Teaching What’s Critical

We’ve been given standards to teach, and the “critical” ones are the ones that are assessed state-wide. There are more things that are critical to students’ success than these “critical standards” — a love of learning is one of them. To give my students a joy of reading, I’ve instituted DEAR time for the first five minutes of every class. Not only does it provide a calm, quiet, consistent way to start class, but it give students five times a week where they might encounter good reading: something enjoyable, something well written, something controversial, something thought-provoking, or just something that makes them get in the habit of turning pages and looking at them. In short, it helps them enjoy reading as an activity.

Yesterday, I was very angry about discovering that I’ve been shedding books from my class library. I spend my own (extremely) hard-earned money to buy hardcover award-winning books for my students. I stamp my name on the edge of the pages and inside the cover. I give them about a minute after reading to use their voices as they put away the books back on the shelves. This gives them a chance to share anything interesting they found in their reading with someone nearby. Additionally, I really do get the impression — this year more than ever — that my students respect and like (or are at least neutral towards) me.

I was angry, and I didn’t know what to do about it. I really didn’t know who’s fault it was that my books were missing. I was tempted to take my books home and replace reading with a grammar activity each day instead — but that would punish every student, not just the one(s) responsible. Also, I notice my students usually voice their desire to use violence to express their anger. So I decided to write out a notecard of my thoughts to share with the class.

I started by complimenting them on how well they’ve been working at the current unit. I then let them know I apologized ahead of time that my anger had nothing to with maybe even everyone in any given class. I then told them I was angry. I asked them how they would feel if someone stole $100 from them. They make punching into their palm motions. I said, “That’s how angry I am.” I pointed out that I didn’t, I hope, look or sound angry. I pointed out that my goal was to get my books back and to show a proper way to express anger. I pointed out that the notecard would help keep me on track and keep me from using language that wasn’t appropriate.

I really don’t know if I got to the students I needed to in order to get my property back, but I do know my students believed I was angry, and I hope it makes an impact on them. I would hope my “think aloud” lesson leads at least one student to make a better choice in responding to emotions. I believe it is critical to teach this lesson to students, though I understand that the “think alouds” I did in reading lessons will probably stick with them longer than this moment in class.

How can we teach more things that are critical in our classrooms? I’m not sure it will ever come from the public, the government, parents, or administrators, so it’s — once again — up to teachers.

4 Questions

I really need to look up the strategy of using these four questions to let students get themselves back on task:

  1. What are you doing?
  2. What are you supposed to be doing?
  3. Were/Are you doing it?
  4. What are you going to do about it?

Crumbs of my Philosophy of Education

These are small parts of my overall philosophy of education. Very disorganized, not secret, and need a place for me to refer back to them.

  • My top classroom rule (stated positively) is: Always Allow Learning.
    (negatively: Don’t interrupt/prevent learning)
    Permutations follow:

    • Your [talking/other-behavior] isn’t allowing learning.
    • You [not being ready] isn’t allowing learning.
    • [Listen] to allow learning.
    • [Wait your turn] to allow learning.
    • [Be ready on time] to allow learning.
  • Try to push for the Maximum level for each student.
  • Reach at least a Minimum level for all students.
  • When doing Co-Teach, present a Unified message as much as possible.
  • State feedback positively at least 4:1 (pos:neg).
  • “Hate” the behavior, not the person. (who said this?)
  • Quotes
    • Kathleen Kryza, Inspiring Middle and Secondary Learners
      • This is a risk-taking, mistake-making classroom.
      • Fair is not everyone getting the same thing; fair is everyone getting what they need to be successful.
    • Albert Einstein
      • Anyone who has never made a mistake has never tried anything new
  • Don’t get mad; call home.
  • Call home, call home, call home. (inspired by the technology mantra, “backup, backup, backup”). Middle school students don’t want parents to know their “bad” behavior, and don’t get enough told to their parents about their “good” behavior.