The why of management must be considered. We have to remember the goal when we manage our classrooms and potentially punish our students for misbehavior. It is because we, as teachers, want to help our students become better people not just compliant students. There are two questions that I think about when I am planning, implementing or reflecting on my behavior management and how we can help our students become better people.
What is the behavior that I want to teach them?
When we manage our classroom our goal should be to teach our students the appropriate way to behave. We have to ensure that we are clarifying how to respond appropriately. For example, when we have a student who is consistently interrupting we may ask the student to wait to speak or to raise his or her hand without any more explanation. However, if a teacher clarifies that we should raise our hand or wait to speak because it is disrespectful, the student can attach the behavior to an expectation. This clarification could be tied directly to a positive behavior plan and reinforcement because the positive choice is shared and the students can choose to be respectful and then be reinforced for that behavior.
Is this something I need to manage?
As teachers, we try to anticipate the actions of our students. One way we try to assist in smooth transitions and increase engagement is through structure and routines. However, these routines may cause us to manage our students more than we are able to teach. For example, I used to assign carpet spots during large group instructional time. This strategy worked for several years until I had a classroom full of students who needed to be separated. At that point, I didn’t have enough spots for them to be away from one another. This group allowed me to reflect on the need for spots. I realized I was doing the thinking for the students and not allowing them to make the appropriate choice. From that point forward, I allowed my students to select their own spots in the classroom. When students make the appropriate choice to separate from their friends or ignore someone talking with them I am able to positively reinforce that behavior and reward them.
With the constant push to implement positive behavior plans it is important to be familiar with the process and focus on the WHY of behavior management. Our job is to ensure that we are teaching our students the appropriate ways to behave and choices that will make them better people and prepare them for their future.
Michael is an Instructional Coach at Alcoa Elementary School. He has been an educator for 11 years. He received the East Tennessee PreK-4 Teacher of the Year in 2014 and the Wal-Mart teacher of the year in 2004. Michael is currently working on the Tennessee Standards Mathematics Review Committee and as a Teacher Partner in his school collaborating with teachers to impact student achievement. He was a Common Core Mathematics Coach in 2013. He is a graduate of The University of Tennessee, Knoxville with a Bachelor’s of Science and a Masters Degree in Child and Family Studies. He holds an Education Specialist Degree in Instructional Leadership from Lincoln Memorial University. He also serves as a Hope Street Group Tennessee Teacher Fellow, engaging his colleagues in providing classroom feedback to the Tennessee Department of Education on public education policy issues.
Crystal Nelson, Ed.D.
My first year of teaching was incredibly challenging, as I know it is for many. I try to stay focused on what I can control and improve, rather than all the many factors outside of my control (lack of parent support, limited instructional time, etc). This has led to improved student learning, student behavior, and personal job satisfaction.
Crystal has taught at Camden Elementary for six years teaching PreK-2nd grade general music and reading intervention and serves as RTI Co- Coordinator. Crystal served as the Benton County Education Association president 2013-2015, is an active member of Delta Kappa Gamma, and was named Distinguished Educator of West Tennessee by the Tennessee Education Association in 2014. Crystal is a graduate of the University of Tennessee at Martin where she earned a B.M. in Music Education. As a life-learner, she has also earned her Master’s degree in Educational Leadership and an Ed.D. in Leadership and Professional Practice from Trevecca Nazarene University. She also serves as a Hope Street Group Tennessee Teacher Fellow, engaging her colleagues in providing classroom feedback to the Tennessee Department of Education on public education policy issues.
passionate educator, blessed to be a technology integration specialist
I confess that I recently found myself in the above scenario. Like many of you, I am a passionate educator. I was frustrated over things that are out of my control. I found myself venting to a friend and grumbling to a colleague about initiatives that I felt excluded from but they will impact me. I became mentally drained and exhausted. I finally stopped mentally rehashing the things that are out of my control and realized that I was the one letting my frustration take root. I’m usually a positive person but I was allowing my negative reactions to impact me. It occurred to me that I have the ability to control me. Regardless of whether I agree or disagree with a process or decision, I can control my reaction and my focus.
I don’t want to be a yappy, negative educator but I want to always be a S2.A.P.P.Y. educator. I can control my thoughts and my actions. When I find myself frustrated, I can stop and find the positive in the situation and be a part of the solution, not a part of the problem. I can always have a positive attitude and I yearn to be a lifelong learner.
2017 is fast approaching. For the new year, my goal is to be a S2.A.P.P.Y educator. When I find myself getting frustrated, I will remind myself to self-reflect, be a part of the solution, keep a positive attitude, maintain a perspective that involves a positive mindset, and I will yearn to learn. I can learn from every situation and I can I always control my thoughts and my reactions. Feel free to join me and get S2.A.P.P.Y.!
Attitude is Everything
Perspective is Key
Yearn to Learn
A former high school marketing teacher with Jefferson County, Tina is currently the Instructional Technology Specialist for Hawkins County Schools where she works with teachers and administrators across 18 schools to integrate technology in K-12 classrooms. A Tennessee Department of Education iTunesU featured presenter, Tina has presented at numerous professional conferences including Tennessee’s first EdTech Summit. An advocate for technology integration, Tina works with professional societies to plan, and produce annual technology conferences for teachers across Tennessee. Tina holds a B.S. in Business/Marketing Education, an M.S. in Human Resource Development, and an Ed.S. in Instructional Technology from the University of Tennessee. She is currently pursuing her Ed.D at Liberty University. She also serves as a Hope Street Group Tennessee Teacher Fellow, engaging her colleagues in providing classroom feedback to the Tennessee Department of Education on public education policy issues.
Similarly, in the classroom, a student may ask the question, “Are we there yet?” in the form of “Do we need to do all of this? Just give me the answer. Is it on the test?” During the past few years, the most important aspect of a student’s educational experiences has focused on end-of-year testing, partially due to pressure for students to perform effectively according to Race to the Top. Conversations by legislators, school boards, communities, teachers, parents, and students have centered on the standards and raising the bar in education through “the test.” Tests are a part of the process in evaluating student growth and achievement. Consider that learning along the way is much more meaningful when engaging and inspiring students while reflecting upon each educational experience.
Why should students be engaged in their learning experiences? Engaging students in the learning process strengthens their attention and focus, motivates them to develop and practice higher-level thinking skills, and promotes a culture of collaboration and communication within the classroom and the school community. Educators establish a student-centered environment where class time is used for inquiry and application through real-world problem solving. Teachers cultivate relationships with students, in which students feel safe, take risks, and a culture of curiosity and excitement prevails. The teacher serves as a facilitator who guides each student through multiple learning opportunities by integrating technology, real-world problem solving experiences, collaboration and communication skills, and academic growth. As educators, engaging students may mean stepping out of the classroom and exploring the world around us. John Dewey once said, “If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.”
Why should students be inspired to achieve? When I think of inspiration, there are four ladies that come to mind. My sixth grade teachers, Mrs. McNabb and Mrs. Pickelsimer, my Calculus teacher, Mrs. Benita Albert, and my piano teacher, Mrs. Rothermel, believed I could succeed. My teachers encouraged me to “stay the course” and that through productive struggle, I would succeed. Carol Dweck, a well-known psychologist, explains that a growth mindset can be developed by students when a teacher intentionally praises students’ efforts and perseverance. As educators, it is our responsibility to encourage students to try again if they don’t experience success the first time. As a matter of fact, students may have to try multiple times to reach their goals. Many students may not come to class with an eagerness to be challenged. However, teachers, parents, schools, and the community must work together to find multiple methods to develop challenging learning environments for the students and also allow the students to create learning environments in which they set standards to challenge themselves. Teach students to have courage. They might have to step out of their comfort zone but will grow leadership skills and self-confidence.
Why should students reflect upon their learning experiences? In a modern, global society information is available and changing quickly prompting users to constantly rethink, change directions, and examine many different types of problem solving strategies. Therefore, educators emphasize the importance of reflective thinking during learning to help students create strategies to apply new knowledge with prior understanding to complex situations and develop higher-order critical thinking skills. Allowing time for students to reflect when responding to questions, taking the time to review the learning situation on what is known, what is not known, and what has been learned is important in the learning process. When provided with a less structured learning environment, students are able to explore what they find to be important and work within a social-learning environment that allows students to see and hear other points of view. Reflective thinking centers on the process of making judgements through justification of solutions about what has occurred. Reflective thinking is essential for prompting learning during real-world problem solving in achieving goals and standards.
Are we there yet? I hope not. I want to continue to be a lifelong learner. John Dewey stated, “The most important attitude that can be formed is that of a desire to go on learning.” One’s lifelong journey is not about finally coming to the end. Instead, it is how the journey occurs along the way, and when examining the steps, goals, and outcomes that happen throughout the learning process, life becomes all the better.
Dr. Elaine Vaughan is a mathematics instructor at Oak Ridge High School for 20 years. She is a National Board Certified teacher, Professional Learning Communities Coach, and member of the Response to Intervention district and school board. Elaine is also a member of Delta Kappa Gamma and serves on the XI State Vision Board. Through this organization, she received both state and international scholarships. Elaine was a state mathematics textbook reviewer during the 2013-2014 school year. Elaine received her Bachelor’s and Master’s degree in Mathematics Education from the University of Tennessee and her doctorate from Walden University. She also serves as a Hope Street Group Tennessee Teacher Fellow, engaging her colleagues in providing classroom feedback to the Tennessee Department of Education on public education policy issues.