! Process

Urban, H. (2008) Lessons from the classroom: 20 things good teachers do. Redwood City, CA: Great Lessons Press

Whitaker, T. (2003) What Great Teachers Do Differently. Tandem Library

Wong, H. K. (2004) First Days of School: How to Be an Effective Teacher. Tandem Library

Lessons and Reflections from the Principal's Office

 A LONGITUDINAL INVESTIGATION OF THE EFFECTS OF A SUMMER ACADEMY ON STUDENT APATHY IN THE HIGH SCHOOL.

While working on my Ed Specialist degree, the dissertation investigated the effects of a Summer Academy, examined a problem, looked into an index, built a hypothesis, studied populations and defended the published document.  
Here are those results in a 60+ page paper.  
Here are the results in a few word summary:  
Continue the Summer Academy and continue to learn.

School year cycles
The school year is marked off in seasons.  There is the excitement of returning back to school in the late summer and fall. Anticipation of new teachers, new friends and new opportunities for success. Procedures and routines develop into habits and by Halloween, we are well into our year.  Hunting season in our school gives way to Thanksgiving and Christmas Breaks scream right past.  #RubberbootFriday is as much a tradition or outfit as a way of life.  Weather forecasts and the threat of #snowdays after the break requires redoubling (Does this mean 4x?) the effort some days to keep everyone focused but we get through. Scheduled 3 day weekends become make-up days get traded for  and we try to keep from going into June with our school year.  Spring break and the promise of warmer weather, motorcycle days and playing outside keep everyone driven.  State testing consumes all waking thoughts, discussions and agendas till we get to the end!  Finally, end of the year procedures, events and picnics keep us all working in overdrive till the last day before summer school starts and things go around again.

Lessons for all of us
Mixed emotions surround the last day, for students, parents and teachers alike. For some, it is stress. For others, a sigh of relief.  Others hate leaving their friends.  Some begin to wonder about meals and security.  Some just like learning and want to stay.  Tears are shed, yearbooks signed and promises made in efforts to assure each other that we can all make it without each other.  Even the principal learns. For instance, while working on yet another degree, the course load kept my mind occupied with finances, light-bulbs, research and writing. However a leadership lesson was buried behind all these distractions.

Lessons for the leader: Problems
After three years as "leader" of this building, I saw leadership in even another light. Prior to this year, I carried the belief that all I needed to do was articulate the problem with the team and the "right" decision would rise to the top on it's own.  After the discussion, we would all together see the right way and agree to this Utopian plan and walk away content and fulfilled. Throughout the year I began to notice a few discussions took longer than I thought they should.  I thought we could wait it out and consensus would occur. Sadly, this passive perspective of mine failed us.  So I had to learn to make those "executive" decisions, even when I felt it unnecessary.

Here, while riding over Cottonwood Pass west of Buena Vista Colorado, the decisions are simple:  Do we go up? or Do we go down? The input is from two people. Weather, bike condition and timing are our only variables. Decisions are simple!

School decisions are infinitely more elaborate. 

A solution: Decisions
The need for a solution was greater than the actual striving of a perfect solution and coming to an answer. We needed results versus just studying the problems in order to serve our goals better.  I began to see my role as the leader was to lead, inspire, motive but also make the final decision.  I was responsible for the outcome and not just a contributing member of the debate.  We could have the debate, discuss the options and perspectives but after allowing voices, we NEEDED a decision. I could not RUSH the answer but needed to make the call. I could not choose to not decide.  I needed to make a choice.  We would all have to abide by the results.  I could not waiver, change sides or redo the choice.  We (read I) had to grow and change and play without a net!

Manifestations
Personally, I began to realize that I did not have the luxury of waiting every time and dragging the decisions out!  I needed to change.  I needed to reduce the frustration in the staff by doing my job. I needed to make better decisions.  Making better decisions in my world means:
...Gather input better by being more approachable.
...Value diverse opinions like we value diverse people.
...Continue to examine and organize data.
...Investigate opinions of all stakeholders.
...Make the decision in a timely manner, based on all the known variables.
...Share and communicate the resolutions with those same stakeholders.
...Filling the requirements and responsibilities of the job, regardless of my personal desires.
...Serve my constituents by supplying what they need and not what I want to give them!

Anything else?  What did I forget?  (I guess if somebody has to tell me, I might not really learn it!)

Looking forward to next year, I see continued growth, change and progress throughout myself, the building, the district and our community. When we spout the mantra "learning for all" we MUST include the Principal, too. This means me!

Thank you.

Tom McCracken

Good teaching fosters hope!

GOOD TEACHING FOSTERS HOPE

Sunrises (MLK Day 2014) offer hope for a new day, better day and a second chance.

 

Discipline, Management, Control, Influence and Engagement

Doug Lemov gathers these five terms together in Chapter Five of his book TEACH LIKE A CHAMPION and elaborates on a teacher's application in the classroom. The pages describing these terms succinctly and clearly.  An examination of these terms is substantially more thorough then the simple question or comment about good classroom management!  We often say about teachers things like, "she has great classroom management," or conversely, "he struggles with control."  However, these terms are not mutually exclusive but inter-reliant as well as dynamic.   Changing over the short term and developing in a teachers career, we see teachers developing a skill set necessary for the classroom. Many teachers began careers applying the phrase "don't smile to Christmas."  Does that still hold true, or have they adapted, developed and matured, maybe even improving along the way?

     This essay will attempt to start from the broad and narrow the focus to the more specific while articulating simple nuances of each. From specific to broad would yield similar thoughts but motivations might vary.  Issues  in the personal interpretation of each of these words and the overlap of applications making the lines between each vague yet still existent.  Regardless, their similarities and differences play an important role in the behavior of a teacher, if not the belief as well.

1.     CONTROL: AS IN "CONTROL THAT CLASS."

In a broad sense, teachers are paid to control the physical environment of their rooms.  If some thing happens, we always get a report about the incident of infraction.  Control is no longer present and something needs to happen to regain that status.

 2.   ENGAGEMENT: A BEHAVIOR USED TO TEACH.

The teacher might engage and attempt a re teaching activity or abort and remove the pupil from the situation.  However this reactionary posture is typically NOT the norm.  The expected norm is for the teacher to engage the students actively in lessons, conversations, instruction or many other modes, all designed to help teach or get a student to learn.  (Here is where a brief parenthetical note on extrinsic motivation shifting towards a more desire able intrinsic motivation is our highest outcome.  We expect our students to eventually develop and mature into fine contributing citizens in our society, and not a burden.) 3. MANAGEMENT:  PROCEDURES TO RUN A CLASSROOM Procedures, efficiency and norms fit here on thus continuum.  A popular quote claims "management is doing things right but leadership is doing the right thing!"  We get the idea of an optimal or effective or good way to run a classroom.  Respectful, considerate and responsible members of a classroom, akin to a mini population, produce more effectively, waste less time and learn more about the content as well as each other and ultimately uncover truths about themselves.  A secure environment is the best breeding ground for this growth.  Creating safety for students to take risks of all kinds builds them up and encourages their growth with minimal setback.  Students who feel safe take risks.  Social, physical and educational, including mental risks are all fluent in a truly learning environment.  Teachers play a vital role in modeling these behaviors till they become a belief on the student and the student owns their education! Students without this security fall victim to unhealthy discipline, for we know good discipline does NOT diminish hope.

4. DISCIPLINE: TEACHER GUIDING BEHAVIOR OF OTHERS

Good discipline encourages hope.  Discipline is what we use to aid students in their own overdo do control.  When the student can not control or manage, we MUST step alongside and guide and redirect (ZS) to help them.  If we opt out of this discipline and send the student away, the student gets what they were after, an escape from the pressure.  Good discipline seamlessly controls the class through engagement and managing behaviors in order to influence our students.

5.  INFLUENCE:  RESULTS OF PRIOR FOUR TRAITS ON THE LIVES OF OUR STUDENTS

The ultimate goal, purpose and intent of our society; an educated population.  Through the daily influence of teachers, parents and other substantial forces, students learn!  They learn what they live.  They learn what they see and they learn what they are taught!

Control is established, engagement initiated, management articulated, discipline pressure exerted and the results are our influence on others, maybe!

What are we teaching our wards?  What are they learning?  Are we good with that?

 

"Good discipline does NOT diminish hope."

@douglemov  Teach Like a Champion 2010 Jossey-Bass