What Great Tachers Do Differently: Part 2

Wow!

Summer has flown by and has also been super hectic! 

However, here is the latest from my virtual mentoring group and our collaborations regarding What Great Teachers Do Differently Part 2! Some feedback that I got from my last blog post was to create a google doc in order to collaborate with you all more efficiently! So, here we are!

Chapter 6:

This chapter discusses the importance of having high expectations not only for your students but also for yourself.

Questions:

Is there a such thing as “too” high of an expectation?

No, I don't believe so.  This is where the real differentiation comes in.  You can't have the same expectation academically for every student but you expect their personal best.  Of course, you conduct yourself in a way that you are not only human but show your own high expectations.  Sometimes, I've had student come more on board when I tried to show them and failed and we all learned together.  It's the personal best and striving for better.

How do I assure myself that I am creating high expectations that are also reasonable and realistic?

I believe you start out with very high expectations of yourself and your students….especially in the basics of classroom management, etc.   You make the class content relevant and relatable to their lives….and than have high standards.  I believe the problem young teachers get themselves into is they are militant in conveying the concepts but don't provide enough context.  Students can dismiss easier this way.  In order to survive my first few years teaching I had to provide context or the boys I took over wanted to go back to shooting brads at each other in the shop and run down program I went into.  If you show them how it can benefit them and how it relates...it will make a difference.

Chapter 7:

This chapter discusses that teachers are the variable in determining student success. This chapter also discusses that best vs. worst teachers and sending students to the office.

Questions:

How do I make sure that I am not becoming “that teacher” that is always sending students to the office?  You don't need to be if you are fair and you have to be consistent.  Establish your rules and regulations from day 1….and then never waver.  It will be hard...but as a new and young teacher they will find any way to push you.  Stuff students pull with Meagan our newest teacher, students would never try with me with 16 years in.  So it's just a game to them, you reduce this stress by being consistent and never crossing the Teacher/friend line.  Still to this day, I don't ask personal questions unless a student is in distress...I don't want to know who they are dating.  It is a line you can't cross back over.  You loose all credibility when that happens.  And one thing a new teacher has the least of is credibility for no better reason then you are young.  It is too easy to dismiss you and your contributions so be steadfast in your ground rules.  You can be caring and compassionate without becoming friends.  They will be your friends when they graduate- that's why I have 40-50 friend requests sitting in my box on graduation night.  They begin to understand the rules.  

What are some good and bad reasons for sending students to the office?

A student consciously disrespected you with mail-intent.

A student swore and called you a name and is being completely disruptive. One of the rules I have in my syllabus is that you will not interfere with someone else's wishes to learn. So if they start to step into this category- they leave.

A student is being dangerous and won't listen to safety protocol.  I would make them repeat a safety test before they come back into the shop if they pull something really stupid.

Reasons not to send: you got into a word battle with them because you're having a bad day.  Kids will pick up on this and will see it for what it's worth.  Don't let something escalate to you need to send a kid as a cop out because your emotions got out of control.

Chapter 8:

This chapter discusses the importance of focusing on students first and colleagues second. The chapter also discusses the three ways that teachers are able to react to last minute situations.

Comments:  I think something worth noting here is the “whole vision” concept.  I believe you have to be cognizant of the larger picture at all times especially with running a FFA chapter.  You have to think about what will this decision do for the larger picture of my program….will it be perceived positively.

And by focusing on students first you also stay up to date in your teaching practices.  Kids are always changing and methods needed to reach them need to change..  so this is a way of you know your audience and their needs, you can adapt to be positioned the best.

Chapter 9:

This chapter discusses respecting students day in and day out. It also discusses how you do not have to like every student but you have to at least act like you like them; otherwise, students will not believe that you genuinely care about them.

Questions:

How do you make sure that you are respecting and “acting” as if you like all students without being cheesy and unrealistic?

My favorite teacher of all time, Mr. Ranck, comes to mind here.  Every day he in some way shape or form recognized everyone.  He'd comment on their shoes, their unorganized bookbag, a new pencil.  He'd also ask them questions like...how are you doing?  Did the team win last night?  What on earth was happening with the Bills last night?  He found some way to connect...and in turn validated each person in the room.  It doesn't have to be cheesy just validation.  I've done this every day since I started and the kids - even the hard ones- come online.  It doesn't have to be big things...just little things consistently.

Is sarcasm acceptable in certain situations? Please explain.

Yes, I use an incredible amount of sarcasm.  But it is never, ever directed at a student.  It's used to laugh at actions...like oh great the switch is broken again...gotta love this modern tech.  Or making fun of technology but you can't direct this at a student.  Maybe your 4 year seniors who you know and you know their personalities...but then make sure you're never putting them down.

Chapter 10:

This chapter discusses how our attitude sets the tone for our students and for our fellow teachers. It also discusses how perception can become reality; even if you do not know a student or their family, you are able to perceive from others and make that reality.

Questions:

Regarding the Mrs. Smith scenario. Do teachers have certain things that they are legally not allowed to discuss with other people? (Example: HIPPA Violations within medical field)

Yes, you should never discuss names or families.  You can't disclose personal info. There are ways to vent without giving info.  When asked how you're day is going, you could say “well, it's been interesting so far”.  You get a little off you chest but don't dig yourself a professional hole.

As Agriculture Educators, there are going to be some seasons where we need an extra hand or are more stressed out than we normally are. So- how do we avoid showing signs of how stressed we are but still manage to get everything accomplished and maintain a positive attitude?

Lol.  Good question.  There are going to be times when you can't escape being stressed.  Like fundraising time….degree time...speech time.  There are times I can't not show how much I'm weathered.  And I think as long as you've built a repor with your students and there is a mutual respect, it's ok for them to see you right there in the trenches with them.  That doesn't mean your a raving lunatic, but sometimes when they see you like this, they step up and that is a very healthy and teachable moment when you can genuinely thank them for their leadership.  They not only saw a need, they stepped up to help. 

Chapter 11:

This chapter discusses that some teachers always need to repair and never do, as well as the opposite. The chapter also discusses how to diffuse aggressive parents. I thought this topic was interesting because my supervisors at work have often told me that when dealing with irate parents, sometimes all it takes is a listening ear.

Questions:

Is there ever too much repairing when it comes to students emotionally? Please explain.

I believe you can go overboard.  You should match the apology or repair with the level of incident.  It is not your job to do the emotional work for the student but help give them tools to navigate.  If you do keep giving in, you can become part of an emotional black hole that doesn't serve anyone and only drains you of vital energy.

Is it ever okay to not repair emotions? Please explain.

Without further context, I would say that it would be rude not to at least apologize if someone is hurt from your actions but you mustn't retract enough that you invalidate a consequence.  You will have student who are almost addicted to emotional situations and will seek out drama.  You can't feed that.  There will be a legitimate time to intervene but don't feed the beast.

Comments:

I will say that if you are doing what you're supposed to and being proactive with your teaching, you shouldn't have to worry about irate parents.  When a kid acts out and you send them to the office, email parents to convey your story and offer solutions.  This way you show you care but the kids story isn't the only one the parents are hearing.  If I get an email from a parent on some concern, the second I see any of that behavior, the parents are notified.  I find that over communication will sometime quench future issues.