Part 6

"One of the best things about being a teacher is that teaching matters and makes a difference. What makes teaching hard is that it matters every day." -Todd Whitaker

Focus on Students First
It is easy to say, "Put kids first," and "Make every decision based on what is best for students," but not all teachers manage to do so.

In his book, Todd focuses on the various types of educators and the vision they may have:

1. "Superstar" teachers - those educators that look at the whole setting in everything they do, every decision they make
2. "Backbone" teachers - those solid caring teachers typically have a vision that is limited to his/her own classroom
3. "Least effective" teachers - those educators that have a narrow vision, only as wide as the mirror on the wall - these teachers ask themselves, "What does this mean for me?"

Consider the scenarios that are mentioned in the book on page 45 regarding Riverdale High and the late notice given the teachers regarding an assembly that will take place that afternoon.  
Which teacher do you relate to?

1. The teachers that looks at this situation with dismay because your students were going to present projects with costumes that afternoon and you don't want to disappoint them. (Ms. Marvel)
2. The teacher that is annoyed because your planning time is during the scheduled assembly time. (Mr. Middling)
3. The teacher that mutters under his/her breath because you teach 5 sections of a class and now you will have to get a DVD for 1 section to watch until you can get them back on the same schedule. (Ms. Mediocre)

Regarding the same situation above, how would the 3 different teachers react if they were given 2 weeks notice regarding the assembly?

Ms. Marvel - asks herself, "I wonder if there is anything I should do to prepare my students?"
Mr. Middling - is still annoyed because it interferes with his planning time
Ms. Mediocre - starts looking for a DVD now so she can keep the section all doing the same thing on the same day.

Which one are you?  

Do your students know which one you are?  

Do your co-workers know?

Whitaker continues to address the focus on students regarding assemblies. He states, "great teachers resist the temptation to socialize when they should be supervising."  Colleagues are the second most important group of people in the school. 

He goes further to address the negative attitudes, statements, and discussions that can tug at teachers.  Although there may be times when it feels good to vent, please remember:  "Teaching is hard enough. Complaining may feel good at the time, but it doesn't make the job any easier." 

Whitaker references the song, "Hotel California" to describe the negative talk that can be detrimental to a positive atmosphere. I have the song here, feel free to listen to some of the lyrics: 

Regarding negative opportunity:  "Any time of year / you can find it here."

Regarding joining the gripe group:  "You can check out any time you want, but you can never leave."

To do:  

Think about the various things discussed above and which educator you identify with the most.  Think about what speaks to who you are and why you do what you do every single day.  

Answer this in the comments section:  
Why did you become an educator?  

Part 5

"Great teachers have high expectations for students, but have even higher expectations for themselves." - Todd Whitaker

Consider these questions:

• Who is the variable in the classroom?
• Whose behavior can a teacher actually control in the classroom?

Great teachers consistently strive to improve and focus on something they can control: their own behavior.

Great teachers look to themselves for answers. 

Great teachers accept responsibility for their classrooms.

In his book, Whitaker discusses expectations and those that we place upon ourselves. 

• What about the expectations that are placed on us from other stakeholders?  
• What are some of those expectations that students and parents have?  
• What are a few expectations for which all stakeholders should hold all teachers accountable? 

To Do: Take a moment and post 2 "we will" statements to which it should be expected that teachers adhere.  

For example, "We will treat all members of our school community with dignity and respect."

Mission:  what your purpose is

Vision:  what you hope to become

Values:  what commitments you are willing to adopt in order to make your vision a reality

 

What do the above words mean to you for your personal and professional life?  

Is it important for our students to have a mission, vision and value statement?  What should we do to help facilitate this in every student? 

To Do:  Post your 2 "we will" statements below.

Create your mission, vision, and value statement for yourself as a classroom teacher and be prepared to share with your evaluator during your TBD goal setting meetings.

Part 4

 "Great teachers focus on the behavior they expect of their students, not on the consequences for misbehavior." - Todd Whitaker

I love this quote because there are so many times that we forget these are little people. 

Todd addresses effective vs. ineffective teachers and their response to student misbehaviors:

• Effective teachers have 1 goal - to keep that behavior from happening again
• Ineffective teachers have a different goal - punishing a student - focusing on the past

As educators, we must focus on those things that we have the ability to influence.

He poses these questions:

1. What can teachers do when a student misbehaves? 
2. What is in your bag of tricks? 
3. Which of these "tricks" always works?
4. Does every teacher have the same tricks?

As you reflect on the various classroom strategies you use and the tricks in your bag, this is what we do know: 

• Humiliation / Sarcasm is never appropriate.
• We never win an argument with a student - as soon as it starts, we have lost.
• Aside from an emergency, it is never appropriate to yell at a student.

Click here for a Classroom Discipline Self-Assessment

As yourself this:

• What did you learn about yourself in reading the self-assessment questions?
• What types of things can you do to ensure that your classroom "bag of tricks" is ready for each day? 
• When you have a difficult student, what steps do you take to increase the "bag of tricks" you have a positive impact?

To Do: 

Post your thoughts on these questions: 

1. What must be established with students and parents/guardians every year that is a tremendous "trick" in your bag? 
2. How do you keep your "calm" in the midst of what might be perceived as "chaos"?  
3. What can you do each day to help maintain your own "calm" for every class every day? 

 

Part 3

"Students will perform better both academically and behaviorally if they trust the teacher."
- Todd Whitaker

Reflect on these ways of establishing trust:
-Be there.
-Show you care.
-Communicate regularly.
-Celebrate success.
-Value diversity and dissent.
-Address underperformance.
-Demonstrate personal integrity.

Which of these ways of establishing trust is easier for you than others?
If any are difficult, why? And what steps can you take to help make them easier?
What other ways can trust be established?
How can trust be broken?

To do: 

Post a response to the following question and reply to another's post.

How does trust impact your relationship with students, parents and staff?

Part 2

"Great teachers are very clear about their approach to student behavior. They establish clear expectations at the start of the year and follow them consistently as the year progresses." 

- Todd Whitaker

In Chapter 3, Todd talks a lot about expectations, rules, and consequences.  Expectations speak volumes when it comes to everyday behavior for everyone, not just students.  There are expectations at work, at home, on the road, at the store....everywhere.  So, as educators, what do our expectations entail and how do we go about communicating that every moment of every day to our students and community and ourselves?

What does your expectation look like? How is it communicated?  

?Is it a banner that is hung on the wall?  

?Is it a poster that has the "steps to greatness"? 

?Is it is a song that is sung over and over again? 

?Is it a "bought package" that is distributed to everyone? 

OR

?Is it a mindset?  

?Is it the way we interact and the language we use?  

?Is it the relationships that we establish?

?Is it the overall climate of a campus and is engrained in every facet of everything that we do every day? 

Reflect:  

1. What do you do to communicate your high expectations to your students? 
2. Are your expectation for your students different than your expectations for yourself?  
3. How much do you use "consequences" as a motivator to "greatness"?
4. How much does a relationship play into anyone's willingness to achieve "greatness"? 

Watch this video, many of you have seen it before but it is a great reminder for us all:  Rita Pierson

To Do:  

Post an expectation that you have for your students and how that expectation is communicated to both students and parents.

Part 1

"Who we are as teachers and what we do as teachers are more important than what we know." - Todd Whitaker

A 5th-grade teacher that taught for 38 years was asked how she kept her spark, energy and stayed inspired...."This is my 38th year of teaching 5th grade, but for these students, it's the first time around."

Reflect on the statement above and ask yourself:

1. What does it take to have this type of enthusiasm and dedication to teaching? 
2. What types of things do you do to stay energized, excited and loving your job? 
3. What things get in your way or make it difficult to stay energized and excited? 
4. If there are things that get in your way, what can you do to help make a change so that your enthusiasm and love of teaching is not hindered?

To Do:  Post a picture/quote in the comments below (with your name) that either:  1. summarizes your enthusiasm and love of teaching or 2. exemplifies what you do to stay energized and excited about teaching.

Ingia: