The greatest sign of success for a teacher is to be able to say, “The children are now working as if I did not exist.” -Maria Montessori
It happens every year.
A new crop of teachers step up to the chalkboard. They come with fresh ideas and eager enthusiasm. They step into classrooms with varying amounts of experience with what it takes to roll out a classroom, with varying degrees of understanding how much warmth, humor, and drill instructor to levy upon their new charges. They come with tricks and tips they learned but have never had to levy on their own.
As a veteran teacher I have had the privilege of sitting back and watching the alternating amounts of wonder and despair. I’ve been invited in and pushed away. I’ve handed out tissues and have shared the story about the lesson where the children began to throw the unifix cubes and when I didn’t think it could get any worse a stray dog ran into the classroom disrupting what little control I had on the scene. I’ve cheered on small victories, and have reminded folks of what a veteran teacher told me once, “Our profession is cyclical...you’ll get a chance to roll this out differently next year. For now...be open to the possibilities and learn. You are learning as much from them as they are from you.”
I don’t even remember what that veteran teacher’s name was. I can see her face clear as day. I know where I was standing as she tossed off that bit of wisdom and strode quickly away. She was gruff. It was old wisdom for her. She’d seen any number of first weeks of school come and go. In that moment I remember being grateful she believed there would be a next year!
I’ve been in a lot of classrooms at the beginning of any school year. The hallmark of a skilled veteran’s classroom is that they come in on a mission. There is an urgency to the task at hand. They spend that sweet “honeymoon” phase of the school year making sure their students know what the rules and procedures are. They practice them as they review last year’s content, as they build relationships, and get to know their students. They know that if they can spend these first few days and weeks laying down the structure of their room as they sort out what their kids know and who they are as people the rest of the year will run smoothly. They are perhaps more strict now than they will be all year. Above all else...they are consistent. They are working toward building a classroom where students can learn and grow beyond her...making herself obsolete by year’s end.
Many new teachers have not achieved that same rhythm or urgency to their instruction during their first few days and weeks. They will often come equipped with all the tools in their pocket but will fail to use them consistently. As the grizzled veteran standing and watching from the outside it is not unlike watching what happened to any of the Greek heroes who tried to step foot in Medusa’s lair. It is like all the hope and promise of their new charges emanates from the students’ hair in a great mesmerizing glow and all those great tools the teacher had brought on the quest lay forgotten...lost to the ether. Consistency is lost within hours of the first bell. Pacing is lost soon thereafter.
When it comes to encouraging and discouraging behaviors in an elementary classroom I have seen a few methods come and go. Currently the card system, the clip chart system, and Class Dojo seem to be among this year’s favorites. There are pros and cons to each.
It happens every year.
A new crop of teachers step up to the chalkboard. They come with fresh ideas and eager enthusiasm. They step into classrooms with varying amounts of experience with what it takes to roll out a classroom, with varying degrees of understanding how much warmth, humor, and drill instructor to levy upon their new charges. They come with tricks and tips they learned but have never had to levy on their own.
As a veteran teacher I have had the privilege of sitting back and watching the alternating amounts of wonder and despair. I’ve been invited in and pushed away. I’ve handed out tissues and have shared the story about the lesson where the children began to throw the unifix cubes and when I didn’t think it could get any worse a stray dog ran into the classroom disrupting what little control I had on the scene. I’ve cheered on small victories, and have reminded folks of what a veteran teacher told me once, “Our profession is cyclical...you’ll get a chance to roll this out differently next year. For now...be open to the possibilities and learn. You are learning as much from them as they are from you.”
I don’t even remember what that veteran teacher’s name was. I can see her face clear as day. I know where I was standing as she tossed off that bit of wisdom and strode quickly away. She was gruff. It was old wisdom for her. She’d seen any number of first weeks of school come and go. In that moment I remember being grateful she believed there would be a next year!
I’ve been in a lot of classrooms at the beginning of any school year. The hallmark of a skilled veteran’s classroom is that they come in on a mission. There is an urgency to the task at hand. They spend that sweet “honeymoon” phase of the school year making sure their students know what the rules and procedures are. They practice them as they review last year’s content, as they build relationships, and get to know their students. They know that if they can spend these first few days and weeks laying down the structure of their room as they sort out what their kids know and who they are as people the rest of the year will run smoothly. They are perhaps more strict now than they will be all year. Above all else...they are consistent. They are working toward building a classroom where students can learn and grow beyond her...making herself obsolete by year’s end.
Many new teachers have not achieved that same rhythm or urgency to their instruction during their first few days and weeks. They will often come equipped with all the tools in their pocket but will fail to use them consistently. As the grizzled veteran standing and watching from the outside it is not unlike watching what happened to any of the Greek heroes who tried to step foot in Medusa’s lair. It is like all the hope and promise of their new charges emanates from the students’ hair in a great mesmerizing glow and all those great tools the teacher had brought on the quest lay forgotten...lost to the ether. Consistency is lost within hours of the first bell. Pacing is lost soon thereafter.
When it comes to encouraging and discouraging behaviors in an elementary classroom I have seen a few methods come and go. Currently the card system, the clip chart system, and Class Dojo seem to be among this year’s favorites. There are pros and cons to each.
The card system: It is something of an evolution from getting your name on the board as a warning and then having a checkmark tied to a consequence be applied for each successive infraction. Students each have a pocket of colored cards in a pocket chart. All students start the day on “good” often symbolized by the color green for “Let’s go!” With each infraction the students are asked to put the top card to the back of the pile in the pocket. The first is a warning (often categorized by the color yellow) followed by a time out (symbolized by the color orange) and rounded out with a call home or a visit to the office depending on the nature of the offense (symbolized by the color red). The colors are intended to be a visual for the students. Ideally students move their cards so that the teacher might continue instruction. Skillfully done the student endeavors to stay on “green” all day...and may even be rewarded for their efforts. I know of a first grade teacher who would stamp the hand of each child as they left on green at the end of the day. The students would beam with pride and parents knew to look for the hand stamp.
The Clip Chart has been popping up in many elementary classrooms. Students all begin their day with their clothespin on a “Ready to Learn” card. As they meet the teacher’s expectations they may be asked to move their clip up. As they wander into error they may be asked to move their clip down. Students have control of their clip so the teacher doesn’t have to stop teaching. Important safety tip...do not set up the chart to be taller than your smallest student. If they have to climb on a chair to move their clip it’s too tall.
Class Dojo has been making widespread headway into classrooms. Not unlike the pocket chart Class Dojo is a program where each student has a little “monster”. Their monster can earn or lose points for doing a variety of specific positive or negative behaviors. The program also has a timer function as well as a randomizer for calling on students. Parents can also sign up to receive notifications and communicate with the teacher. Data is collected for the class as well as the individual student. Teachers can use their phone to connect with the program and not feel tied to the computer. The class monster points can be projected or not depending upon the teacher’s preference.
Each of these systems has amazing possibilities. They all fall prey to the same foe...consistency. For generations teachers have used varying systems to promote positive behavior in classrooms. Whether it is high tech or low tech...there must be that sense of consistency. Students need to understand their teacher’s expectations. There has to be a sense of certainty in how the teacher communicates that to students. One of these may work better for you and how you teach than another. Try it...but be consistent no matter what you choose. The first weeks of school aren’t over yet. The time is still ripe. A strong foundation and structure to your room will pay dividends all year long.
Take no prisoners.
Take no prisoners.