Roxanna Elden

See Me After Class: Advice for Teachers by Teachers

SEE ME AFTER CLASS
ADVICE
FOR
TEACHERS
BY
TEACHERS
ROXANNA ELDEN
PUBLISHING
New York
To my mother, for making me a writer
To my stuents, for making me a tea!her
(except a few of you and you know who you are)
Contents
"# $hat This %ook &s ' an &s Not
(# The Ten Things )ou $i**
$ish Someone +a To* )ou
,# First Da-e
.# Maintaining an Regaining )our Sanity,
One Month at a Time
/# 0i*es an Fi*es1
Organi-ation an Time Management
2# )our Tea!her 0ersona*ity1 Faking &t, Making &t
3# C*assroom Management1 Easier Sai Than Done
4# 0o5u*ar 0ro!eures That 60ro7a7*y8 0re9ent 0ro7*ems
:# The Due;Date %*ues1
$hen +igh E<5e!tations Meet Low Moti9ation
"=# No Chi* Left ' )eah, )eah, )ou >now1
Different Ty5es of Stuents an
$hat Ea!h Ty5e Nees from )ou
""# 0arents1 The Other Res5onsi7*e Au*t
"(# The Tea!hers? Lounge1 Making &t $ork
with the 0eo5*e )ou $ork $ith
",# 0*ease Re5ort to the 0rin!i5a*?s Offi!e
".# Stressin? A7out Lessons
"/# O7ser9ation &nformation
"2# Testing, Testing
"3# @raing $ork $ithout +ating $ork
"4# Moments $e?re Not 0rou Of
":# Dos an Don?ts for +e*5ing New Tea!hers
in )our S!hoo*
(=# Making Ne<t )ear %etter
Thanks
1
What This Book Is .
and Is Not
S ome tea!hers are natura*s from the first ay# They instin!ti9e*y moti9ate stuents, set high
e<5e!tations, an manageAnot is!i5*ineAtheir !*asses# They stay 5ositi9e an organi-e, tra!king
5rogress in 7iners of !o*or;!oe ata an 5*anning *essons that aress ea!h !hi*?s uniBue
*earning moa*ity# These tea!hers on?t Cust tea!hAthey ins5ireD They s5ring out of 7e ea!h
morning knowing materia*s are *ai out, 5a5ers are grae, an their !*assrooms are we*!oming
en9ironments where a** stuents !an su!!ee# This 7ook is not for them#
This 7ook is for anyone who wishes those tea!hers wou* sto5 te**ing you how organi-e they
are whi*e you stare at a growing sta!k of ungrae essays# &t?s for those of you who are s*ee5ing *ess
than e9er 7efore, raising your 9oi!es *ouer than you e9er imagine you wou*, an wonering why
kis take sooooo *ong in the 7athroom an often !ome out !o9ere in water# This is for any new
tea!her wonering whether to get out of 7e at a**#
Rea this when a *esson goes horri7*y wrong, when your who*e !*ass EforgetsF a maCor
5roCe!t, or when a 5arent !urses at you in front of the kis# 0u** it out at *un!h on a 7a ay or on
Sunay night as you 7att*e those si<;more;hours;ti**;Monay stoma!h !ram5s# This is meant to get
you to s!hoo* tomorrow #
%ut first, a few warnings '
This Book Is Not Professional Development
N o 7ook !an re5*a!e the iffi!u*t, ne!essary 5ro!ess of *earning to tea!h# Rea this after you
ha9e attene more than enough worksho5s, re!ei9e so many *ists of re!ommene 7ooks you get
tire from reaing the *ists, an gotten 5*enty of a9i!e a7out time;!onsuming things you !ou* o
to 7e a 7etter tea!her# &?m assuming you?9e hear the terms benchmark, classroom management ,
an data-driven instruction # )ou a*so know whi!h of these es!ri7es what you were oing wrong
when your 5rin!i5a* wa*ke in#
)ou may e9en 7e enro**e in a !ertifi!ation 5rogram, where you s5en some of the *ongest
hours of your *ife wat!hing 0ower0oint 5resentations on the im5ortan!e of hans;on *essons, taking
mu*ti5*e;!hoi!e 5ra!ti!e tests, an 5raying this isn?t how your stuents fee* whi*e you?re tea!hing#
This 7ook is meant to kee5 you from getting is!ourage when it seems *ike a** those
fa7u*ous ieas you *earne in training on?t work in your own !*assroom1 no one unerstans the
ire!tions, an it turns out you ha no 7usiness gi9ing those kis g*ue in the first 5*a!e, an it a*so
turns out the National Geographic maga-ines you foun !hea5 an fe*t great a7out 7e!ame a
ga**ery of nue 5i!tures for your si<th;graers# &t?s a*so for the ne<t ay, when 5arents show u5 to
!om5*ainAe9en though their kis are own*oaing mu!h more gra5hi! 5i!tures on their home
!om5uters an 7ringing them to s!hoo* ' whi!h is why their 5rinters ran out of ink ' whi!h is
why their 5roCe!ts aren?t finishe#
)ou, on the other han, sti** ha9e to 5re5are that sam5*e hans;on *esson 5*an for your
training !*ass tonight#
This Book Is Not Chicken Soup
for the Teachers Soul
I t?s more *ike Hard i!uor for the "eacher#s $oul Anew tea!hers nee something stronger
than !hi!ken sou5# Rea this on the ays when any 7ook 7y a tea!her who taught kis to 5*ay 9io*in
uring *un!h or took 7us*oas of 5erfe!t*y 7eha9e fifth;graers on a tour of !o**ege !am5uses
makes you want to 7eat your hea against the wa** unti* 5ie!es of s!a*5 an hair are a** o9er the
5*a!e#
The 7asis for this 7ook is an iea that worke for me1 tea!hers wi**ing to amit their mistakes
are mu!h more he*5fu* to rookies than those who say, E$e**, they wou* know 7etter than to o that
in my !*ass#F The stories in this 7ook shou* 7e 7a enough to make you fee* 7etter#
The rea* reason to fee* 7etter, though, is that a** the 5eo5*e who share their stories in this
7ook went on to 7e!ome su!!essfu*, e<5erien!e tea!hers# They?re not aministrators 6who, on?t
get me wrong, o im5ortant Co7s8# They?re not !ounse*ors 6who a*so o im5ortant Co7s8# They?re not
5resenters or auitors from a owntown offi!e 6who o ' Co7s8#
They are tea!hers# &n !*assrooms# An they *o9e itAmost ays#
This Book Is Not Teaching for Dummies
D ummies shou*n?t 7e tea!hers# As a !ountry, we nee eu!ators who ha9e 7rains,
ei!ation, enthusiasm, an !ommon sense# $e nee 5eo5*e who want to !hange things in the
s!hoo*s where things most nee to !hange#
%ut we nee you to stay at your Co7s, an stay sane#
A!ting *ike a har Co7 !an 7e one easi*y is a sure way to o it wrong# The know*ege
tea!hers nee is !om5*i!ate, it?s im5ortant, an it?s way more than anyone !an *earn in one year#
The great tea!hers of the future know they?re not great yet# They know they?re making mistakes,
an some of those mistakes are 7ig# They?re sorting through a mi**ion 5ie!es of a9i!e, ea!h starting
with the wors EA** you ha9e to o is ' ,F unti* they want to *ie on their 7a!ks in the s!hoo*
ha**way an ye**, EThis is a** the time an energy & ha9eD Can someone 5*ease te** me what & shou*
rea**y s5en it onGF
&f you !an re*ate to the 5re!eing 5aragra5h, you were my ins5iration# An this 7ook is for
you#
2
The Ten Things You
Will Wish Someone
Had Told You
E%f someone had told me everything % needed to know before % started teaching, it wouldn#t
have mattered& % wouldn#t have listened anyway& % was better and knew more than anyone& % was
exactly the kind of new teacher %#d like to help& "alk about irony'wouldn#t have listened to myself
even after % had been through the school of hard knocks& $till, maybe other new teachers aren#t as
stubborn and hardheaded as % was&(
A)*-year teacher
D on?t misunerstan# $e need to 7e stu77orn# &f you?9e wat!he any mo9ies a7out ins5iring
tea!hers, you know 5art of our Co7 es!ri5tion is making the im5ossi7*e 5ossi7*eAan that?s Cust
7efore *un!h#
%ut then we nee to *ine u5 the !*ass for *un!h, an someone in 7a!k kee5s 5ushing, whi!h
makes other kis whine, an you !an?t te** who?s ta*king in the front, 7ut one of his or her friens
Cust starte ki!king the oor, an the noise *e9e* kee5s going u5 unti*, ET+ERE &S NO $A) $E
ARE LEAH&N@ T+&S CLASSROOM INT&L )OI CAN L&NE I0 T+E R&@+T $A)DF +ey#
That wasn?t in the s!ri5t#
&t?s im5ortant to set the 7ar high in eu!ation, 7ut as a new tea!her, & was es5erate for
someone to 7reak the Estay 5ositi9eF !oe an say, E)es, this ha55ens in my !*assroom, too# There
are no easy answers, 7ut here?s how & ea* with it#F & was waiting for others to amit they ha
ou7te their own a7i*ities, mae their own mistakes# & am sti** waiting to see an Eins5iring tea!herF
mo9ie in whi!h the tea!her a!tua**y graes 5a5ers#
&n inter9iews for this 7ook, there were ten main things tea!hers wishe someone ha to*
them ear*ier# No ou7t you ha9e hear some of these, 7ut they are worth re5eating# &f you ha9en?t
hear them a**, you wi** 7e g*a you?re hearing them now#
1. A Lot of the ~Advice You Get Will Make You Feel Worse, Not Better
E% went to an in-service where the presenter said, +,ell, we all know yelling doesn#t work,#
like it was the most obvious thing in the world& % saw other teachers nodding, even some who % had
heard screaming at their students& -t that point in the year the only way % could get my class#s
attention was by yelling at the top of my lungs& % had to yell louder and louder as time went on until
% was losing my voice& % asked a teacher with a perfectly behaved class how she got kids to be !uiet
without screaming& -ll she said was +"hey know % mean business&#(
)ou wi** hear *ots of a9i!e your first year# Some wi** 7e goo, 7ut you won?t 7e a7*e to 5ut it
into 5ra!ti!e right away# Some wi** 7e 7a, 7ut you won?t rea*i-e that unti* you ha9e more
e<5erien!e# Either way, a9i!e wi** !ome from three main sour!es1
Professional development As you atten training sessions, you wi** *earn that if your
stuents are not using E*earning *ogs,F your entire year may 7e a waste of time# Some of the kis
may e9en Eun*earnF e9erything they ha9e *earne in their *i9es# No, waitD >is !an?t unerstan
what they rea un*ess you ha9e one 5re;reaing a!ti9ities with mani5u*ati9es# No, sorry, that?s
wrong, too# Resear!h has shown that any senten!e 7eginning EResear!h has shown 'F !an en in
many !ontrai!tory ways, es5e!ia**y if someone is trying to se** something#
Other teachers E<5erien!e tea!hers genera**y ha9e the information you nee#
Infortunate*y, some !oworkers ha9e trou7*e e<5*aining their te!hniBues# Others gi9e a9i!e 7ase
on what they think they shou* 7e oing instea of 5ro9iing honest answers# This makes you fee*
inaeBuate without he*5ing you at a**#
Nonteachers For some reason, 5eo5*e who work with other au*ts are eager to te** tea!hers
what they wou* o if they were tea!hers# This is unfortunate# After a *ong, unrewaring ay,
suggestions *ike ELet them know you !areF or ETry making it funF from 5eo5*e who?9e ne9er taught
wi** make you want to ri5 off your heaAor theirsAan ro** it own the street *ike a 7ow*ing 7a**#
Remem7er, they mean we**#
2. Your Classroom Is Your First Responsibility
."o prove myself, % signed up to teach night school, tutored on $aturdays, and sponsored the
volleyball team& % was at school for )/ hours on a short day and still had to bring papers home& %
spread myself so thin % was ineffective in everything(
In*ess you were s5e!ifi!a**y hire to run a 5rogram or !oa!h, on?t take on other
res5onsi7i*ities unti* you ha9e a firm gri5 on tea!hing# Managing a team or 5*anning a !am5ing tri5
is 7eautifu*, 7ut these things !an 7e!ome your worst nightmare when graes are ue the ne<t ay
an you sti** ha9e to tra!k own 5arents who ha9en?t signe 5ermission s*i5s# %e sure you !an wa*k
7efore you try to runAor 7efore you sign u5 for anything that in9o*9es se**ing !any 7ars#
3. You Can`t Change Everything Your First Year,
and You Shouldn`t Try To
.%#ve seen some rookies enter the classroom determined to correct all the mistakes committed
by teachers before them& "hey are sure they will fix what is wrong with education& "his 0ust isn#t
gonna happen1 %f you start out trying to fix every problem, you will !uickly burn out& ,e lose a
couple of new teachers every year before 2hristmas& $ometimes a teacher who came in talking
about changing the system will 0ust up and !uit during a class30ust get up and walk out& "his is the
worst thing teachers can do to their students&(
$hen & was inter9iewing tea!hers for this 7ook, the saying E0i!k your 7att*esF !ame u5 too
many times to !ount# As a fresh o7ser9er, you wi** !ertain*y noti!e some im5erfe!tions in the way
your s!hoo* o5erates# )ou may see some things that are unfair or ineffi!ient, an some that e9en
s*a5 !ommon sense right in the fa!e# Sti**, resist the urge to fight the system your first year an
fo!us on making yourse*f the 7est tea!her you !an 7e uner the !ir!umstan!es# One 5art of 7eing a
great tea!her is *earning to fun!tion in a ysfun!tiona* en9ironment# Sa9e your fighting strength
unti* you ha9e enough e<5erien!e to 7e taken serious*y, an unti* you know whi!h 7att*es to fight#
4. Ask for and Accept Help
.% thought using the textbook was a sign of la4iness, and using other "eachers# ideas showed %
couldn#t think of my own& % believed % was going above and beyond by doing everything myself& %n
fact, my pride in my originality kept my students from learning everything they could have&(
As rookies, we often fee* the on*y way to 7e a goo tea!her is to !ome u5 with origina*
*essons e9ery night, !reate our own worksheets, !o**e!t rea*;wor* e<am5*es, write reaing
materia*s ourse*9es, or 7uy 7ooks an !o9er them with homemae 5a5er# $hi*e you wi** 5ro7a7*y
!reate some of your own *earning too*s, 7e o5en to using ieas from the 5rofessiona*s aroun you# &f
you ha9e te<t7ooks, unerstan that they, too, are written 7y 5rofessiona*s who ha9e taught your
su7Ce!t# Ise other 5eo5*e?s work as a starting 5oint# Creati9ity an effort are im5ortant, 7ut
rein9enting the whee* is not the 7est use of either one#
5. Your Students Are Kids, No Matter How Big They Are
."his huge, thuggish-looking kid walked into my room like he would 0ust step on me if % told
him to do anything& He turned out to be a nice, hardworking student& 5y biggest behavior problem
that year was a kid who was about 6#))78&(
&f you are an a9erage;si-e au*t in a high s!hoo* or mi*e s!hoo*, e<5e!t that some stuents
wi** 7e ta**er, wier, an 5hysi!a**y stronger than you# Don?t *et your stuents? si-es intimiate you
or make you forget they sti** nee you to tea!h an !are a7out them# As 5art of a we**;run
!*assroom, kis of any si-e wi** *isten to you#
6. You Are Not Your students` Friend-They Don`t Even Have to Like You at First
.9veryone tells you not to try to befriends with students, but for many young teachers, it#s
hard to play the role of a nerdy or uptight adult& -t some point, you will be tempted to let classroom
management slip because you want kids to like you3or at least recogni4e you as the cool teacher
you know you are& :nfortunately, freedom is easier to give than to take away, and getting the
students to like you is a losing effort anyway, because they won#t ever like you the way they like
their friends& ;ou#re an authority figure& -ct like one, and the kids will grow to respect you and like
you3as a teacher&(
&f you are too worrie a7out stuents *iking you, they wi** 5i!k u5 on this an 7e 9ery sweet at
first, then run aroun your room *ike anima*s an !ause 5ro5erty amage the rest of the year# )ou,
meanwhi*e, wi** turn into the in!arnation of e9i* as you try to tighten the reins# At the en of the
year, the kis won?t e9en *ike you# They wi** *ike the tea!her who was Etoo stri!tF for a few months
an ha the *u<ury of showing a human sie on!e things were uner !ontro*#
7. Make a Schedule for Paperwork
.%t would have been helpful if % had known to set aside specific times to grade and not think %
would +0ust get it done&# % didn#t& % hate grading, and % need a schedule to force me to do it&(
%eginning tea!hers often fee* they nee the entire night to 5*an the ne<t ay?s *essons, so
ungrae 5a5ers !an 5i*e u5 fast# )ou 7egin 7y te**ing yourse*f you wi** !at!h u5 o9er the weeken#
Infortunate*y, Cust 7e!ause you 7ring stuent work home oesn?t mean it wi** !ome 7a!k grae# &n
fa!t, the *arger a 5i*e of 5a5er is, the *ess you want to ea* with it, so you may Cust s5en your
weekens staring at it or se5arating it into sma**er 5i*es# Meanwhi*e, stuents !ontinue to han in
work# Now throw in some seeming*y use*ess istri!t assessmentsAue two ays agoAan you
7egin to hear the ti!king of a 5a5erwork time 7om7# There are two things to remem7er a7out
5a5erwork1 First, it is a mu!h *arger 5art of your Co7 than you imagine it wou* 7e# Se!on, it is
ne9er !om5*ete*y finishe# One of the 7est 5resents you !an gi9e yourse*f as a tea!her is to make a
s!heu*e for graing an sti!k to it#
8. Teaching Is Physically Exhausting
EAt my first Co7, roosters in the s!hoo*yar mae their first noises as & wa*ke into s!hoo*# For
a whi*e, & thought & was waking them u5#F
As a first;year tea!her, you often ri9e to an from work in the ark# )ou stay on your feet
most of the ay# )our remaining energy is raine 7y the fee*ing that kis wi** hurt themse*9es or
others if you turn your hea for a se!on# $hen you fina**y get home, a** you want to o is s*ee5,
7ut you ha9e to 5*an or you won?t know what you?re oing the ne<t ay# )ou are ne9er rea**y one
working# %y Friay, you fee* *ike fa**ing as*ee5 on the ri9e home#
9. Lock Your Door When You Leave the Room
ESome of the newer tea!hers at my s!hoo* *ea9e their oors o5en 7e!ause they are JCust
ste55ing out for a minute#? & a*ways warn them a *ot !an ha55en in a minute#F
$ear your !*assroom keys aroun your ne!k or wrist# &f you !an?t fin your keys easi*y, you?**
7e tem5te to *ea9e your room un*o!ke# E*ementary s!hoo* tea!hers 5ro7a7*y think this a9i!e
a55*ies on*y to high s!hoo*# @rae s!hoo* kis are *itt*e an !ute, rightG They? 7e terrifie of going
into a !*assroom when they weren?t su55ose to, rightG & mean, it?s not *ike two of your sweetest,
7est;7eha9e fourth;graers wou* sneak out of *ine at the en of the ay, hie in the 7oys?
7athroom, sneak 7a!k into the room, o5en your esk rawer, stea* an e<5ensi9e toy 7e*onging to
their !*assmate, an *et you !ome 7a!k into the room with the gir*?s mother to fin a K"== toy
ine<5*i!a7*y missing, rightG $rong# Lo!k your oor#
10. Things Will Get Better
.<on#t give up on your students& "hey will grow and mature during the school year& 5ost
important, don#t give up on yourself& =or whatever reason, you decided to become a teacher& No
matter how difficult your teaching assignment is, that reason is still valid& 9xplain, explain, and
explain again& >e patient with your students& 2heck for their understanding to be sure they are with
you& %f they don#t get it the first time, it doesn#t mean you +re failing as a teacher& ;ou simply have to
keep trying going, and reflecting3and you will improve& "his means your students will improve&(
At some 5oint uring this year, you may woner whether you wou* ha9e !onsiere 7eing a
tea!her if you knew what was ahea of you# The answer is yes# The reason so many 5eo5*e ha9e
one this for so many years is that !ertain moments in this 5rofession more than make u5 for your
worst ays# $hen these moments fina**y !ome, you wi** unerstan why e9erything e*se was worth
it#
3
First Daze
Y ou know the first ay of s!hoo* is the most im5ortant, rightG Of !ourse you know the first
ay of s!hoo* is the most im5ortant# )ou re!ei9e mu*ti5*e !o5ies of a ,,3;5age 7ook on the
im5ortan!e of the first ay of s!hoo*# )ou s5ent months 5*anning for the first ay of s!hoo* an '
you messe u5 the first ay of s!hoo*# Now whatG
This !ha5ter aresses the three Buestions most new tea!hers ha9e a7out the first ay of
s!hoo*1 E$here o & startGF E$hat shou* & e<5e!tGF an, most im5ortant, E$hat if my first ay
oesn?t go as 5*anneGF 67e!ause it ne9er oes8#
Where You Start
First-Day Shopping List
T he rookie;tea!her sho55ing instin!t is to 7uy e9ery o7Ce!t you might use for any 5ossi7*e
*esson you might think of one ay# $hen & !*eane out my fourth;grae !*assroom, & foun a strange
!o**e!tion of toys, magneti! *etters, an o**ar;store 5u--*e 7ooks, sti** uno5ene in a !a7inet after
two years# & ha a*so s5ent my own money on su55*ies the s!hoo* *ater ga9e us for free# )et my first
ay & in?t ha9e a sta5*er or ru77er 7ansAtwo things & neee 7a*y# The fo**owing is a *ist of
su55*ies you may want in sto!k 7efore s!hoo* starts, 7ut !he!k what your s!hoo* 5ro9ies 7efore
7uying anything on your own#
BEFORE-SCHOOL SHOPPING LISTS
Supplies to Buy at Dollar or Discount Store
+it the !hea5 stores first# )ou wi** 7*ow a high enough 5er!entage of your 5uny sa*ary on
!*assroom su55*ies this yearAyou on?t nee the 7est;Bua*ity sta5*es#
Mani*a fo*ers 6one for ea!h stuent an at *east "== e<tra8#
Co*ore !om5uter 5a5er 67uy white 5a5er on*y if your s!hoo* oes not 5ro9ie it or you ha9e
to s*ay an e9i* ragon to get (= sheets of 5a5er8#
Co*ore 5ens for graing#
Sta5*ers#
Sta5*es#
0a5er!*i5s#
Ru77er hans#
Sti!ky notes#
S!issors#
S!ot!h ta5e#
C*ear 5a!king ta5e#
A three;ho*e 5un!h#
A igita* kit!hen timer#
Dry;erase markers or !ha*k for the 7oar#
$et;erase or o9erhea markers if you use a 5roCe!tor#
Cha*k7oar erasers#
A s5ray 7ott*e#
0a5er towe*s#
Tissues#
+an saniti-er#
S5ray !*eaner or isinfe!tant wi5es#
Supplies to Get at an Office Supply Store
Offi!e su55*y stores are a *itt*e more e<5ensi9e, hut they offer a 7ig, 5rofessiona*;*ooking
se*e!tion# Don?t forget to ask for your tea!her is!ount#
Anything on the 5re!eing *ist you !ou*n?t fin at other stores#
Fi*e 7o<es 6if you ha9e no fi*e rawers or 5*an to use hanging fo*ers for stuent work8#
+anging fo*ers 6if you 7uy the fi*e 7o<es8#
Sta!ka7*e trays to organi-e in!oming 5a5ers 6at *east si< if you 5*an to use the system
es!ri7e in Cha5ter / of this 7ook8#
A 7o< of 5reshar5ene *otto 5en!i*s 6to *en to stuents as neee8#
Supplies to Get at the Teacher Supply Store
Tea!her su55*y stores are the most e<5ensi9e, 7ut they se** things you !an?t fin at other
stores, *ike 5i!tures of anima*s making ins5irationa* statements# >ee5 in min that the tea!her
su55*y store the week 7efore s!hoo* starts is *ike Toys ERF Is on Christmas E9e# &t !an get ug*y#
Something to !o9er your wa**s1 Most s!hoo*s su55*y 5a5er for your 7u**etin 7oars# Some
5ro9ie the 7orer that goes aroun them, 7ut if you want the fan!y stuff with 5i!tures on it, you
5ro7a7*y ha9e to 7uy it yourse*f# )ou may a*so want 5osters or e!orations to make your room fee*
*ike a rea* !*assroom#
Sti!ky stuff to 5ut u5 5osters1 Sti!king e!orations to your !*assroom wa**s for the who*e year
usua**y takes more than ta5e# There are many o5tions, 7ut & re!ommen ou7*e;sie foam ta5e#
E;L @raer1 This too* he*5s you Bui!k*y !a*!u*ate 5er!entages on assignments# &t !osts a7out
si< o**ars, an you?** know why it?s worth it when you grae your first "3;Buestion Bui-#
Sti!kers1 This is one area where the tea!her su55*y store usua**y has the 7est 9a*ue# )ou !an
get 5a!kages of 4== sti!kers for *ess than fi9e o**ars#
A who*e 7un!h of other stuff you in?t know you neee1 )ou?** see what & mean#
What to Include in Your First-Day Lesson Plan
0*ease on?t take your first;ay !ues from any mo9ie where the tea!her stans on a esk# The
first ay of !*ass shou* 7e the most stru!ture ay of the year, not the most e<!iting# &t?s a** a7out
setting the tone so that you !an tea!h with minimum rama the rest of the year# )our first;ay *esson
5*an is rea**y more of a !he!k*ist, an it shou* in!*ue the fo**owing e*ements 6most of them wi**
take *ess time than you e<5e!t81
Meeting stuents at the oor an Buiet*y ire!ting them to an assigne seat#
Taking attenan!e an 5ro!essing no;show stuents whi*e the !*ass works Buiet*y#
Arranging 5a5erwork for the offi!e whi*e the !*ass works Buiet*y#
Learning as many of your stuents? names as 5ossi7*e whi*e the !*ass works Buiet*y#
Co**e!ting 5arent !onta!t information 7efore stuents rea*i-e they on?t want you to ha9e their
5arents? !onta!t information 6whi*e the !*ass works Buiet*y8#
E<5*aining e<5e!tations to o*er stuents an 5ra!ti!ing 5ro!eures with younger stuents#
Assigning homework you 5*an to !o**e!t an grae, e9en if you are on*y asking stuents to get
5a5ers signe#
Papers You May Want to Give Out the First Day
Student Information Sheet S!hoo*s reBuire 5arents to fi** out emergen!y information !ars,
7ut you wi** sti** want to make a form of your own# O*er kis !an fi** this out in !*ass# )ounger
stuents shou* take it home# This 5a5er shou* in!*ue any information you might want *ater in the
year, *ike home *anguages or after;s!hoo* a!ti9ities# )ou shou* a*so !o**e!t as many forms of 5arent
!onta!t info as 5ossi7*e# )ou !an 5ut these in a 7iner or ta5e them to the front of mani*a fo*ers to
!reate the re!or fi*es es!ri7e in Cha5ter /#
Student Interest Survey The stuent interest sur9ey ser9es two 5ur5oses# First, it he*5s you
get to know your stuents as 5eo5*e# Se!on, it kee5s stuents 7usy an Buiet whi*e you Cugg*e the
emans of the first ay# Ask Buestions that reBuire *ong answers, 7ut on?t e<5e!t the sur9ey to
take u5 too mu!h time# A two;5age sur9ey !an take as *itt*e as "= minutes#
Parent Letter or Syllabus A *etter to 5arents or a sy**a7us !an e<5*ain your e<5e!tations,
ru*es, su55*y *ist, graing s!a*e, an what you 5*an to !o9er in the !*ass# Don?t go into more etai*
than you !an 7e sure of# Stuents shou* ha9e their 5arents sign the *etter or the *ast 5age of the
sy**a7us an return it for a grae#
Supply List &f your *ist of su55*ies is too *ong to in!*ue in your 5arent *etter or sy**a7us,
sen it se5arate*y# Ta*k to !oworkers for an iea of what fami*ies are use to sening# For younger
graes, in!*ue !*assroom su55*ies *ike tissues an han saniti-erAa !*ass of ,= runny noses an 2=
irty hans goes through these things Bui!k*y#
Procedures Make a *ist of 5ro!eures you e<5e!t stuents to fo**ow# $rite at a *e9e* they !an
unerstan#
Long Writing Assignment or Activity Packet &f your stuents are o* enough to write on
their own, ha9e a *ong writing assignment 5re5are for the first ay# A we**;5*anne 5rom5t !an
he*5 you get to know your stuents, their writing, an their moti9ation *e9e*s# More im5ortant, it
wi** take u5 at *east ha*f an hour of !*ass time# &f you ha9e other things 5*anne an on?t get to it,
that?s fine# +owe9er, if you are stu!k with an em5ty ha*f hour after you finish your first;ay 5*ans,
trust me, you wi** wish you ha a writing assignment# &f stuents are too young to write, make an
a!ti9ity 5a!ket 7ase on the *etters of the a*5ha7et to kee5 them !o*oring for a whi*e#
First-Day Tips from Experienced Teachers
.-lways start tougher than you really want to be& "ry to give conse!uences early and make
an example of the first student who tests a rule& ;ou can always ease up later, but if you hesitate to
give conse!uences for breaking rules, kids will sense that&(
."ry to learn names as soon as possible& ;ou can give students an index card and ask them to
write their names, seat numbers, one identifying detail, and one thing they would like you to know
about them& ;ou can use these to call on students for the rest of the day, and to memori4e their
names as they work&(
E&f you on?t think your !*ass *ist wi** 7e e<a!t, you may want to *a7e* esks with num7ers
instea of names# & ta5e 5*aying !ars to ea!h desk3ace through nine of each suit3which divides
the class into four teams& ,hen the kids come in the first day, % hand them a card and say, +Good
morning& ;our seat is the one that matches this card& "he rest of the directions are on the board&# %
make seating charts once % know kids better, but this system keeps kids from sitting with their
friends or collecting in the back of the room on the first day&(
.?elax, it#s the second, third, and fiftieth days you have to worry about&(
Preparing Your Room and Yourself for Students
Y ou may ha9e a*reay ha your first tota**y;un5re5are;tea!her ream# & sti** ha9e this ream
near the en of e9ery 9a!ation, an most tea!hers &?9e is!usse it with know e<a!t*y what &?m
ta*king a7out# &t !hanges, of !ourse, 7ut it a*ways goes something *ike this1
6S!ary musi! 7egins#8 )ou ha9e somehow s*e5t through a week?s worth of a*arm !*o!ks an it
is now your first ay of s!hoo*# )ou get *ost or stu!k in traffi!, so you show u5 *ate, an ha9e to
wa*k 5ast your 5rin!i5a* in your 5aCamas M unerwear M !*othes;you;went;out;in;*ast;night# )our
!*assroom M su7Ce!tM!*ass *ist has 7een !hange without warning, so you wa*k in !om5*ete*y
un5re5are to tea!h a huge rowy !*ass that in!*ues e9ery 7a !hi* you ha9e e9er seenAe9en
7u**ies from your own s!hoo* ays# Then your 5rin!i5a* wa*ks in to o7ser9e you '#
)ou wake u5 sweating an rea*i-e it was Cust a ream, 7ut then a thought hits you1 s!hoo*
starts in two weeks, an you?re not 5re5are# 6S!ary musi! returns#8 )our to;o *ist swir*s into a
menta* tornao# +ow wi** you fin time to finish a** this stuffG
Ten-Day Countdown to the First Day of School
E9ery istri!t has a ifferent time *ine, 7ut the fo**owing e<am5*e wi** he*5 you 5*an your own
s!heu*e to make the most of the time you ha9e *eft#
Ten ' 0*an your is!i5*ine strategy in as mu!h etai* as 5ossi7*e, in!*uing ru*es, in!enti9es,
an !onseBuen!es# Ty5e your ru*es 5oster, 5ro!eures, an first;ay forms# &f you fee* you on?t
know e<a!t*y what to say, for!e yourse*f to ty5e anyway# Re9ise *ater# Start a9oiing 5eo5*e who
say you !hose the wrong !areer or want to e<5*ain why they in?t 7e!ome tea!hers themse*9es#
Nine ' $rite *esson 5*ans for your first week# On!e again, they on?t ha9e to 7e 5erfe!t#
They Cust ha9e to 7e done #
Eight ' Start 5re5aring other !*assroom forms you think you wi** nee1 !he!k*ists, signature
sheets, an so on# 0rint your ru*es 5oster, a*ong with Buotes or 5i!tures you want on your wa**s#
Seven ' See your !*assroom 7efore the weeken if 5ossi7*e, an fin out what su55*ies your
s!hoo* 5ro9ies# Che!k whether you ha9e a working !om5uter an 5rinter in your room an 5*an
a!!oring*y# @et Tea!hers? guies for the te<t7ooks you wi** 7e using, an ask for the !urri!u*um
you wi** nee to fo**ow, if any# Meet your 5rin!i5a*?s aministrati9e assistant, who you wi**
5ro7a7*y ea* with more often than the 5rin!i5a*# Che!k with him or her to 7e sure you are on a "(;
month 5ay s!heu*e, un*ess you ha9e another way to su55ort yourse*f o9er the summer# Meet the
other staff who wi** affe!t your Bua*ity of *ife1 !ustoians, -one me!hani!s, an se!urity# Start
arranging your furniture an think a7out how to organi-e an e!orate# Then hea to the stores with
your first;ay sho55ing *ists#
E& fina**y mae it to room ":, where & f*i55e the J!a** offi!e? 7utton instea of the *ight
swit!h three times# & foun the *ights, a5o*ogi-e to the irritate 9oi!e !oming o9er the s5eaker, an
*ooke aroun the room# &t seeme 7oth huge an tiny at the same time, *ike the *ength of the s!hoo*
ay# +uge when & thought a7out how & wou* 7e res5onsi7*e for fi**ing it, tiny when & thought a7out
how mu!h & wou* ha9e to fit into it effe!ti9e*y#F
Six ' Finish sho55ing# Laminate your 5osters# Make sure the room is arrange the way you
want it, an reBuest any furniture you sti** nee# Then start 5*anning# A s5e!ifi! te<t7ook 5ages to
your *esson 5*ans, an !o**e!t materia*s for your first week?s *essons# Try to ma5 out your unit 5*ans
for the first month of s!hoo*#
(Weekend) Try on your first;ay outfit# )ou 5ro7a7*y a*reay know you shou* ress *ike the
5rofessiona* that you are, 7ut if you are Cust starting to 7uy tea!her !*othes, there are a few other
things you shou* remem7er# First, fin !omforta7*e work shoesDDD Rea**y# )ou might not sit own
for se9en an a ha*f hours# &f your feet ha9e 7*isters on them after (= minutes, it wi** fee* mu!h
*onger# Se!on, make sure your !*othes !o9er what you want them to at a** times# Lift u5 your arms
an !he!k your ref*e!tion# Do you see stoma!h or 7a!kG Lean forwar in the mirror# &s this what
you want showing when you 7en o9er to he*5G &f you tea!h, say, kinergarten, imagine sitting on a
!hair whi*e the !hi*ren sit on the f*oor *istening to you rea# Change outfits as neee#
Five ' $e*!ome to the s5e!ia* he** known as new;tea!her orientation# &nstea of working in
your !*assroom *ike you want to, you wi** s5en two ays in a owntown auitorium *istening to the
9arious ways you !an get fire# A !ontinenta* 7reakfast wi** 7e 5ro9ie#
."he first day of new-teacher orientation, they played a video montage of different teachers
in their classrooms with +,ind >eneath 5y ,ings# playing in the background@ later they played
another +inspirational# montage set to +% Hope ;ou <ance&# -ll % could think was, +%f %#m able to
pass on anything to my students, % hope % can train them not to be taken in by such sentimental
dreck&#(
Four ' Continue orientation# &f you !an?t get to s!hoo* afterwar, 5re5are as mu!h as
5ossi7*e at home# This is a goo ay to !reate the 7ehin;your;esk fi*ing system es!ri7e in
Cha5ter /# On!e s!hoo* starts, setting u5 fi*es won?t fee* *ike mu!h of a 5riority#
Three ' 0re5are to 7e 7*insie with at *east one meeting or training session, 7ut you
shou* sti** ha9e se9era* hours to work in your room# The goo news is your s!hoo* is now fu** of
9eteran tea!hers whose ieas you !an 7eg, 7orrow, an stea*# )ou shou* meet your mentor tea!her
an the rest of your e5artment toay# Ask !oworkers a7out their su55*y *ists, forms, an first;ay
5*ans# Make !o5ies of these or re9ise your own work as neee# A*so ask a7out e5artment;wie
is!i5*ine systems an 5ro!eures#
.% had some plans in mind for class discipline, but % wasn#t !uite sure how to get started& %
went next door and found other teachers on my grade level preparing discipline folders and cutting
out tickets for a department-wide system that had worked for years& -ll % had to do was 0oin the
group and prepare my own folders&(
Two ' A**ow time for a few meetings# Finish any forms you ha9en?t finishe yet# Make as
many of your first;ay !o5ies as you !anN then start e!orating# )ou may noti!e your !*assroom
seems em5ty !om5are to those of other tea!hers# Don?t fee* 7aAthey?9e 7een !o**e!ting
e!orations for years#
One ' Finish your !o5ies# A**ow time for a few more meetings# )ou wi** 5ro7a7*y get your
!*ass *ist toay, a*ong with some iea of the s!hoo*?s first;ay 5ro!eures# Re9ise your first;ay 5*an
to in!*ue offi!e reBuirements# Arrange forms an assignments to he*5 your ay run smooth*y# Stay
as *ate as ne!essary to get your room reay for the kis#
(Final weekend) &f you weren?t a7*e to get your !o5ies one at s!hoo*, hea to a !o5y sho5
so there?s no room for first;ay sur5rises# &t?s a*so 5ossi7*e you wi** want to go 7a!k to s!hoo* at this
5oint# Many s!hoo*s are o5en the *ast weeken of summer for a** the 5eo5*e who nee more than
ten ays to !om5*ete their Eten;ayF !ountowns#
)ou won?t ha9e the tota**y;un5re5are;tea!her ream the night 7efore s!hoo* startsAthat?s
7e!ause you won?t 7e a7*e to s*ee5 unti* (= minutes 7efore your a*arm !*o!k rings# )ou?** 5ro7a7*y
7e running on !affeine an arena*ine your first ay, 7ut to 7e res5onsi7*e, &?** a*so 5ass on some
goo a9i!e1 the 7est thing you !an o is get u5 ear*y the ay 7efore s!hoo* starts, e<er!ise uring
the ay, an win own ear*y so you ha9e some !han!e of s*ee5ing through the night# At *east one
of us has to#
Frequently Asked Questions About Starting School
Q: Should I tell students this is my first time teaching?
A: No#
Q: Won`t they know anyway?
A: 0ro7a7*y, so on?t *ie a7out it# Oust a this to the *ong *ist of 5ersona* Buestions you try to
a9oi !om5*ete*y, whi!h a*so in!*ues Buestions *ike E+ow o* are youGF EDo you ha9e a
7oyfrienGF an E&s that a tattooGF
Q: I really just have one rule in my class: ~Respect everyone! Isn`t that enough?
A: NoD First, it?s not your on*y ru*e# Don?t you want stuents to !ome 5re5areG On timeG
$ithout !any an gumG Se!on, the wor respect itse*f !an 7e o5en to inter5retation# Does it
mean ENo !ursingFG EDon?t interru5tFG EDon?t sma!k your *i5s an !urse uner your 7reath when
your tea!her remins you not to interru5tFG Res5e!t is im5ortant in a !*assroom, 7ut you wi** a*so
nee s5e!ifi! ru*es that are easy to enfor!e#
Q: My racial/cultural background is different from that of my students. Will they still
listen to me?
A: There is 7oth goo an 7a news for you1 The goo news is that great tea!hing !rosses
!u*tura* *ines# Tea!hers from e9ery !u*ture ha9e su!!essfu**y taught !hi*ren from e9ery other
!u*ture# >is nee ro*e moe*s who *ook *ike them, 7ut they a*so nee to work with an *earn from
5eo5*e who are ifferent# The 7a news is that ra!e an !u*ture o make a ifferen!e# )ou are *ike*y
to ha9e a few in!ients that wou* ha9e 5*aye out ifferent*y if you *ooke or soune more *ike
your stuents# No 5aragra5h in any 7ook wi** !hange this# )our Co7 is to 7e the 7est tea!her you !an
5ossi7*y 7e, an ho5e the ifferen!es 7etween you an your stuents fae into the 7a!kgroun#
Q: Can I count on my class list to be accurate?
A: Most 5u7*i! s!hoo*s are sti** 5ro!essing new stuents the first week, so kis may show u5
who are not on your *ist# 0*an to ha9e s5a!e for new stuents an time to write own names an
sign s!heu*es# )ou shou* a*so know how to get more esks an think a7out where to seat kis if
you !an?t get esks right away#
Q: Should I start planning on my own or wait until I meet others in my department?
A: )ou may 7e to* that your e5artment oes something !a**e !o**a7orati9e 5*anning, in
whi!h tea!hers meet to 5*an ahea, share ieas, an make sure e9eryone is on the same 5age#
Though many new tea!hers hear of this *egen, few e<5erien!e it# Tea!hers who ha9e taught a
su7Ce!t 7efore ha9e a*reay mae their 5*ans# Some are 5ossessi9e a7out the work they?9e 5ut in#
Others ha9e *itt*e interest in !hanging their sty*e or a*reay work together informa**y# As a resu*t,
so;!a**e !o**a7orati9e 5*anning sessions ten to 7e isorgani-e meetings that in9o*9e neither
!o**a7orating nor 5*anning# &t is 5ossi7*e that you wi** re!ei9e a !urri!u*um or 7en!hmark !a*enar
your s!hoo* wants you to fo**ow# )our 5*ans shou* 7e f*e<i7*e enough to aa5t to a s!hoo* !a*enar,
7ut you !an?t go wrong 5*anning your own first week in etai*#
Q: Should I try to plan my whole year now?
A: Time is s!ar!e uring the s!hoo* year, so you?** 7e gratefu* for any 5*anning you?9e one
ahea of time# 0*anning the entire year in etai*, howe9er, is not the 7est use of your time an is
5ro7a7*y not e9en 5ossi7*e# This year wi** 7e fi**e with sur5rises that !ou* throw off your
s!heu*e# A 7etter iea is to start with a genera* sense of what stuents shou* a!!om5*ish 7y the
en of the year# Then 7reak it into four segments of nine weeks ea!h# 0*an your first week in etai*
an anti!i5ate what you wi** 7e tea!hing the first Buarter# &f that seems to 7e working, *ook ahea to
winter 7reak, then to the en of the year# Some tea!hers re!ommen 5*anning eight out of e9ery
nine weeks an using the ninth week to re9iew or make u5 for *ost time# &n any e9ent, your *ong;
term 5*ans shou* 7e sim5*e o9er9iews, not ay;7y;ay *essons#
Q: Should I let parents come into the room on the first day?
A: Staning u5 to 5arents the first ay is harAafter a**, they mean we**, an you want to
kee5 them on your sie# Sti**, un*ess you tea!h rea**y young !hi*ren, think of a 5o*ite;7ut;firm
res5onse to 5arents who try to Buestion you, fi** you in on their !hi*ren?s 5ersona* 5ro7*ems, or
ins5e!t your room for safety ha-ars as they ro5 off their 7a7ies# This is a great gift to your
stuents a*so# >is eser9e a !*ean s*ate with their 5eers, an Mommy !oming into the room to
Ekiss her 7ig, 7ra9e ninCa goo;7ye on his first ay at his new s!hoo*F 5uts a !hi* at a isa9antage#
Q: Should I let students help create classroom rules to show I value their opinions?
A: New tea!hers often re!ei9e this a9i!e# &t *ooks great on 5a5er, 7ut it?s usua**y not worth
the !*assroom management risk it !reates# Let?s fa!e itA!*assroom ru*es are 5retty stanar#
Stuents are not *ike*y to !ome u5 with ingenious new ru*es on the first ayN they are mu!h more
*ike*y to make rii!u*ous suggestions to test you, or re5eat ru*es from 5ast !*assrooms where the
tea!her wrote the ru*es anyway# A*so, Cust 7e!ause one stuent suggests a ru*e oesn?t mean another
wi** fo**ow it# Ru*es seem *ess offi!ia* when they?re mae u5 7y 5eers# E9en worse, any ru*e;
making a!ti9ity takes 5*a!e, 7y efinition, in a ru*e;free !*assroom# On the first ay you nee to
show that you are the *eaer in the !*assroom# ;ou make the ru*es# &f you want to show stuents
you 9a*ue their in5ut, ask a Buestion on your interest sur9ey a7out how the ru*es shou* 7e enfor!e#
Q: Can I really not smile until Christmas?
A: EDon?t smi*e unti* ChristmasF is a soun 7ite of wisom 5asse own through generations
of tea!hers# &t?s not rea**y a7out smi*ing# &t?s a7out 7reaking !hara!ter an *etting your guar own
too ear*y# Some tea!hers are stri!t the first week 7ut re*a< the se!on week 7e!ause the kis seem to
7e 7eha9ing# %y the time they rea*i-e it?s too soon, it?s too *ate# This a9i!e shou* rea**y 7e EDon?t
smi*eAan on?t *et kis know you ha9e a first name, !urse, !ry, *ike kis, want them to *ike you,
or o anything 7esies eat an s*ee5 when you?re not at s!hoo*Aunti* Christmas#F Oust remem7er1
the first few times you think your !*ass is uner !ontro* an it?s okay to re*a<, you?re 5ro7a7*y
wrong#
What Happens If the First Day
Doesn`t Go as Planned?
I f your first ay in?t go as 5*anne, try to regain !ontro* the ne<t ay# Toay, !omfort
yourse*f with the fo**owing first;ay memories from e<5erien!e tea!hers1
.% vividly remember my first day of teaching& % was introduced to the school and my
department head by my principal& % was informed of all the wonderful activities in which students
were involved& 5y department head was so energetic and told me she would be in my classroom the
first couple of days to help me get ad0usted& ,hat % wasn#t told was that my +classroom# would be
the media center& "here were four other classes of AB students each, sharing this one large room all
day1 et#s add to this madness for a minuteC % had no books, and my department head didn#t visit me
one time my first year&(
ASti** tea!hing after "= years
.5y first day was wild& % had a book thrown at me and a student told me this was her
+fDEamp@king# classroom&(
ASti** tea!hing after "( years
.% had these +community building activities planned& "he kids were supposed to fill out
surveys about their favorite activities and what-not, and then we would share as a group& ,ell, the
students were all boys who had been in the same class for years and hated each other& $everal of
them had diagnosed behavior disorders& ,hen % called on the first kid to introduce himself, other
kids made fun of him before he even opened his mouth& He was a little overweight, and as soon as %
read the first !uestion3# ,hat is your favorite activityF#3all the other boys started yelling
+9ating1# "hey did this for the next few !uestions& % stopped the activity before we got to !uestion
number seven, +,hat is your favorite foodF# Needless to say, not much of a community was built #F
ASti** tea!hing after 3 years
.% started a month into the school year, so my classes came as overload students from existing
classes& %t took teachers a while to send students, so in the beginning % would psych myself up and
be disappointed but also a little relieved when no one showed up& "hen % got one new student& % had
to make a 0udgment call about what to do, and % ended up teaching this kid a lesson % had planned
for the entire class& Gther teachers laughed at me for that one&(
ASti** tea!hing after , years
.-ll % remember are papers flying everywhere&(
ASti** tea!hing after ". years
.% had come into teaching after )H years as an accountant& 5aybe for this reason, % expected
students to be sitting !uietly at their desks, ready to listen to whatever % had to say& ,hen the bell
rang that first day, not one single student was sitting down& -sking them to be !uiet, telling them to
be !uiet, even threatening them with being sent to the office all met the same responseC they would
close their mouths for one or two seconds, and then at the exact moment % resumed doing whatever
% was doing they started talking again& "he loudest my old office got was maybe having a
conversation with two people with the dot-matrix printer running in the background& 5y classroom,
by comparison, was like being on a runway with 0ets constantly taking off or landing& % couldn#t
think about teaching& "he only thing on my mind was +How do % get these kids to shut upF#(
ASti** tea!hing after "2 years
."he first day for me was great1 %t led me to the irrational conclusion that the rest of my year
would be as grand, but the 0oke was on me&(
ASti** tea!hing after / years
4
Maintaining and
Regaining Your Sanity,
One Month at a Time
D uring my first year of tea!hing fourth grae, & wou* o5en a !a7inet, 5reten & was *ooking
for something, an si*ent*y mouth e9ery !urse wor & knew# The goo news was that & fe*t
somewhat 7etter an was a7*e to kee5 from ye**ing !urse wors at my stuents# The 7a news was &
ha to fin something usefu*;*ooking to take out of the !a7inet to kee5 from 7*owing my !o9er#
0eo5*e !onstant*y te** you to !hoose your 7att*es in tea!hing# $hat they on?t te** you is that
some of the 7att*es not worth fighting are with yourse*f# %eing harer on yourse*f is not the answer
to e9ery 5ro7*em# &n fa!t, sa!rifi!ing your own ha55iness, s*ee5, an genera* wi** to *i9e 5ro7a7*y
won?t 7enefit your stuents as mu!h as 7eing a menta**y hea*thy tea!her who wants to 7e in the
room with them#
)ou wi** rea*i-e that some 5arts of tea!hing make you 9ery ha55y, whi*e others make you 9ery
unha55y# )ou ha9e the right to fo!us on the 5arts you *o9e as often as 5ossi7*e, forgi9e your
mistakes, an gi9e yourse*f !reit for what you?re oing right# &t?s a*so okay to a!!e5t that some
things are not uner your !ontro* an to fo!us your efforts on the things that are# $hen a** e*se fai*s,
!ursing into a !a7inet works sur5rising*y we**#
Month-by-Month Mood Swing Calendar
August/September (Anticipation)
.9verything is important, but not everything is e!ually important&(
AA7ena Osei, 0rogram Dire!tor at The %reakthrough Co**a7orati9e
I5 to this 5oint, you?9e ha the *u<ury of Cuging other tea!hers 7y what you *earne in
training# Now that you?9e Cum5e into the 5oo* yourse*f, you rea*i-e that tea!hing is harer than it
*ooks# &n fa!t, some of the mistakes you saw e<5erien!e tea!hers make are !om5*ete*y out of your
*eagueAyou won?t e9en 7e a7*e to get those etai*s wrong unti* you ha9e the 7ig things uner
!ontro*# Don?t 7e 5ara*y-e 7y the 7e*ief that you nee to 7e 5erfe!t# Oust fin the ne<t thing that
you nee to o, an get it one#
.% was weaned from my mentor teacher after about ten days& % was teaching with no
certificate in a rough high school after having worked with college students& % actually did okay the
first week, then discovered % had nothing left& % said, +Gh1 "hat#s why we need lesson plans,# but %
didn#t know how to make one& % lived holiday to holiday until the second half of the year&(
October (Survival)
ESome ays, oing Jthe 7est we !an? may sti** fa** short of what we wou* *ike to 7e a7*e to o
' Doing what we !an with what we ha9e is the most we shou* e<5e!t of ourse*9es or anyone
e*se#F
AFre Rogers, 5r& ?ogers# Neighborhood
This month you start to og;5a*e# )ou wi** 5ro7a7*y ha9e a few moments in whi!h you fee*
*ike you?9e fina**y gotten the hang of this who*e tea!hing thing, *ike it?s not that har after a**,
you?re a!tua**y 5retty goo at it, may7e 7etter than some of the other tea!hers in your s!hoo*,
a7so*ute*y in!rei7*e 7y any stanar '# fo**owe 7y moments that wi** kno!k you off that ego tri5
so har your tai*7one stings# Let the kis who want to he*5 you he*5 you# @et your su7stitute fo*er
in orer, Cust in !ase#
.Gn a bad day, % remind myself that, when % look back on my own experience as a student, %
don#t remember specific lesson plans& %n the end, we remember teachers, but the individual days
fade into the background& =orgive yourself for those rough days and bad lessons, and keep trying3
because that#s what the kids will remember&(
November (Disillusionment)
.Gh, you hate your 0obF 5aybe you can 0oin our support group& %t#s called +everybody# and
we meet at the bar&(
ADrew Carey
)ou 7e!ame a tea!her 7e!ause you thought you were a !ertain ty5e of 5erson with s5e!ifi!
things to offer your stuents# There wi** 7e ays this month when you aren?t so sure# Sometimes you
wi** get the fee*ing that e9erything that makes you who you are has gone away an your norma*
5ersona*ity has 7een re5*a!e 7y this strugg*ing, un!onfient rookie es5erate*y !ounting the ays
unti* Thanksgi9ing# On!e you ha9e mae it that far, you !an rest o9er the *ong weeken an !ome
7a!k knowing there are on*y a few more weeks unti* winter 7reak# No9em7er tests new tea!hers
*ike no other month# Oust remem7er, tests are 5art of the *earning 5ro!ess#
.Gther teachers warned me November was the worst month, but % hit my own low point one
day early& % was so tired % didn#t reali4e it was Halloween and couldn#t figure out why kids were
bouncing off the walls& % kept punishing the class with extra homework, knowing only the good
students would do it anyway& -t the end of the day, another teacher asked me what fun activity % did
to celebrate and % reali4ed % was the Grinch ,ho $tole 9very Holiday from 5y $tudents& % broke
down crying in my car and had to pull into a >urger Iing parking lot on my way home& % still can#t
totally explain this, but that#s okay& ;ou won#t be able to totally explain your version of this either&(
December (Endurance)
E)ou ha9e to ha9e a *ot of 5atien!e to *earn 5atien!e#F
AStanis*aw O# Lee
Note to se*f1 your stuents are not rea**y emons 5ut here to terrori-e you an ea!h other#
Maintain !*assroom management as mu!h as 5ossi7*e, 7ut unerstan that you?** ha9e to retea!h
5ro!eures anyway when you !ome 7a!k from winter 7reak# Ise the first ha*f of your 7reak to rest
an ha9e some fun# Ise the se!on ha*f to 5*an for a fresh start in Oanuary# Don?t 7e afrai to !ome
7a!k as the tea!her you wish you ha 7een on the first ay of s!hoo*# Stuents !an forget a *ot in
two weeks#
.% was proud that % had gotten my 2hristmas newsletter proofed, printed, and into the kids#
backpacks on time& -s % was waving good-bye to the kids on the buses, my mentor teacher asked me
if % had changed the letter from what % had given her to read& % told her no, it was the same one& $he
handed me her copy and told me to read it aloud& %t was supposed to say, +,e will be making
2hristmas cards and placemats for the annual 2hristmas dinner# ,hat it actually said was +,e will
be making 2hristmas cards and placentas for the annual 2hristmas dinner# 5oral of the story,
never trust spell-check completely(
1anuary (Rejuvenation)
."he pessimist complains about the wind@ the optimist expects it to change@ the realist ad0usts
the sails&(
A$i**iam Arthur $ar
Time for your new;tea!her !ome7a!kD &t wi** go a7out 3= 5er!ent as we** as you ho5e it
wou*, 7ut that?s sti** enough to make it a turning 5oint# )ou wi** sti** ha9e some 7a ays, 7ut those
ays wi** no *onger fee* *ike they are 4= hours *ong# )our s!hoo* is now 5re5aring to take the FCAT,
TA>S, MCAT, @MAT, SARS, >MART, or whate9er mu*ti5*e;!hoi!e test is su55ose to 5ro9e you
are tea!hing the !urri!u*um using fa7u*ous *essons that a55ea* to a** *earning sty*es# Don?t 5ani! if
you ha9en?t 7een marinating your stuents in test 5re5 the who*e year, 7ut o make the most of this
month to get them reay for any tests they ha9e to take#
.earning to teach is like furnishing a house& ,hen you first start, things seem pretty bare,
but you keep finding new things that will work with your style and adding to what you have& ;ou are
never completely done& "here are always a few details you can improve&(
February (Stabilization)
.;ou 0ust can#t beat the person who never gives up&(
A%a7e Ruth
EThe TestF is !oming, either this month or ear*y ne<t month# @et reay to see the worst sie of
e9eryone, in!*uing you# )ou wi** at some 5oint fee* *ike ki**ing yourse*f as you go o9er 5ra!ti!e
e<ams with your stuents# Don?t worry# They fee* *ike ki**ing you, too#
.Gur school put up handmade posters everywhere, saying things like +<o your best1 >eat that
test1# 9veryone talked about it every day& "he teachers had to wear shirts on 5ondays that said,
+,ake up1 %t#s test time1# % was scrambling to do as much last-minute review as possible, but deep
down % didn#t think my kids were going to do very well& % felt guilty about cranking up the pressure
when they weren#t prepared& % also worried % wouldn#t be rehired if they did poorly(
March (Learning)
.Good 0udgment comes from experience& -nd experience, well, that comes from bad
0udgment&(
AInknown
Okay, & in?t want to te** you this ear*ier, 7ut your friens are si!k of hearing you ta*k a7out
your stuents# &t is time to remem7er you are sti** a 5erson, not on*y a tea!her#
.% got to a point where % related everything in my life to teaching& % talked about
+differentiating# my laundry and +staying on task# at the gym& Gne day % started describing my man
problems to my roommate using classroom management terms3something about how % should have
set and modeled expectations and enforced conse!uences consistently& % reali4ed midsentence that %
sounded psycho&(
April (Reflection)
.Gnly those who have learned a lot are in a position to admit how little they know&(
AL# Carte
)ou wi** rea*i-e it is A5ri* a*reay, an that?s a goo fee*ing# &f you ha9e mae it this far,
you?** make it through your first year Cust fine# E9ery now an then you fee* gui*ty that this year has
7een su!h a E*earning e<5erien!e#F There are so many things you wish you ha han*e ifferent*y,
7ut now you want to 5ut most of your energy towar ne<t year?s kisAthe ones you ha9en?t mae
mistakes with yet# Like that stu5i !at 5oster says, E+ang in thereDDDF Start aing ieas you wish
you ha ear*ier to an E&eas for the FutureF fi*e, 7ut on?t *ook at them unti* summer#
.Near the end of the year % finally found ways to help some of my struggling students& %
should have been happy but instead % was mad at myself for not figuring it out earlier&(
May/1une (Exhaustion)
E"here will come a time when you believe everything is finished& "hat will be the beginning #F
ALouis L?Amour
)ou !an 7egin a ai*y !ountown nowAun*ess, of !ourse, you?9e 7een !ounting own sin!e
Oanuary# )es, you are tire, 7ut take some time to enCoy your kis now that you know ea!h other#
Look for ieas to kee5 you from going through the *ast month of s!hoo* on auto5i*ot# On the 9ery
*ast ays, get stuents to he*5 you !*ean, organi-e, an 5a!k u5 for ne<t year# They *o9e oing it,
an you wi** *o9e the he*5 7e!ause this is a 7ig Co7#
.ooking back, % reali4e % actually en0oyed parts of my first year& % remember that class the
way people remember their first lovesC it wasn#t always easy, but % can still picture the good times&
$ometimes % look back and think, +%f only % had known then what % know now&# "hose were the kids
who taught me& 9ven so, on their last day of school, all % wanted was for them to leave so % could go
home and sleep&(
5
Piles and Files:
Organization and
Time Management
I ?9e 7een to one worksho5 on !*assroom organi-ation# & signe u5 when & rea*i-e & wou*
not 7e su!!essfu* using my former system, whi!h was !ramming a** 5a5erwork into one 7ig fo*er
to se5arate into 5i*es at home#
The main thing & *earne at the worksho5 was that some 5eo5*e rea**y enCoy organi-ing
things, an anyone who gi9es training sessions on how to stay organi-e is way out of my *eague#
From what & remem7er, the 5resentation soune something *ike this1
Sin!e your !*ass wi** a*reay 7e i9ie into teams, ea!h team shou* ha9e a se5arate !o*or#
$hene9er you ask stuents to o something, gi9e fi9e 5oints to the first team to finish, four to the
se!on team, an so on, unti* e9eryone is fo**owing ire!tions# %e sure to use !o*or;!oe !ha*k to
mark own the 5oints# At the en of the ay, a** you ha9e to o is write own how many 5oints ea!h
team has earne in the !hi*ren?s fo*ers# Then kee5 tra!k of those 5oints uring the week# On
Friays you a u5 the tota* 5oints for the year on a !hart '# & *ike to ha9e a hanging fi*e fo*er for
ea!h stuent an a !om5uteri-e *ist with ea!h !hi*?s 7asi! information, 5*us home *anguage, sin!e
& s5eak three *anguages, an a*so their 7irth orer# %irth orer is 9ery im5ortant, 7e!ause it affe!ts a
!hi*?s 5ersona*ity# &n fa!t, & re!ommen you kee5 a 7ook a7out 7irth orer 7ehin your esk in
your EChi* 0sy!ho*ogy %ookF fi*e '# $hen you !o*or;!oe your ' 7*a 7*a 7*a ' )ou 5ro7a7*y
a*reay ha9e ine< !ars with a** the information a7out ' An if you on?t ha9e e<tra !o5ies of '
&t wou* Cust 7e irres5onsi7*e not to 7e a7*e to show 5arents that you ha9e e9erything ate an
ty5e when you ' Sometimes you wi** want to organi-e your ata 7y stuent &D, 7ut other times
you wi** want to arrange things 7y ' &t is 7est to ha9e a ifferent !o*ore fi*e for ea!h ' 7*a 7*a 7*a
' s5reasheet ' 7*a 7*a 7*a ' *aminate ' 7*a 7*a 7*a ' 5*asti! sheet 5rote!tors ' Cust to make
your *ife easier#
& s*um5e farther own in my !hair e9ery time & hear the wors color-coded or of course
you have already # %y the en of the 5resentation, on*y my ne!k an shou*ers were tou!hing the
seat# & was no more organi-e, 7ut & was fu**y !on9in!e & ha no 7usiness 7eing a tea!herAor
may7e e9en a*i9eAat my !urrent organi-ationa* *e9e*#
The on*y thing that mae me fee* 7etter was that the 5resenter forgot to gi9e out the reBuire
e9a*uation at the en of the session# This meant that 6"8 she ha to tra!k own e9eryone to sen us
e9a*uation forms an 6(8 may7e her organi-ation system wasn?t so 5erfe!t after a**#
& ne9er i start using 5*asti! sheet 5rote!tors, 7ut o9er time my EThings to Do SoonF fo*er
e9o*9e into a e!ent fi*ing system# & am 5rou to announ!e my esk no *onger *ooks *ike & am
7ui*ing a fort# +owe9er, if someone ha gi9en me the fo**owing *ists 7efore my first year, & wou*
ha9e sa9e many tri5s to Offi!e De5ot# These *ists are not 5erfe!t, 7ut they?** gi9e you a starting
5oint you !an aCust to fit your nees# )ou !an !o*or;!oe them if you want to#
LOW-MAINTENANCE FILES FOR ALMOST ANY
PAPER THAT TOUCHES YOUR DESK
(Ieep within reaching distance and handwrite all labels&)
STACKABLE TRAYS FOR INCOMING PAPERS
(Ieep these on or next to your desk&)
TWO TYPES OF STUDENT FOLDERS
("hese make your life easier but are time-consuming to create&
ook for helpers to label folders and set up files&)
Leftover Copies from Past Lessons
I n our !onstant fear of 7eing one !o5y short, tea!hers often make a few e<tras of e9ery
worksheet# &t is tem5ting to sta!k these in too;soon;to;throw;it;out 5i*es unti* they !o9er e9ery
surfa!e an !*im7 our !*assroom wa**s *ike a game of Tetris# A 7etter ha7it is to 5ut e<tras of any
5a5er in a *a7e*e mani*a fo*er# 0ut these into a 7o< or fi*e rawer as soon as 5ossi7*e# Fo*ers
on?t nee to 7e 5erfe!t*y organi-e, 7ut they shou* stay with other assignments on the same to5i!#
In*ess you nee !o5ies for a stuent who was a7sent, you !an ignore these fo*ers an arrange
them when you ha9e more time#
Student Responsibility: An Oxymoron?
N o# Stuents shou* 7e res5onsi7*e for kee5ing tra!k of their own work# +ow res5onsi7*e,
an for how mu!h workG This e5ens on what you !an reasona7*y e<5e!t from your stuents an
from yourse*f#
One tea!her & know has ea!h stuent num7er the 5ages of a s5ira* note7ook at the 7eginning
of the semester# The stuents use the note7ook to take notes an ta5e their grae work into it as the
year goes on so that e9eryone isA*itera**yAon the same 5age# This reBuires the tea!her to 5ro9ie a
sam5*e note7ook for a7sent stuents, s!heu*e freBuent note7ook !he!ks, *ea9e the !orre!t num7er
of 7*ank 5ages for grae work, an !onsistent*y han 7a!k work in time to go on the a55ro5riate
5age# &f you *ike the thought of managing this ty5e of system, you, too, !an tea!h your stuents
9a*ua7*e organi-ation ski**s# &f you wou* rather eat a 7ig 5*ate of your own hair, *ook for a system
that takes *ess maintenan!e#
As you e!ie how stuents shou* kee5 tra!k of their work, !onsier the *ike*y answers to
the fo**owing mu*ti5*e;!hoi!e Buestions1
Can you reasonably expect students to bring notebooks every day?
)es, an & wi** ha9e !onseBuen!es for those who are un5re5are#
)es, an & 5*an to run my !*ass as if e9ery stuent ha a note7ook# &f they !hoose to !arry their
!*ass notes fo*e u5 in their 5o!kets, it wi** 7e their graes that suffer#
No, 7ut my stuents wi** kee5 a** materia*s in their esks#
No, 7ut & ha9e a s5e!ifi! 5*a!e in the !*assroom to kee5 note7ooks# Stuents wi** get them as
they wa*k in, or a stuent he*5er wi** 7e res5onsi7*e for istri7uting an !o**e!ting them#
How do you plan to handle filing of student work?
Stuent he*5ers wi** fi*e grae work# >is wi** ha9e a s5e!ifi! time when they are a**owe to
!he!k their fi*es, 7ut no more than one;fourth of the !*ass wi** 7e near fi*e 7o<es at a time# Some
stuents won?t 7other to !he!k their fo*ers un*ess & remin them, 7ut this oesn?t 7other me# &n
fa!t, &?m kin of ha55y a7out it#
& wi** 5ass out grae work an e<5e!t stuents to fi*e it after they *ook at it# $ork wi** go in
fi*e 7o<es or in fo*ers & istri7ute# &n some !ases, & wi** 5ass 7a!k se9era* assignments at on!e
whi*e stuents are working# No more than one;fourth of the !*ass wi** 7e near fi*e 7o<es at a time#
On!e work is fi*e, & wi** te** the who*e !*ass to !he!k their fo*ers at the same time# $hoe9er
5ushes harest wi** get to see their graes first# & am wi**ing to 7reak u5 fi*e;re*ate fights#
& on?t want stuents to o any fi*ing# & am wi**ing to a this to my other Co7 res5onsi7i*ities
in the interest of stuent 5ri9a!y#
Do you expect parents to see or sign graded work?
)es# & wi** sen grae work or 5rogress re5orts to 5arents on a s5e!ifi! ay ea!h week# & wi**
ha9e enough time or res5onsi7*e he*5ers to get this one !onsistent*y an & wi** im5*ement rewars
an !onseBuen!es to make sure fo*ers !ome 7a!k signe# & am wi**ing to a!t against or ignore
forge signatures#
)es# & wi** sen grae work or 5rogress re5orts home 5erioi!a**y# & wi** ha9e stuents sign a
*ist to 5ro9e they took these 5a5ers home# &f 5arents !ome to !om5*ain a7out a grae, & wi** ha9e
o!umentation that stuents were aware of their 5rogress#
No# & am not going to s5en !*ass time !he!king signatures that many stuents wi** forge
anyway# & wi** fo**ow s!hoo* 5ro!eures regaring 5rogress re5orts an ha9e stuents sign a *ist
5ro9ing they re!ei9e their graes#
No# & wi** *ea9e it to stuents to !ommuni!ate graes to 5arents# & unerstan this means most
5arents wi** ha9e no !*ue how their kis are oing in my !*ass#
Which of these is most important to you when students put away papers and materials?
& want it one as Buiet*y as 5ossi7*e e9en if it takes a *itt*e more time# & 5*an to enfor!e noise;
*e9e* ru*es whi*e stuents 5ut away su55*ies#
& want it one as Bui!k*y as 5ossi7*e e9en if it gets noisy# & 5*an to 5ut a time *imit on !*eanu5
or to rewar the first stuents reay for the ne<t a!ti9ity#
& want things 5ut away in the right 5*a!e e9ery time# & am wi**ing to take e<tra time to ins5e!t
stuents? esks or note7ooks, an *et more organi-e kis he*5 their !*assmates#
& wou* *ike stuents to !rum5*e their use 5a5ers into 7asket7a**s or *ea9e them on the f*oor
for me to !*ean u5#
How do you feel about 30 children opening and closing their binder rings AS LOUDLY
AS THEY POSSIBLY CAN?
& wou* *o9e to tea!h a *esson whi*e my stuents start a 7iner;*ouness !ontest#
& !an ea* with the noise as *ong as it ha55ens on*y at a55ro5riate times#
&t wi** ri9e me nuts# & wi** tea!h stuents to !*ose their 7iners *ike norma* 5eo5*e an
enfor!e a EBuiet 7inerF 5o*i!y as neee#
Forget it# $e?** use fo*ers or note7ooks#
Time Management at School
T ime an s5a!e are !onne!te# After !reating fi*es to kee5 5a5ers from !o**e!ting on your
esk, you nee to s!heu*e s*ots of time to kee5 5a5ers from !o**e!ting in your fi*es# &f not, you wi**
5*a!e yourse*f on the EOh, sPQtDDDF time;management 5*an, in whi!h work i9ies itse*f into two
!ategories1 things that !an wait unti* tomorrow an things that 6Oh, sPQtD8 !an?t# $hen you make
your week*y s!heu*e, 5*an s5e!ifi! times for ea!h of the fo**owing res5onsi7i*ities1
@raing an re!oring graes#
0arent !onta!t# 6Take the fo*ers out of your 5arent !onta!t tray an o!ument the
!on9ersation 7efore refi*ing them#8
Distri!t 5a5erwork#
Lesson 5*anning#
E<tra!urri!u*ar a!ti9ities 6if a55*i!a7*e8#
Certifi!ation forms an !oursework#
General Time-Management Tips
Handle small tasks immediately # Don?t sti!k something in your in;7o< if you !an han*e it
in *ess than fi9e minutes# Some in!oming 5a5ers on*y nee signatures# Others !an go ire!t*y into a
fi*e or re!y!*ing 7in#
Save your energy for what`s important # Rush through istri!t sur9eys an sense*ess
7usywork as Bui!k*y as 5ossi7*e# S5en most of your effort on work that tru*y affe!ts your tea!hing#
Sign up for direct deposit and automatic bill pay # The *ast thing you wi** want to o after
finishing s!hoo* 5a5erwork is !ome home to more 5a5erwork#
Plan time to do things you enjoy # )ou are not a ro7ot# A s!heu*e that ne9er gi9es you time
for yourse*f wi** 7e iffi!u*t to sti!k with#
6
Your Teacher
Personality:
Faking It, Making It
W hy oes it seem so easy for kis to s5ot new tea!hersG &s it the e<!itement in our 9oi!esG
The iea*isti! g*eam in our eyesG The way our hans shake as we try to un*o!k our !*assroom oors
with what turns out to 7e our !ar keysG E9en though we know not to share our first;year status with
stuents, we sometimes fee* *ike im5osters in *oose;fitting tea!her +a**oween !ostumes# $e are sure
it?s on*y a matter of time 7efore someone 7*ows our !o9er an s!reams, E+ey, you?re not a rea*
tea!herDF
&t takes a whi*e to e9e*o5 a !on9in!ing tea!her 5ersona*ity# Some 5eo5*e wi** te** you Cust to
7e yourse*f in the !*assroom, 7ut 7e !arefu*# This a9i!e shou* ne9er 7e taken *itera**y# For 7oth
your stuents? sake an your own, the 5erson you are on the weeken shou* 7e ifferent from the
tea!her who wa*ks in Monay morning#
They shou*n?t 7e o55osites, though# Tea!hing is a shift from your first;name se*f to your *ast;
name se*f, not a !om5*ete !hara!ter o9erhau*# Like your work !*othes, your tea!her 5ersona*ity
shou* 7e a 5rofessiona* twist on your !urrent sty*e#
One !ommon rookie mistake is trying to !o5y the !*assroom 5ersona of a master tea!her,
es5e!ia**y one who is 9ery ifferent from you# )ou !an *earn a *ot from other tea!hers, 7ut ao5ting
someone e*se?s 5ersona*ity is as har in tea!hing as it wou* 7e in your e9eryay *ife# Another thing
to kee5 in min is that weaknesses in your 5ersona* *ife wi** 5ro7a7*y !arry o9er to your tea!hing# &f
EDan MartinF has a sta!k of un5ai 7i**s an 5arking ti!kets, EMr# MartinF is *ike*y to ha9e a 5i*e of
ungrae 5a5ers# 0romising a two;ay turnaroun on stuent work wi** 5ro7a7*y 7a!kfire# &f
E)o*ana OonesF is not a morning 5erson, EMs# OonesF shou*n?t 5*an to start the ay with a ha55y
!*ass song# )our goa* is not to !on!ea* your weaknesses or isguise them as strengths# &t is to
ientify your true strengths an use them to reinfor!e 5otentia* weak s5ots#
)our 7est 7et is to start the year serious, mature, an fo!use on your su7Ce!t matter# As you
get to know your stuents, !hanne* the 5arts of yourse*f that natura**y he*5 you tea!h them# Look for
ro*e moe*s who share your strengths an !an he*5 you 7ui* your sty*e aroun them#
What Are Your Strengths?
U se the fo**owing *ist to figure out whi!h of these assets !ome natura**y to you an 5ut them
to work immeiate*y# >ee5 in min that some of these traits !ontrai!t ea!h other an that no one
has them a**#
Patience and understanding A tea!her who *istens to stuents an gets to know them as
ini9iua*s wi** moti9ate them from the insie out# The true 7enefits of 7eing a 5atient tea!her wi**
emerge as the year goes on, after you ha9e ha a !han!e to win o9er one stuent at a time#
Perseverance May7e it?s a matter of 5rie# May7e you?re Cust stu77orn# &n tea!hing, it won?t
matter why you hang on so tight*y# $hat matters is on!e you start something you see it through, an
your stuents nee someone who won?t gi9e u5 on them#
Knowledge of your subject matter $hether you?re 7ringing ski**s from a former !areer or
Cust rea**y know your stuff, kis are *u!ky to ha9e a tea!her who?s an e<5ert in the fie*#
Knowledge of the neighborhood &f you?re working in your own neigh7orhoo or one *ike it,
you get to ski5 a who*e *ayer of !u*ture sho!k that other tea!hers may e<5erien!e# &f you *i9e in the
area, you may e9en know some of your stuents? fami*iesAa 7ig a9antage when you nee to !a**
home#
Sense of humor )ou on?t want to whi5 out the Cokes too soon, 7ut graua**y you !an *et
kis noti!e your a7i*ity to make them *augh# A 5erson who !an make stuents *augh without getting
off the su7Ce!t is a 5erson who !an make them *isten, an a 5erson who !an make kis *isten is a
5erson who !an make them *earn#
Organization >is nee stru!ture# They e9en *ike it on!e they get it# )ou nee an *ike
stru!ture e9en more# Organi-e tea!hers ha9e an easier time 7eing !onsistent an fo**owing through
on !onseBuen!es, whi!h means 7etter is!i5*ine with *ess ye**ing# )ou wi** a*so know how to
manage the new emans on your time an the 5a5ers on your esk#
Size )ou know you wou* ne9er 5ut your hans on a stuent# +owe9er, stuents ten to
*isten more Bui!k*y to tea!hers who !ou* 5hysi!a**y !rush them#
Loud, authoritative voice E9en though you shou*n?t 7e ye**ing a** the time, a 9oi!e that
souns *ike you mean 7usiness gi9es you an ege in the management e5artment#
Energy >is are notorious for wearing out au*ts with their hy5era!ti9e ways# %eing a *itt*e
hy5er yourse*f he*5s you kee5 u5#
Good people skills 0eo5*e *ike you# >is are 5eo5*e# &f your stuents *ike you as a 5erson,
they?re more *ike*y to o what you say Cust 7e!ause it?s you who sai it#
Work ethic )ou show u5 e9ery ay# )ou !ome ear*y# )ou get things one on s!heu*e an o
them right the first time, e9en if you !ou* get away with *ess# Not on*y wi** this make you an a**;
aroun 7etter tea!her, 7ut it a*so sets a great e<am5*e for the kis#
Stage presence $hen you ta*k, 5eo5*e *isten# &f your natura* !harisma ho*s your stuents?
attention, they?** isru5t *ess an *earn more#
Confidence %e*ie9ing in yourse*f works for you in two ways# First, it shows through in your
a!tions an he*5s you esta7*ish yourse*f as a *eaer# Se!on, it kee5s you from taking the 7a ays
5ersona**y#
Character E9en when no one?s wat!hing, you sti!k to your 5rin!i5*es 7e!ause 7eing a goo
5erson is im5ortant to you# 0art of our Co7 as tea!hers is raising stuents to 7e the 5eo5*e we want
sharing our wor*# >is noti!e when you 5ra!ti!e the 9a*ues you 5rea!h#
Creativity and problem-solving skills A !reati9e tea!her is more *ike*y to kee5 !*ass
interesting an ins5ire !reati9ity from stuents# A !reati9e min wi** a*so he*5 you ea* with the
many situations that were not aresse in training# Tea!hing !an test you in ways that are !*ear*y
Eoutsie the 7o<#F
Ability to stay calm and think clearly under stress &f you !an Cugg*e many things at on!e
without going !ra-y, you?** !o5e 7etter with those moments in tea!hing where you nee to, we**,
Cugg*e many things at on!e without going !ra-y#
Bossy attitude As the tea!her, you are the 7oss# &f you ha9e some 7ossy tenen!ies to 7egin
with, you are more *ike*y to s*ie into this ro*e !omforta7*y#
Kids of your own $hat is a tea!her if not a 5art;time 5arent with ,= !hi*renG &t shou* 7e
no sur5rise that many 5arenting ski**s transfer we** to tea!hing#
Ambition A resu*ts;oriente 5erson wi** fo!us on 5ushing kis to their *imits, whi!h often
trans*ates to greater a!hie9ement, anAto your 5rin!i5a*?s e*ightAhigher test s!ores#
Positive attitude and a passion for teaching &f you?re e<!ite a7out 7eing in the !*assroom,
the kis wi** know, an they?** 7e more e<!ite to 7e there with you#
Good at Setting Up, Bad at Keeping Up
.%#m great at thinking up imaginative classroom systems, but % don#t keep up with everyday
details very well& "his caught up with me when % started a +compliment chain# for my second-
graders& "he idea was to add one paper loop every time the kids received a compliment, then have a
pi44a party when the chain reached across the room& :nfortunately, it never did& %t was too high on
the wall for the kids to add loops, so % had to set aside time to climb on a desk after school& % never
!uite got around to it& -fter two months the chain only had about five loops, and my students
figured out there would be no pi44a party& "his experience taught me that for a system to succeed,
my kids must be able to manage it on their own& % added the compliment reward to our existing
system for recess time& 9very time an adult commented on their good behavior, a student helper
added a minute to the class#s recess board& "he kids were happy with the more immediate payoff& %
was happy to throw out the depressingly short +compliment chain&#(
Bad at Keeping Order, Good at Pushing Forward
.%#m not a loud person, and classroom management has never been my strong suit& ,hat
works for me is setting ambitious goals for student achievement and monitoring kids# progress
throughout the year& % hand back graded work every day and chart students# progress toward their
goals& $tudents know someone is watching what they do on an individual level, which makes them
take their work more seriously& 5y kids still talk more than % want them to, but they get their work
done& ast year, my classes won two of the top three spots in a schoolwide reading contest& "hey
even beat some !uieter classes, which made me feel % must be doing something right&(
~Fake It Till You Make It
Tips for Looking Less Like a Rookie
T here?s no guarantee that the kis wi** think you?9e taught 7efore, 7ut the fo**owing ti5s wi**
he*5 you seem more 5re5are an e<5erien!e# They wi** a*so make you an a**;aroun 7etter
tea!her, regar*ess of your tea!hing sty*e#
Set a tone of decency # Start the ay 7y saying E@oo morningF to your stuents an e<5e!t
them to say it 7a!k# Say E%*ess youF when someone snee-es# These sim5*e routines tea!h manners
an show you !are# Stuents wi** 5i!k u5 your ha7its#
Set an example of seriousness # @et to s!hoo* 7efore your stuents o# +a9e materia*s *ai
out in a9an!e when 5ossi7*e# >ee5 your !e** 5hone si*ent, your 5ri9ate *ife 5ri9ate, an your
*anguage s!hoo*;a55ro5riate# These a!tions show you mean it when you say !*ass time is for !*ass
a!ti9ities#
Prepare to show you care # >ee5 %an;Ais in your esk rawer an ha9e han saniti-er an
tissues in an a!!essi7*e 5*a!e# Se!onary tea!hers !an sto!k su55*ies for feminine emergen!ies# )ou
may a*so want to 7uy 5a!kages of 7*ank !ars to use for 7irthay, sym5athy, or get;we** wishes#
0ass these aroun as neee so that e9ery stuent !an sign#
Encourage students to learn one another`s names # Team;7ui*ing a!ti9ities on the first ay
are risky, 7ut kis shou* grow to 7e on a first;name 7asis if you want them to see !*ass as a
!ommunity# )ou on?t want stuents to s5en the year referring to one another as Ethe short gir*F or
Ethat ue with the *a-y eye#F
Respect student privacy # Ne9er 7ring u5 anything a7out a stuent?s mei!a*, a!aemi!,
5sy!ho*ogi!a*, or fami*y history in front of other stuents# >ee5 kis? s5e!ia*;e, ESL, an free;
*un!h status a se!ret# A*ways gi9e stuents a !han!e to kee5 their writing 5ersona*, an ask 7efore
you use stuent work as an e<am5*e# Don?t rea graes out *ou, an use is!retion when asking
stuents to 5eer;eit or fi*e grae work# Showing you !an kee5 a *i on 5ersona* info takes you a
*ong way towar gaining kis? trust#
Polish your teacher look # Of !ourse you?9e a*reay hear of the tea!her *ook, that one;
se!on g*an!e that ta5s the 7rakes on 7a 7eha9ior# Now you nee one that fits you# To fin your
natura* tea!her *ook, imagine you are at a store with your granmother an she is waiting for her
!hange# The snotty teenage !ashier takes his time an e9en turns aroun for a fu** fi9e minutes to
ta*k to a frien at another register 7efore whi55ing out his !e** 5hone an sening a te<t message#
Then, instea of haning your granmother the si< o**ars he owes her, he 5uts the money in a Car
*a7e*e ETi5s for E<!e**ent Ser9i!e#F Now free-eD Look in the mirror# That, my frien, is your
tea!her *ook# 0ra!ti!e ho*ing it for as *ong as ne!essary# &f you are tem5te to 7reak !hara!ter, 5u**
u5 a 5rese*e!te memory of an e9ent that mae you fee* reay to Cum5 out of your seat an !hoke
someone# That fee*ingAan that reainessAis the ri9ing for!e 7ehin a su!!essfu* tea!her *ook#
Line up your teacher lines # Remem7er those o*;fashione 5hrases from your own tea!hers
that you 5romise wou* ne9er !ome out of your mouthG Tea!hers on?t a*ways ha9e time to think
of origina* !ome7a!ks, 7ut e<5erien!e eu!ators ha9e a su55*y of 5re*oae !omments for
!ommon situations# &f you on?t want to fa** 7a!k on !*i!hRs from your own tea!hers, get some
Bui!k *ines reay for stuents who nag, !om5*ain a7out 7oreom, or ask you 5ersona* Buestions
when they shou* 7e working# Otherwise you may 7e sho!ke when, in a es5erate moment, you
hear yourse*f ye**ing, E&?m not Cust oing this for my hea*th, 5eo5*eDF
7
Classroom
Management:
Easier Said Than Done
PHASE I
Trying to Do It by the Book
C *assroom management is a series of straightforwar ru*es teste 7y mi**ions of tea!hers an
5ro9en to work1 C*ear*y *ay out ru*es an 5ro!eures in a9an!e# +a9e a s5e!ifi! !hain of
!onseBuen!es for mis7eha9ior# An gi9e 5ositi9e reinfor!ement for fo**owing ru*es# Create a
!*assroom !u*ture in whi!h stuents res5e!t ea!h other an want to *earn# Of !ourse, as any tea!her
!an te** you, 5*anning engaging *essons has a *ot to o with this# Most im5ortant, 7e !onsistent#
$e**, you knew a** this# &n fa!t, you s5ent a long time making a Estar !hartF with ea!h !hi*?s
name on a star, an e<5*aining, E$e are a** stars in this !*assroomDF )ou informe your stuents that
they ha the !han!e to 7e!ome Eshining stars,F or e9en Esu5erstarsF 7y 7eha9ing we**#
Infortunate*y, they !ou* a*so en u5 as Efa**ing starsF if they in?t fo**ow the ru*es, whi!h were
5rinte in 5ositi9e *anguage on a *arge 5oster at the front of the !*assroom#
To make sure your e<5e!tations were !*ear, you aske a 9o*unteer to emonstrate sitting
Buiet*y an waiting his turn# EHery gooDF you sai#
Then, to 7e e9en !*earer, you *et a stuent a!t out what it meant to 7e a E7a ki#F This ki i
a 5erfe!t im5ression# +e got out of his seat, insu*te another stuent, an threw 5a5er on the f*oor#
+e ta*ke in what !an on*y 7e es!ri7e as an Eoutoor 9oi!e#F +e ha the !*ass *aughing an was
efinite*y enCoying the attention# The on*y 5ro7*em is, now you !an?t get him to sto5 an the !*ass is
sti** *aughing# An hour *ater he has worke through your !hain of !*ear*y state !onseBuen!es *ike
0a!;Man 7ut sti** won?t raise his han to ta*k# )ou ha9e si*ent*y ni!kname him EConseBuen!e
>ing#F +is 7est frien is showing a** the signs of 7e!oming EConseBuen!e 0rin!e#F
After *un!h the !*o!k mo9es mu!h more s*ow*y than your stuents o# )our !*ass 7egins to
remin you of a 7ar fu** of *itt*e runk 5eo5*e1 They want !onstant attention an often on?t rea*i-e
how *ou they are ta*king# They ha9e short attention s5ansN rare*y think of the !onseBuen!es of their
a!tionsN an, as you wi** fin out tomorrow, they on?t a*ways remem7er what ha55ene the ay
7efore#
At the en of the ay, no one?s name has mo9e u5 to Eshining star,F *et a*one Esu5erstar#F
This is 7e!ause you s5ent the who*e ay trying to kee5 ConseBuen!e >ing an his two 6now three8
new fo**owers from starting an o5en;5arti!i5ation;anonymous;fart;soun !ontest# To make matters
worse, your memory of the !haos in!*ues a f*urry of es5eration mo9es that !an on*y 7e es!ri7e
as in!onsistent1 )ou threatene to !a** e9eryone?s 5arents# )ou ye**e at on*y one stuent when at
*east fi9e were ta*king# )ou might ha9e mentione something a7out a 5i--a 5arty# 0ani! s*i!es
through your e<haustion#
)ou es!ri7e the situation to another tea!her, whose re*a<e attitue shows that her ay i
not in!*ue any of these 5ro7*ems#
EOh, sweetie, it?s easy# $hat you should have done is !*ear*y *ay out your ru*es an
!onseBuen!es, gi9e 5ositi9e reinfor!ement, make sure your *esson 5*ans are 'F )ou sto5 *istening
for a minute here 7e!ause you Cust rea*i-e how mu!h your feet hurt# Anyway, you know what she?s
going to en with, on?t youG E ' A7o9e a**, be consistent1(
Well-Known Classroom Management Advice:
How to Make It Happen
&f a9i!e an intentions were enough, we wou* a** f*oss twi!e a ay, !a** our granmothers
e9ery week, an get our oi* !hange e9ery si< months or ,,=== mi*es# $e wou* kee5 our New
)ear?s reso*utions, an we wou* !ertain*y fo**ow the !*assroom management 5rin!i5*es we *earne
in training# Infortunate*y, most management soun 7ites are easier sai than one# Some set7a!ks
are ue to outsie !ir!umstan!es# Others are !ause 7y our own ine<5erien!e# Either way, we on?t
nee to hear the same a9i!e re5eate# $e?re *ooking for an answer to our rea* Buestions1 E$hy
isn?t this workingGF an E+ow !an & make it workGF
ADVICE
Be consistent
Why It Helps
Kids have super-sharp ~fairness radar # Threats an 5romises work 7est when they are
7a!ke u5 7y a!tion an when ru*es a55*y to e9eryone#
Good kids want to see you know who`s causing the problem # That?s 7e!ause it isn?t them#
The ~bad kids need to see someone else get the punishment they got yesterday # That
way they know you weren?t Cust 5i!king on them#
Some kids will test rules more than once # Re5eat offeners nee e<tra 5roof that you mean
7usiness#
Why It`s Easier Said Than Done
Students don`t have consistent needs # One stuent sometimes takes as mu!h of your
attention as the rest of the !*ass 5ut together, an you might ha9e more than one of these stuents in
a !*ass# )ou may ha9e stuents with 7eha9iora* isorers who ha9e trou7*e !ontro**ing themse*9es#
&t?s har to know if you shou* ho* them to the same stanar#
Students don`t have consistent behavior # Some kis are so mu!h 7etter 7eha9e than
others that you want to *et them s*ie on the first offense# At the same time, you on?t want to seem
*ike you are fa9oring anyone# Sometimes you?re tem5te to !ome own on a goo ki to show the
trou7*emakers it?s not Cust them# There are a*so kis who get on your ner9es# )ou may 7*ame them
for 5ro7*ems too often or o9er!om5ensate 7y ignoring their 7a 7eha9ior#
Let`s be honest-sometimes you don`t feel so consistent yourself # &t?s har to 7e fair when
you are tire an a mi**ion things are ha55ening at on!e# )ou !an?t res5on to e9erything you see,
an you on?t see e9erything that ha55ens#
How to Make It Easier to Do
Promise less # $hen 5ossi7*e, on?t 5romise or threaten to !a** homeACust o it# &f you !an?t
get to it that night or the num7er oesn?t work, at *east you ke5t your mouth shut an in?t *ose
!rei7i*ity#
Look the other way # &f an offense is not serious an you !an?t ea* with it right away,
5reten you in?t see it# &f the kis think you in?t noti!e, you?re not 7eing in!onsistent# They?**
Cust think someone got away with something#
Follow through-reasonably # &nstea of te**ing stuents you wi** o something e9ery week
or 7y a !ertain ay, o things as often or as soon as you can # This in!*ues things *ike !hanging
seats or u5ating in;!*ass 5rogress re5orts# The more you fo**ow a routine, the more you wi** get
your stuents into a routine, 7ut if you 5romise to esta7*ish a routine you !an?t kee5 u5 with, kis
are *ess *ike*y to 7uy into your ne<t iea#
Turn follow-up plans into classroom jobs # >is enCoy 7eing he*5fu*, an an enthusiasti!
stuent !an run some systems better than an o9erwhe*me tea!her# $hene9er 5ossi7*e, *et stuents
u5ate !harts an fi*es an remem7er e9eryay tasks# )ou !an e9en gi9e !ertain Co7s as rewars for
kis who remem7er they nee to finish#
Get as much sleep as possible # $e**;reste 5eo5*e are more a*ert an 7etter 5re5are to rea!t
to sur5rises# They are a*so *ess *ike*y to o9errea!t to sma** frustrations 6aka !hi*ren8#
When in doubt, be too strict #
ADVICE
Teaching routines and procedures will help stop
problems before they start.
Why It Helps
Procedures set a starting point # $hen most stuents are oing the right thing most of the
time, you are free to fo!us on trou7*e s5ots#
The fewer students out of their seats, the better # Stuents are more *ike*y to get *ou an
foo*ish when they?re not sure what e*se to o# %y 5*anning the way you use time an s5a!e in your
!*assroom, you !an e*iminate many o55ortunities to !ause trou7*e#
Why It`s Easier Said Than Done
Recognizing trouble spots comes with experience # Some systems that *ook goo on 5a5er
on?t work the way you thought they wou*#
Teachers contradict each other # E9ery tea!her has ifferent routines# Some tea!hers want
7ooks 5ut away fast# Others want things one Buiet*y, or e9erything *ai out in a s5e!ifi! orer# The
ha7its stuents 5i!ke u5 from their 5ast tea!hers may ri9e you !ra-y#
Kids have short memories-and so do you # >is forget the etai*s of your routines un*ess
you !onstant*y reinfor!e them# )ou may forget s!hoo*wie 5ro!eures that you in?t make u5
yourse*f# &n fa!t, there are some 5ro!eures you?** forget e9en though you i make them u5#
How to Make It Easier to Do
Keep procedures as simple and natural as possible # Routines fa** f*at if they?re awkwar
for stuentsAor for you# &f you won?t fee* !omforta7*e saying, EOne, two, three, a** eyes on meDF
e9ery time you want kis to 7e Buiet, on?t make that the signa* for their attention#
Practice # $a*k stuents through routines many times so they remem7er them#
Build on systems that work # On!e you fin a so*i 5*an, *ike assigning num7ers to stuents
in *ine, use it as a founation for other 5ro!eures# Can you use those num7ers to i9ie stuents
into teams, !a** on them to answer Buestions, or assign !*ass Co7sG
Adjust systems that need fixing # &t?s tem5ting to o9erhau* your 5ro!eures e9ery time you
think of a new iea, 7ut this gets !onfusing# &f a routine isn?t working, figure out why# &t may 7e
har to remem7er, too !om5*i!ate, or ina55ro5riate for the age grou5 you tea!h# Some routines Cust
nee minor !hanges that you !an 5hase in graua**y#
Get rid of systems that are bad beyond repair # Some ieas on?t nee aCustmentsAthey
nee to go# $hen & swit!he from fourth grae to high s!hoo*, & s5ent ha*f a 5erio trying to get my
first !*ass to gi9e me the Ethum7s u5, thum7s ownF signa* to show they unerstoo the *esson#
They a** Cust *ooke at me *ike & was out of my min#
ADVICE
Establish clear rules and consequences.
Why It Helps
Your rules keep you on track so you can keep students on track # +a9ing a 7ig 5oster
gi9es you a referen!e 5oint to ea* with mis7eha9ior#
Letting students know what you expect is only fair # Stuents wi** know when they?9e
!rosse a *ine if you?9e rawn !*ear *ines from the 7eginning# &f you ha9en?t, they won?t#
Why It`s Easier Said Than Done
The rules poster itself means very little to students # )our ru*es 5oster is for you, your
5rin!i5a*, an your stuentsAin that orer# The on*y rea* ru*es in your !*assroom are the ones you
!onsistent*y enfor!e, whi!h 7rings us 7a!k to a** the !ha**enges of 7eing !onsistent#
Rules change # )ou on?t a*ways know at the 7eginning of your first year what ru*es are
going to work for you# Some ru*es are 7roken so often it?s har to gi9e !onseBuen!es e9ery time#
Your chain of consequences won`t work the same for every student # Ca**ing home, for
e<am5*e, is on*y as mu!h of a !onseBuen!e as 5arents make it# &n aition, !onseBuen!es take time
7oth uring an after !*ass# Sometimes, enfor!ing them fee*s more *ike a 5unishment for you#
You don`t want to write too many referrals # The most serious !onseBuen!es in9o*9e s!hoo*
aministration, an, as a new tea!her, you are working to esta7*ish your own re5utation# )ou on?t
want aministrators to Buestion your management a7i*ity or sto5 taking your 5ro7*ems serious*y#
This is assuming that your aministrators han*e is!i5*ineAat some s!hoo*s, sening a stuent to
the offi!e means ne<t to nothing#
How to Make It Easier to Do
Set rules that stop behavior before it gets on your nerves # &f you on?t want kinergartners
5ushing in *ine, the ru*e to enfor!e is Earms fo*e#F &f you on?t want high s!hoo* stuents using
!e** 5hones, your ru*e shou* 7e E&f & see a 5hone, & wi** take it for the rest of the ay#F This wi**
kee5 you from ha9ing to argue a7out whether a stuent was sening a te<t message or ECust
!he!king the time#F
Look for simple solutions # &f time on the !*ass !om5uter makes your stuents ha55y, you
may not nee store;7ought 5ri-es or e*a7orate 5oint systems# Making trou7*emakers work so*o
uring grou5 a!ti9ities !an 7e more effe!ti9e than !a**ing home after s!hoo*# A rewar is anything
you !an !on9in!e kis to work for, an a !onseBuen!e is anything they fin un5*easant#
Don`t post your consequences on the wall # Training !ourses te** you to is5*ay these ne<t to
your ru*es 5oster, 7ut a 5oste !hain of !onseBuen!es shows stuents that your enfor!ement has
*imits# &t?s more effe!ti9e to *et stuents use their imagination than to 5oint out that they ha9e
a*reay 5asse ste5 ", E9er7a* warning,F an are now heae towar ste5 (, Ename on the 7oar#F
Oooohh, s!ary#
Use peer pressure # A stuent who won?t sto5 whis5ering for you might sto5 for ,=
!*assmates who want to kee5 their re!ess time or who on?t want a 5o5 Bui- on *ast night?s history
homework#
Be open to change # &f a ru*e is 7roken too often to enfor!e !onseBuen!es, think a7out
whether it?s one of the 7att*es you want to !hoose# &s it so terri7*e if kis write in !o*ore inkG Do
you rea**y !are if your ESL stuents kee5 !a**ing you EMissF or EMisterF instea of using your fu**
nameG &f you rea*i-e a ru*e is *ess im5ortant than you thought, !hange it# %etter yet, sto5 enfor!ing it
an stuents wi** forget it e9er e<iste#
Remember: it`s your classroom # )ou !an !hange or a ru*es in the mi*e of the year if
you nee to# Stuents may whine, grum7*e, or !ha**enge you at first, 7ut, if you e<5*ain yourse*f an
sti!k with it, they?** get use to the !hange#
Keep pushing for better behavior # &f e9ery stuent fo**owe e9ery ru*e e9ery ay, you
wou*n?t nee that 7ig 5oster in the first 5*a!e# A we**;run !*assroom is a 5ro!ess, not a starting
5oint# >ee5 rea!hing for that goa* e9en if you *ose groun some ays#
ADVICE
Give positive reinforcement when kids
do things right.
Why It Helps
It makes kids happy # $e a** *ike to 7e re!ogni-e when we o something we**#
Students want your attention # 0ositi9e reinfor!ement shows them they !an get it without
mis7eha9ing#
Why It`s Easier Said Than Done
It doesn`t always make sense # &f one ki is oing something horri7*e, it?s awkwar to ignore
the situation an 5raise a goo stuent for 7asi! so!ia* ski**s#
It can backfire # Some stuents see 5ositi9e reinfor!ement as Ere9erse 5sy!ho*ogyF an fin
it !orny or insu*ting# &n aition, making an e<am5*e out of goo kis !ou* set them u5 as targets
for 7u**ies#
How to Make It Easier to Do
Compliment or reward a whole group # $hen you !om5*iment a grou5 of stuents, you
a9oi sing*ing out a ki who might 7e shy# @rou5s know who got them a rewar, Cust as they know
who got them in trou7*e when you 5unish them#
Praise shy students discreetly # )ou !an !om5*iment kis 5ri9ate*y 7y writing !omments on
their work or 7y anonymous*y using their ieas as e<am5*es for the !*ass# )ou !an say, EOne of my
stuents organi-e the assignment this way an it !ame out great#F Stuents wi** re!ogni-e their
ieas e9en if you on?t mention names#
Tone it down a little # &f you fin stuents ro**ing their eyes when you 5raise them, your
!om5*iments may soun for!e# Noing an saying ENot 7aF !an 7e more effe!ti9e than a who*e
!heer*eaing routine, es5e!ia**y for o*er or more !yni!a* stuents# Staying *ow;key a*so makes it
more meaningfu* when you o 5u** out the 5om;5oms#
ADVICE
A well-planned, engaging lesson will solve most behavior problems.
Why It Helps
Good lessons keep kids focused on learning # This means they ha9e *ess time to fo!us on
making other kis !ry#
Why It`s Easier Said Than Done
Kids are at different levels # $hat interests one stuent may 7ore or o9erwhe*m another#
This so-called commonsense advice is not always true # &n rea*ity, making kis o
worksheets a** ay wi** so*9e most 7eha9ior 5ro7*ems# That?s why tea!hers who on?t want to 7e
7othere ea*ing with !hi*renAwhi!h in!*ues ea*ing with !hi**ike 7eha9iorA5ass out 5a!kets
an then sit at their own esks# A hans;on, interesting a!ti9ity that you s5ent time on, es5e!ia**y
one that in9o*9es s!issors an g*ue 6an National Geographic maga-ines8 a!tua**y !reates more
!han!es for kis to a!t u5# &t a*so !reates more o55ortunities for them to *earn, though, an you
in?t 7e!ome a tea!her to sit at your esk whi*e stuents o 7usywork#
How to Make It Easier to Do
Think ahead # Ta*k through your most a!ti9e *essons with a tea!her who !an he*5 you
trou7*eshoot without shooting own your ieas#
Make expectations clear # Time e9erything# Che!k or !o**e!t a** work# Dis!uss stuent
7eha9ior 7efore any new a!ti9ity# Don?t assume stuents a*reay know how to a!t# They wi**
5ro7a7*y 5ro9e you wrong#
Plan some silent time into your day # +a9e a Buiet a!ti9ity that kee5s stuents 7usy an
ha55y if they finish ear*y# This !an in!*ue art, !rosswor 5u--*es, re9iew a!ti9ities, or reaing#
A*so 7e 5re5are to shut own fun a!ti9ities an gi9e kis si*ent, ini9iua* work on the same
su7Ce!t# They nee to unerstan that they share res5onsi7i*ity for making fun a!ti9ities run
smooth*y#
ADVICE
You need to build a supportive classroom culture that encourages respect, personal
responsibility, hard work, and achievement (like I do).
Why It Helps
It`s true # This is another way of saying that 7eing a wonerfu* tea!her wi** make your !*ass
7etter# $ho !an argue with thatG
Why It`s Easier Said Than Done
It`s useless # This is another way of saying that 7eing a wonerfu* tea!her wi** make your
!*ass 7etterAwith no 5ra!ti!a* suggestions on how to make it ha55en#
It`s probably coming from the wrong person # Many of the tea!hers who s5ew this se*f;
ser9ing a9i!e are unrea*isti! a7out their own 5ra!ti!es# The e9ien!eG They Cust 5asse u5 an
o55ortunity to tea!h you something meaningfu*, an they mae you fee* worse in the 5ro!ess#
How to Make It Easier to Do
Sorry, this one isnt easy # >ee5 tea!hing an !onstant*y work to make yourse*f an your
!*assroom 7etter unti* one ay you rea*i-e that your !*assroom !u*ture is su55orti9eAmost of the
timeAan genera**y en!ourages res5e!t, res5onsi7i*ity, har work, an a!hie9ement# Then, when
5eo5*e ask you the se!ret to managing a !*assroom, say something more he*5fu* than this#
PHASE II
Taking Matters into Your Own Hands
W hen other tea!hers ta*k a7out the 7a ki in their !*ass, you think, E>iG )ou mean there?s
on*y one 7a kiGF ConseBuen!e >ing, ConseBuen!e 0rin!e, an the growing ConseBuen!e Em5ire
are turning your !*assroom into a !arni9a*# &t seems the on*y reason they !ome to s!hoo* is to
torment you# )ou rea ha9ing to aress their 7eha9ior 7e!ause the who*e !*ass turns aroun to see
their rea!tion# They ignore you# They ta*k 7a!k# They Cum5 to ea!h other?s efense, so you are
a*ways outnum7ere# 0arent 5hone !a**s ha9e 7are*y mae a ent in this grou5?s 7eha9ior, an you
ha9e a*reay written more referra*s than you e<5e!te to o9er the !ourse of the who*e year# None of
your !onseBuen!es seem to s!are this grou5 an none of your rewars moti9ate them# )our sma**
7ag of tri!ks has 7een use u5#
Realistic Rewards
To moti9ate stuents, you first ha9e to figure out what they want# Fining the 5erfe!t
in!enti9e takes time, 7ut it he*5s to know that most rewars fa** into a few trie;an;true !ategories#
Individual Rewards
Recognition For some stuents, this means 7eing a7*e to *ook at their !*assmates an say,
E+a ha, *osers, & 7eat youDF For others, it means 7eing a heroAha9ing other stuents know that the
!*ass has gaine something 7e!ause of their efforts# Com5*iment stuents, or use their work as an
e<am5*e# Make 5ositi9e 5hone !a**s home# Start a *ist of EwinnersF an a stuents to it as they
a!!om5*ish their goa*s# +a9e an Eawar !eremonyF if you are organi-e enough to make it ha55en#
Special privilege For younger stuents, *et them 7e E*ine *eaerF or gi9e them another
5o5u*ar !*ass Co7# For o*er ones, 5rint homework 5asses on ark;!o*ore 5a5er# Let kis sit in a
!omforta7*e !hair or use the !om5uter# &n9ite them to eat *un!h in the room an 7ring their friens#
Often your 7est sour!e of rewar ieas is *istening to the fa9ors kis ask for# $ho knew thir;
graers wou* work so har for fi9e minutes of rawing;on;the;7oar timeG
Extra credit For some reason, stuents who on?t o their regu*ar work wi** sti** o
anything for e<tra !reit, e9en though it?s usua**y not worth as mu!h as the assignments they miss#
%e !arefu*, though# E<tra !reit !an 7e a s*i55ery s*o5e towar grae inf*ation# &f you fin that
stuents are getting higher graes than they eser9e, a9oi offering fu** assignment graes for e<tra;
!reit work# &nstea, a ten 5oints to the ay?s assignment, or re!or e<tra !reit on a se5arate *ist
an ea* with it at the en of the Buarter#
Shameless bribes )es, & know, *earning is its own rewar# &f, in your first year, you are
una7*e to make stuents see know*ege for the 5ri-e it is, 7ring !any# >ee5 a *ifetime su55*y of
sti!kers in your esk# %uy a ro** of ti!kets from the offi!e su55*y store an gi9e them out to rewar
kis for staying on task# Then raff*e off a sma** 5ri-e ea!h week or a *arge 5ri-e at the en of the
Buarter# &f other tea!hers te** you they Eon?t 7e*ie9e in 7ri7ing kis,F organi-e a thorough sear!h of
their !*assroom 7efore taking their wor for it#
Group Rewards
All of the above Most in!enti9es that work for ini9iua*s !an a55*y to grou5s with a few
aCustments#
More freedom &f one grou5 is making you es5e!ia**y ha55y, *et mem7ers !hoose their seats
or work together on an ini9iua* assignment# Lea9ing the room 7efore other stuents is another
effe!ti9e grou5 5ri-e#
Whole-Class Rewards
Most of the above $ith a few e<!e5tions, 7oth ini9iua* an grou5 rewars !an 7e aa5te
for a who*e !*ass#
More fun/less work The !han!e to earn a *arge rewar, *ike a 5i--a 5arty or mo9ie ay, !an
moti9ate a who*e !*ass# Other rewars are sim5*er, *ike 5*aying !*assi!a* musi! whi*e stuents work#
)ou !an rewar o*er stuents for a goo ay with fi9e minutes of that Efree timeF they kee5 asking
a7out# The sim5*est way of oing this is to say, E$hen & !an see you ha9e a** *earne this, the rest of
the 5erio is yours#F Then, if stuents are on task, en the *esson a few minutes ear*y an *et them
ta*k#
In-Class Consequences
First know this1 getting ma is not a !onseBuen!e# )e**ing !an 7e an effe!ti9e way to get kis?
attention or make them think you are u5set# +owe9er, if stuents on?t !are how you fee*Aan
they often on?tAye**ing a!tua**y re5*a!es a rea* !onseBuen!e# ConseBuen!es, 7y efinition, make
stuents unha55y whi*e you stay re*ati9e*y !a*m# &t takes !reati9ity an it takes 5ra!ti!e, 7ut here are
some 7asi! !ategories1
Individual Consequences
Private conversation Confronting a stuent or emaning answers in front of a !*ass often
resu*ts in si*en!e or attitue# Fin a 5ri9ate time to ha9e the same !on9ersation# )ou may get the
answer or !hange you want#
Reflective writing Making stuents write %art Sim5son;sty*e *ines unti* their hans hurt is,
in some states, !onsiere !or5ora* 5unishment# +owe9er, no one says kis !an?t write essays on
is!i5*ine;re*ate to5i!s1 E$hy it is im5ortant to 7e Buiet when others are ta*king,F E+ow
homework he*5s me su!!ee,F E$hy & on?t nee to shake e9eryone?s han when & wa*k in *ate#F
The 5ossi7i*ities are en*ess# Criti!s of this iea say writing shou* ne9er 7e use as a 5unishment,
7ut & isagree# $riting for!es kis to ref*e!t, an if stuents want to e<5*ain their tariness or
7eha9ior, they !an o it in their essay# &f anyone !om5*ains, remem7er1 &t?s not a 5unishment# &t?s a
E*earning too*#F
Losing free time Lun!h etentions, after;s!hoo* etentions, staying a few minutes after the
7e**Aanything that makes stuents sit si*ent*y with their tea!her instea of 7eing *ou with their
friens is an effe!ti9e !onseBuen!e# The raw7a!k, of !ourse, is that you ha9e to kee5 stuents from
ski55ing their etentions# Then you ha9e to s5en your own free time with someone who was
irritating you ear*ier# )ou e!ie if the trae;off is worth it# Some tea!hers gi9e etentions when
stuents miss homework or fai* a Bui-, then use the e<tra hour to re9iew# Fo!using on stuents?
5rogress makes you the goo guy uring your time with them an often im5ro9es in;!*ass 7eha9ior#
Isolation )ou !an !ur7 sie !on9ersations 7y tem5orari*y mo9ing stuents to a esk ne<t to
yours, in a 7a!k !orner, or fa!ing away from the !*ass# )ou !an a*so ta*k to !o**eagues a7out ho*ing
isru5ti9e kis, 7ut on?t o9ero this un*ess you return the fa9or#
Calling parents from class &f someone?s !hi* is kee5ing you from oing your Co7, !a** that
5erson at his or her Co7# Tea!hers who ha9e use this iea effe!ti9e*y *o9e sharing their stories, 7ut
it !omes with two warnings1 First, e9eryone has !a**er &D now# >ee5 this in min if you?re !a**ing
from your !e** 5hone# Se!on, 5hone num7ers !hange an get is!onne!te freBuent*y, assuming
you ha the right information to 7egin with# A9oi 5u7*i! sur5rises 7y sti!king with num7ers you
ha9e a*reay use su!!essfu**y in 5ri9ate# &f you !a** from !*ass an rea!h a strangerAor a stuent?s
!e**;5hone 9oi!e mai*Ayou may want to sa9e fa!e 7y !ontinuing the E!on9ersationF outsie#
Anything that says ~Don`t make me . Don?t unerestimate the 5ower of the tea!her
*ook# &t?s not te!hni!a**y a !onseBuen!e, 7ut it kee5s you from ha9ing to use u5 rea* 5unishments on
minor offenses# Staning ne<t to ta*king stuents or ta55ing their esks whi*e you?re tea!hing a*so
fa**s into this !ategory# One tea!her says she wa*ks aroun with a note7ook as stuents work an
sto5s e9ery now an then to make Enotes#F >is ha9e no iea what she?s oing, 7ut they stay on
task#
Group or Whole-Class Consequences
Taking away free time For younger kis, 5ost re!ess or free time an take minutes off for
7a 7eha9ior# For se!onary stuents, 5ut ,= se!ons on the 7oar e9ery time you ha9e to sto5 !*ass
for an interru5tion# Then make kis sit in si*en!e after the 7e**# A9oi !onf*i!ts with stuents an
other tea!hers 7y kee5ing the tota* time uner two minutes, es5e!ia**y if stuents ha9e to get to
another !*ass#
Making class less fun As the tea!her, you reser9e the right to en fun a!ti9ities# &f stuents
on?t a!t right uring a game or is!ussion, swit!h to 7ook work# &f you !an?t get through a *esson,
sto5 an gi9e a 5o5 Bui-# %ui* u5 a!ti9ity *e9e*s s*ow*y as stuents 5ro9e they !an han*e the
!hange#
Getting completely quiet Sto55ing in the mi*e of a senten!e an *ooking ma is the
eBui9a*ent of gi9ing the tea!her *ook to the who*e !*ass# &f stuents know you ha9e more un5*easant
!onseBuen!es u5 your s*ee9e, they wi** te** ea!h other to 7e Buiet# They may not know e<a!t*y
what?s !oming, 7ut they on?t want to fin out#
PHASE III
Taking Charge of an Out-of-Control Class
T he worst 5art a7out hitting ro!k 7ottom is you on?t know you?9e hit ro!k 7ottom# )ou hate
the soun of your a*arm !*o!k# )ou hate the fa!t that you in?t Cust ie in your s*ee5, an now you
ha9e to go in an fa!e these kis# ConseBuen!e >ing no *onger stans out as your worst stuentA
the rest of the !*ass, with a few e<!e5tions, has risen to his !ha**enge#
At this 5oint, the on*y way you !an 5ossi7*y get your !*ass?s attention is to ye** *ouer than
they are ye**ingAno easy task# E9en then, there is a goo !han!e they wi** either ye** 7a!k or ignore
you !om5*ete*y# %y the time the 7e** rings, ha*f your stuents are outsie an the other ha*f are
5ushing to get through the oor# )ou s5en an hour after they *ea9e making your room 5resenta7*e
enough for the !ustoian# One ay, whi*e !*eaning, you is!o9er someone has 5ee in the trash !an#
The worst 5art a7out thisAas if you !ou* 5i!k a worst 5artAis that a few of the stuents are
genuine*y ni!e kis# They ignore 5a5er 7a**s f*ying 5ast their heas, o5en their 7ooks when you te**
them to, an o things that *ook *ike wanting to *earn# )ou hear other stuents !a**ing them names#
One ay a 5a5er 7a** hits your ni!est stuent in the 7a!k of the hea# +e oesn?t e9en turn aroun# &t
hurts you that you !annot 5rote!t him#
Things are !onstant*y 7eing thrown a!ross the roomA5a5er, *ou insu*ts, !asua* threats, an a
!onstant stream of !urse wors, sometimes ire!te at you# Te<t7ooks are ri55e u5 an !o9ere
with writing# Lights get turne off# )ou regu*ar*y fin things missing from your esk# Sometimes
you woner if the !*ass wou* a!t 7etter with no au*t in the room at a**#
&f this souns *ike your situation, hearing a7out the im5ortan!e of !*assroom management
makes you *ose your a55etite# )ou ha9e a*reay rea*i-e you nee most of the !*ass on your sie for
a stanar management system to work# )ou a*reay know what you shou* ha9e one 7etter, or
ear*ier, or whate9er# )ou Cust nee something to he*5 you fi< this# Now#
A !*ass that is !om5*ete*y out of !ontro* is most Tea!hers? worst nightmare, 7ut it oes offer
you a !ertain freeom# At this 5oint, you ha9e nowhere to go 7ut u5# @i9e yourse*f 5ermission to
forget a7out the !urri!u*um an tea!h a*most anything that wi** get stuents? attention# $ork to
make your !*ass see itse*f as a team# They nee to see that you !are an they nee a reason to
!hange, so fo!us your energy on fining that reason# Look at it this way1 what are they *earning
nowG
$hi*e there is no guarantee !ure for an off;the;wa** !*ass, enough tea!hers ha9e 7oun!e
7a!k from insanity to share some ieas1
.Gne 5onday % put BJJ points on the board and told my students this was their +participation
grade for the week& 9very time a cell phone rang, someone forgot their book, or kids started
talking, % took )J points off& ,hen % saw something % liked, % added )J points& -t the end of the
week, if there were 6BJ points on the board, they got an - for participation& % told them, 9ventually,
% will treat you as individuals, but right now all % can see is a whole class not doing what it should
be&# % knew it was working when they started telling each other to shut up&(
.5y seventh period was my worst class and they knew it& % forced myself to pretend % liked
them& % would say things like +%#m really happy& ;ou know whyF >ecause it#s seventh period1# "hey
looked at me like % was cra4y, but % could tell they liked hearing it& 9ventually they calmed down&(
.5y sixth-graders# behavior had been slipping for a while, but we went to the park for a
school event& Gn the way back we passed a sprinkler and every single student got out of line and
ran into the water& % yelled at them to come back, but they 0ust ignored me until they saw me walking
toward the school without them& % had to pass my principal with a line of loud, soaking-wet kids&
"he next day % kept the class completely !uiet the whole day& "hey did nothing but book work& %t
took a few weeks before we did any fun activities, but when we did, they were much better&(
.-round Kanuary my class calmed down& % don#t know exactly why& %t#s like they 0ust said to
themselves, +,e#re not going to be evil anymore,# and they weren#t&(
A Few Things to Consider Before Planning a Hostile Takeover
Timing is im5ortant# The 7est time for a maCor !hange is when you ha9en?t seen your stuents
for a few ays# &f you !an?t wait unti* 7reak, at *east start on a Monay#
Sometimes one ki has to go# &f you nee one horri7*e stuent out of your room to fi< things,
5*an how an when to o it# @et him sus5ene or ask another tea!her to ho* him# Then 5*an how
to ho* on to 5rogress when this stuent !omes 7a!k#
@oing !ra-y !an he*5 ' or 7a!kfire# Some tea!hers suggest going a7so*ute*y nutsAor at *east
oing something so out of !hara!ter that kis think they?9e 5ushe you 5ast your 7reaking 5oint# &f
this works, it?s 7e!ause the sho!k 9a*ue gi9es you a !han!e to rein9ent your 5ersona*ity# Remem7er,
though, you on*y get one freak;out 5er year, in one !*ass# $or tra9e*s fast with stuents, an they
wi** ne9er take you serious*y a se!on time#
@etting your kis to EOIST S+IT I0DDDDDDF is on*y the first ste5# )ou wi** sti** nee a so*i
system to kee5 from s*iing 7a!k to sBuare -ero# Any new system you try wi** 7e teste re5eate*y
7efore kis 7e*ie9e you are serious# %e 5re5are to ho* on tight as kis try to shake off the new
routine#
&f you on?t gi9e u5, time is on your sie# C*asses that ha9e run off 5ast tea!hers are sur5rise
when you !ontinue to wa*k in e9ery morning an try to tea!h# Change may not ha55en as fast as
you want it to, 7ut stuents often !a*m own o9er time Cust 7e!ause you?re sti** aroun#
)our stuents want to 7e in a we**;run !*assroom# E9en when their a!tions suggest otherwise,
your stuents want you to regain !ontro*# Some of your 7eha9ior 5ro7*ems are a!tua**y fo**owing
the *ea of other stuents# On!e you esta7*ish yourse*f as a *eaer, you !an !on9in!e them to fo**ow
you#
8
Popular Procedures
That (Probably)
Prevent Problems
U nou7te*y you?9e hear the !*assi! tea!her a9i!e E%eg, 7orrow, an stea*#F $ith
!*assroom 5ro!eures, it?s more *ike E%eg, 7orrow, stea*, ' an then aa5t#F Other tea!hers !an
share the 7asi! 5rin!i5*es 7ehin their routines, 7ut rare*y !an they 5ass on etai*s e9e*o5e o9er
years of tria* an error# &f another tea!her?s routines fa** f*at the first time you try them, on?t get
is!ourage# These 5ro!eures are inse5ara7*e from a tea!her?s 5ersona*ity an are a*most a*ways
more !om5*e< than they soun#
Consier this !ha5ter a starter kit of 5ro!eures to 7orrow, stea*, an then aa5t# Ea!h se!tion
!ontains ti5s from e<5erien!e tea!hers#
Starting Class
T he sooner you start !*ass after the 7e**, the 7etter stuents unerstan that the 7e** means
!*ass has starte# Say goo morning immeiate*y an make mo9es to show that !*ass is in session#
@i9e ire!tions# Enfor!e ru*es# Try not to *et istra!tions s*ow you own# )our 5ro!eures shou*
in!*ue a reason for stuents to 7e seate an si*ent as Bui!k*y as 5ossi7*e# This oesn?t mean
they?** 7e as on task as you want them to 7e# &t Cust means you won?t ha9e to wait for an o5ening
whi*e kis wa*k in *ate an *ou#
Meeting Students at the Door
.-ttendance does not have to be the first thing you do each class& ,henever possible, kill two
birds with one stone& :tili4e the time while students are filing into class to collect homework or
pass back graded papers& %f you have handouts to distribute, pass them out as you greet your
students at the door& "ry to deal with individual problems after the dismissal bell& "he time when
students are engaged in seatwork is another good time to take attendance or deal with individual
students& Housekeeping chores can always wait& Grabbing students# attention cannot&(
Starting Class with Silence (Somewhat)
.=rom the beginning of the year, % make it clear that students have a 0ob to do as soon as they
walk in& "here is always a 0ournal topic on the board, and kids know they have )B minutes to get
their 0ournals from the cabinet and write at least /J lines& % don#t check the work every day but %
collect 0ournals every ten classes and they only get credit for complete entries& -s they finish
writing, % put the next set of directions on the overhead pro0ector& "his procedure takes some
monitoring at first, but once students understand it, % use those beautiful minutes of silence to check
homework, take attendance, or collect my thoughts before moving on to more active segments of the
lesson&(
Dealing with Unprepared Students
.% hate trying to give directions while students sharpen pencils or ask other kids for supplies
because they are unprepared& "o deal with these issues, % keep a supply of sharpened lotto pencils
behind my desk& $tudents can exchange their broken pencils or leave collateral to borrow one of
mine& =or students who come without paper, % keep a stack of paper in the back of the room, but
draw lines down the side of the stack with a red marker& % tell students any assignment done on red-
marked paper automatically loses ten points (although % rarely enforce this)&(
Making an In-Class Tardy Policy
.5y school doesn#t have much of a tardy policy, so %#ve made my own& %f my freshmen are
tardy, they lose one of their two hall passes for the !uarter& -fter all, they were in the hall during
class time, rightF =or older students, % take a letter grade off the day#s assignment& % also ask
students to look apologetic when they#re late& % explain that this is also a skill that will help in their
careers& 9ven if you have a valid reason, straggling into a meeting with food, a cell phone, or a
relaxed attitude is insulting&(
Student Participation
S tuent 5arti!i5ation is a 7a*an!ing a!t# )ou want kis to get e<!ite, 7ut you on?t want
them to interru5t# )ou want goo answers, 7ut you on?t want the same stuent answering e9ery
Buestion# )ou want to kee5 kis on their toes, 7ut not to 5ut them on the s5ot# Mu!h of your metho
for !a**ing on stuents e5ens on how mu!h stru!ture you !an im5ose ' or how mu!h e<!itement
you !an han*e#
Using Cards to Call on Students
EAt the 7eginning of the year & ta5e 5*aying !ars to ea!h esk to i9ie stuents into teams# &
kee5 a !orres5oning e!k of !ars in my esk# $hene9er & ask a Buestion, stuents get a moment
to is!uss it with their grou5# Then & 5i!k a !ar to e!ie who answers# &f the answer is !orre!t, the
who*e grou5 gets a 5oint or rewar# &f the !hosen ki says, J+uhG $hat was the BuestionG? his
who*e grou5 stans u5 unti* they ha9e another !han!e to 5ro9e themse*9es# This 5uts 5ressure on
e9eryone to 5ay attention, an kis who know the answer get a !han!e to share it with their
teammates# After stuents answer, their !ars go 7a!k in the e!k so they know they !an 7e !a**e
on again#F
Keeping Up the Energy
.9arly in my career % reali4ed % didn#t care much whether students raised their hands& % would
rather keep the energy going, even if it means letting students call out answers& $ometimes % ask a
!uestion and tell the class, +% want five different examples from five different students&# "hen % hold
up my hand and count off each good answer % hear, repeating the answer at the same time to
reinforce it& "his doesn#t work perfectly, of course& $ometimes the class gets too loud and % tell them
their answers are good, but %#m getting a headache& "hen % make them raise their hands for the rest
of the day&(
Cheating the System, a Little
.% had a few kids who waved their hands in the air after every !uestion& "he rest of the class
0ust spaced out& Gne coworker told me she called on kids randomly by writing their names on
Lopsicle sticks and pulling them from a cup& "his solved my original problem, but sometimes %
asked a hard !uestion and then picked the names of five struggling students in a row& ,hen no one
knew the answer, it slowed down my lessons and embarrassed my low kids& % asked my coworker
about this& $he laughed and said, +:sually you want to be fair, but when you really need to move
on, that Lopsicle stick says whatever name you need it to&#(
Group Work
A hhh, grou5 work# Stuents *o9e it for the same reason we on?t1 it genera**y in9o*9es a
who*e *ot of grou5 an not mu!h work# This is not to say you shou* ne9er o it# Oust kee5 a few
things in min#
Waiting Until Kids Can Handle It
.% start group work late in the year, after students have proven they can stay on task alone& %
walk around with my class list on a clipboard and tell kids %#m taking off points if they get loud or
off topic& % also tell them they#re getting both a group and individual grade& 5ost of the time, %#m
lying& "he truth is we only do group work when % think kids will learn more even if they do get off
task3because they will&(
Grading Group Behavior
.,hen groups give presentations, % include an +audience score# in their grades& %f they talk
through another group#s speech, their team loses points&(
Discouraging Freeloaders
.5y biggest problem with group work was that one student often did the work while the rest
of the group got the same grade for doing nothing& "here are a few ways % now try to prevent this&
$ometimes % break up assignments so everyone has a different 0ob& "he worksheet for each 0ob is
different so kids can#t copy& =or short group assignments % say everyone#s handwriting must be on
the paper, and students must put their names next to their contributions&(
Educational Games
and Team-Building Activities
Y our 5*an for the ay in!*ues an eu!ationa* re9iew game# The kis get e<!ite# Then they
get *ou# Then a Buestion a7out who ha their han u5 first or who was whis5ering the answer
makes e9eryone forget the 5ur5ose of the a!ti9ity# )our !*ass turns into a who;!an;ye**;the;*ouest
!ontest# )ou *ose#
Does this soun fami*iarG May7e it ha55ene the first time you *et kis 5*ay a game# May7e
it?s in the 7a!k of your min kee5ing you from e9en trying# @ames are a great way of reinfor!ing
what stuents *earn, 7ut they are a*so a !*assroom management risk# )ou nee to e!ie if your !*ass
!an han*e it#
Introducing Games Gradually
.% learned the hard way not to let my classes play games until %#m happy with their everyday
behavior& "hen % introduce contests and games a little at a time& %f kids get out of hand % shut the
game down and we do something boring& (%n fact % usually do this on purpose the first time we
play&) % also try to schedule games near the end of class& Gnce kids are hyperactive and worked up,
it#s much easier to send them somewhere else than calm them down for a lesson&(
Revising and Reviewing the Rules
.?ules evolve a little each time we play a game, but we always review before we start& "he
one rule that never changes is that % am the referee, and the referee is always right&(
The Bathroom Line
F or grae s!hoo* tea!hers, the 7athroom *ine is *ike a !*assroom management 5arae# As /=
stuents wait to use four tiny toi*ets, tea!hers with we**;7eha9e *ines enCoy the *u<ury of ta*king to
au*ts# Their E*ine monitorsF mark !*i57oars e9ery time a !hi* un!rosses an arm, turns a hea, or
e9en thinks a7out whis5ering#
On the other en of the s5e!trum are the *ine;!om5etition *osers# These tea!hers run 7a!k an
forth themse*9es, shrieking at kis to sto5;*eaning;on;the;wa**;sto5;ta*king;kee5;your;hans;to;
yourse*f;turn;aroun;&;sai;sto5;ta*king;et!# As they 5ass ea!h se!tion of the *ine, stuents ire!t*y
7ehin them go 7a!k to what they were oing#
+ea9en he*5 you if another tea!her has to sto5 his or her !on9ersation to 5ut your !*ass in
!he!k# Another tea!her !orre!ting your !*ass in front of you is *ike someone offering to make inner
for your s5ouse on your anni9ersary# &t is an inire!t way of saying, E)ou?re not han*ing your own
7usiness, so & guess & ha9e to#F &f it?s unne!essary, it !an make you stay ma for the who*e ay# &f it
is ne!essary, it?s e9en worse#
Making a Big Deal out of Details
."he first day of school we practice lining up inside the room& ,e don#t walk out the door
until the line is perfect& =aces must be forward& 5ouths must be shut& -rms are folded to prevent
pushing& ,hen we#re walking students follow a line on the floor and keep one foot on each side of
this line at all times& % tell them in advance % won#t correct them in the hallway unless absolutely
necessary but all conse!uences will be doubled when we get back to class& %t sounds harsh on
paper, but with AA kids in one class, the bathroom line is no time to hold back those anal retentive
tendencies&(
Dealing with Emergencies
.- kid peed in his pants my first year because % wouldn#t let him go to the restroom& -fter that
% felt so guilty % gave him unlimited bathroom privileges& "hat backfired, too, because all day % had
kids coming up to me saying, +%t#s an emergency# "hey all perfected the meaningful %-have-to-go
look and emergency leg cross& "he next year % went back to saying no to individual bathroom
re!uests and everyone was fine& %t#s still a 0udgment call, though& 9very now and then % make an
exception for students with that emergency look in their eyes #F
Getting By on Your Own Supplies
.Gur school restrooms are notorious for missing basic supplies, so % keep two baskets next to
the door with toilet paper and hand saniti4er& Gne girl and one boy are in charge of bringing these
along on bathroom breaks& %#ve even started putting hand saniti4er on my supply list at the
beginning of the school year, although %#m still too shy to ask for toilet paper&(
Timing Bathroom Breaks
.5y students were taking a long time in the bathroom, and other classes were complaining& %
suspected much of that extra time was spent throwing wet toilet paper at the ceiling, so % started
timing their breaks& % told students that they had a certain amount of free time each week3they
could spend it either moving slowly in the restroom or playing at recess& "hey got ten minutes per
bathroom break, and when we got back to class we added leftover time to the +recess board&# 5arks
for bad conduct took one minute off the total& 9very =riday, we added up the recess time and went
to play& %f the class had negative time at the end of the week, they had to sit silently at their desks,
arms folded and heads straight, until they made up the time they owed& "his system cut my students
break time in half& ;es, timing students in the bathroom takes a toll on their dignity, but so does a
teacher leaning her head into the boys# restroom to scream, +H:??; :L %N "H9?9, K-M%9?1111#(
Keeping Student Behavior in Line
."he idea of having a line monitor has always seemed like an ethical dilemma to me& % want a
well-behaved line, but % don#t want my helpers to become targets of resentment& Llight now % have a
monitor who saves kids from conse!uences instead of writing down names& % hold the clipboard
myself and write down names of those who misbehave& %f the line monitor corrects the behavior and
it stops immediately, there is no conse!uence& "his has worked well so far, and it makes me the bad
guy instead of putting a kid in that position&(
Hall Passes for Older Students
A fter swit!hing from e*ementary to high s!hoo*, & 7eame at the thought of ne9er ha9ing to
wa*k stuents to the 7athroom again# My smi*e isa55eare when & rea*i-e ,= stuents wou* now
interru5t my *esson e9ery time they ha to go#
Limiting Passes
.% have a hall-pass sign-out list with every student#s name& 9ach student gets two passes per
nine-week period& $tudents who need to leave class must date and initial the list and show it to me
before taking the premade pass& -t the end of the nine weeks, % give extra credit or homework
coupons to students who haven#t used any passes& "his system keeps the class from being a
revolving door and me from having to argue with students who want to leave& Gccasionally a
student who has used up both passes will have an emergency& % always refuse, but if they ask again
and % get the feeling it#s urgent, % find a loophole& % usually say they can go, but they lose a letter
grade from the day#s assignment or +participation grade&# - student who really needs to go will
happily accept the offer&(
Making Passes Inconvenient
."he bigger and heavier you make your hall pass, the less fun it is for students to wander the
halls with it& "he pri4e for this one goes to a woodshop teacher at my school& His students walk
through the hall wearing a 6#x 6# sandwich board1(
Enforcing Consequences
S ometimes tea!hers think their !onseBuen!es are ineffe!ti9e when the rea* 5ro7*em is their
system for enfor!ing those !onseBuen!e $e?9e a** hear the story of the mother who 5unishes her
!hi* an says, E&t hurts me more than it hurts you#F This shou* not 7e the !ase in your !*assroom#
Stuents shou* 7e*ie9e !onseBuen!es hurt them signifi!ant*y more than they hurt you# The u*timate
goa* is to esta7*ish a rhythm that *ets you enfor!e ru*es without sto55ing !*ass at a**#
Letting Students Save Face
.%f another teacher asks me what % do about cell phones, % say, +%f % see or hear a phone % take
it until the end of the school day# "echnically, % won#t take it myself unless it#s on a student#s desk& %n
other cases, % calmly tell the student to turn the phone off and give it to me& "hen % turn my attention
elsewhere for about a minute before turning back and holding out my hand& %f % spot someone text-
messaging, or hear a phone from across the room, % say, +Llease turn off your phone before you put
it on my desk&# $aying this in a firm but calm voice works NN percent of the time, and if it doesn#t, %
send the student to in-school suspension& %f % don#t know whose phone is ringing and no one comes
forward, % write +AJ seconds# on the board and the kids know they will have to stay after class& "hen
% drop the sub0ect& % know this system isn#t foolproof, because at the end of every year, kids tell me,
+Ha-ha, % sent text messages in your class a bunch of times and you never saw me1# "hey feel slick
because they never got caught& % feel slick because what they don#t know is % don#t care if they got
away with sending a text message& % care that cell phones never became a disruption in my class&(
Becoming a Broken Record
.% used to add extra conse!uences if a child argued with me, but this often escalated the
situation& Now % 0ust repeat my original instructions, broken-record style, until the student complies&
(+Gkay put AJ seconds on the board& 5mmhmm& Lut AJ seconds on the board& Gkay& Lut O #)
-rguing with students means we are 0ustifying our actions to them in front of the class& ,e don#t
owe troublemakers a public hearing(
Giving Mini-Consequences
ENot a** mis7eha9ior nees to 7e aresse with a fu** !onseBuen!e# For e<am5*e, some of my
stuents try to sa9e a tri5 to the gar7age 7y !rum5*ing their 5a5er into 7asket7a**s# &?9e ne9er
a!tua**y set a ru*e to 5re9ent this, 7ut if a stuent aims at the trash an misses, & say, JMake sure you
5i!k u5 a** the other 5a5ers near the gar7age whi*e you?re 5i!king u5 yours#? C*eaning the area
aroun the trash !an is enough !ommunity ser9i!e, in my o5inion, to make u5 for a minor offense#
0*us, the who*e !*ass knows the stuent misse the shot# Ousti!e ser9e#F
Knowing What You Can Get Away With
.,hen students fall asleep in my class, % spray them with water& %#ve had other teachers at my
school say they would never do this because it could cause a confrontation, but %#ve never had a
ma0or problem& % never spray students in the face or on the hair, and don#t let students spray each
other& "his is not something %#d recommend to every teacher& %t#s 0ust something that has worked
well in my classes& $tudents even point out sleeping classmates 0ust to watch them get sprayed1(
The Last Five Minutes
I t?s im5ortant to te** stuents ear*y in the year1 EThe 7e** oes not ismiss this !*ass# & o#F
Otherwise you?** en *essons to the sweet soun of stuents s*amming 7ooks an sho9ing ea!h
other into the ha**way# Then you wi** get to !*ean u5 the mess they *eft 7ehinAnot the most
rewaring way to en your ay#
Incorporating Cleanup Time
.% check that desks are straight and papers are off the floor before dismissing the class& % do
this as the bell rings, so students know it#s their responsibility to straighten up ahead of time& %f the
room is not clean, all students stay until it is& $ome students will sit and watch others do their dirty
work, so % occasionally let students leave early for cleaning up garbage that#s not theirs& -t the
same time, % try to show respect for the kids# time by wrapping up early enough to let them gather
their things& %f it#s my fault a lesson ran over, % let the class pack up before % finish, then talk until
the bell and dismiss them on time&(
Rewarding Readiness
.,hen my students get ready to leave at the end of the day, % let the cleanest, !uietest sections
line up first& % used to try to keep kids !uiet while they packed, but then decided % didn#t care& %t#s the
end of the day anyway&(
9
The Due-Date
Blues: When High
Expectations Meet
Low Motivation
N othing *ooks 7etter on 5a5er than the a9i!e ESet high e<5e!tations for your stuents#F
0o*iti!ians, in;ser9i!e 5resenters, an !ount*ess 7ooks with a55*es on their !o9ers insist that
stuents wi** rise to meet the stanars we set# Most rookies a*reay know high e<5e!tations are
im5ortant# Few are 5re5are for the *ow ski** *e9e*s staning in the way or for the a9an!e
strategies kis use to a9oi har work#
0i!ture this1 )ou s5en hours esigning a !reati9e 5roCe!t that a55ea*s to a 9ariety of *earning
sty*es# )ou mention it e9ery 5erio an gi9e stuents 5*enty of !*ass time to work on it# )ou e9en
stay uring *un!h an after s!hoo* in !ase anyone !omes 7y for he*5#
On the ue ate, you fee* *ike someone has 5un!he you in the stoma!h# On*y si< kis turn in
5roCe!ts# Of the si<, three are in (:;5oint ty5e, fi**e with o79ious s5e**ing mistakes an on*y
*oose*y !onne!te to the ire!tions# One is ha*f;ty5e an ha*f;hanwritten 7e!ause the stuent
Etrie to finish uring *un!hF 7ut Eha to eat#F One;thir of your !*ass is a7sent, an fi9e stuents
are at your esk te**ing you their 5rinters ran out of ink# Three han you notes from their E5arents#F
The rest gi9e you their 7est im5ression of 7eing so, so sorry 7e!ause they Etota**y forgot,F 7ut you
noti!e e9eryone starting to get that *ook in their eyes that says, E+eyD No one i itD $e?re not the
on*y *osers in hereDF )ou fight the urge to gra7 the !*ass in a grou5 !hoke ho* an !*a5 their heas
together *ike !ym7a*s# $e*!ome to the ue;ate 7*ues#
Symptoms of the Due-Date Blues
S igns you may 7e infe!te with ue;ate 7*ues in!*ue 9io*ent fee*ings, a genera* sense of
ho5e*essness, an nagging Buestions su!h as the fo**owing1
After & esign an assignment that 5ushes kis? *imits, how o & get them to o itG
Do & ha9e to grae on a !ur9e to rewar the few kis who mae the effortG $hat if their work
su!ksG
Do & refuse *ate work to tea!h res5onsi7i*ity, or a!!e5t it so & ha9e something to 5ut in my
grae 7ookG
+ow o & moti9ate kis to a!hie9e great things when so many of them are satisfie with Cust
5assingG
+ow o & 5unish the kis who on?t e9en !ome to !*ass on the ue ateG
& want to moti9ate my kis using 5ositi9e reinfor!ement an goa* setting, 7ut it oesn?t seem
to 7e working# &s it okay to s!are kis into *earningG 6%y the way, how do & s!are kis into
*earningG8
Treating the Due-Date Blues
S ome tea!hers wi** te** you to forget a7out assigning homework or 7ig 5roCe!ts 7e!ause
stuents won?t o them anyway# Comments *ike these ref*e!t years of frustration, an there is often
some truth to them# At the same time, most su!!essfu* 5eo5*e ha9e ha to sweat to meet ea*inesA
!han!es are your own s!hoo* !areer in!*ue an a**;nighter or two# )ou owe it to stuents to assign
5roCe!ts that 5ush their *imits# )ou owe them !*ear ire!tions, an he*5 if ne!essary# Then, you owe
it to yourse*f to make stuents fee* Cust as misera7*e as you o if they on?t 7other to try#
&f a few stuents i the assignment, a9oi going !ra-y on the who*e !*ass# >is fee* re*ie9e,
not ashame, when they are 5art of a *arge grou5 in trou7*e together# &nstea, 5raise the work you
re!ei9e# Fin a grou5 rewar for those who i it# Then, fin a !onseBuen!e that makes ea!h
stuent fee* a*one in the e!ision to fai*# +ere are a few of your treatment o5tions1
Bring treats on the due date # Let those who i the assignment eat !any or sna!ks in front
of those who in?t#
Think about whether quality is a battle you want to fight right now # &f it is, han 7a!k
una!!e5ta7*e work an gi9e stuents one more ay to im5ro9e it# &f not, on?t mention Bua*ity unti*
graing time#
Consider what percentage of students did the work # &f more than ha*f i it, gi9e the
un5re5are stuents a *ong, si*ent assignment whi*e other kis ta*kA& mean E5eer eit#F &f on*y a
few stuents i the work, write them a 5ass to the *i7rary or sen them to another room whi*e you
!onu!t essay;writing 7oot !am5 for e9eryone e*se# The Custifi!ation for this is that these stuents
a*reay *earne what they were su55ose to# Now they !an affor some free time#
Review your policy for late work # &f you to* kis you on?t take *ate work, you ha9e e9ery
right to stan 7y your wor# &n some !ases, though, you may fee* the !han!e of 5u**ing in a few
e<tra assignments is worth a 6tota**y in!onsistent8 !hange in 5o*i!y# &f you o e!ie to 7a!ktra!k,
show !onsieration for kis who met the ea*ine 7y gi9ing them e<tra !reit or kno!king graes
off *ate work#
Make students write their own failure notices while you dictate # This is a 5rou!ti9e
out*et for your anger sin!e you?re gi9ing the *e!ture you wou* ha9e gi9en anyway# $riting own
your !omments means stuents ha9e to *isten# E9en 7etter, they?re *ooking at their esks instea of
staring at you or smirking at their friens whi*e you ta*k# &f you in!*ue a** re*e9ant etai*s, these
*etters a*so make great o!umentation at re5ort !ar time# A ty5i!a* *etter might soun something
*ike this1
Toay was the ue ate of a maCor 5roCe!t# & ha more than a month to !om5*ete this 5roCe!t,
an it was worth four graes# This assignment was a way to 5re5are me to 7e a su!!essfu* au*t with
the ski**s neee to ho* a Co7 & wi** enCoy# & knew from the ay it was assigne that it wou* 7e
iffi!u*t, if not im5ossi7*e, for me to 5ass this !*ass without !om5*eting this 5roCe!t# My tea!her was
a9ai*a7*e to he*5 me uring *un!h e9ery ay this week in !ase & ha any 5ro7*ems# Com5uters are
a9ai*a7*e in the s!hoo* *i7rary, whi!h !*oses at 41== 5#m# & unerstan that 7eing su!!essfu* in *ife
in9o*9es meeting ea*ines an oing things & on?t a*ways fee* *ike oing# My su!!ess or fai*ure in
*ife is my res5onsi7i*ity# & !hose fai*ure o9er har work on this 5roCe!t#
Continue as neee unti* your 9io*ent urges 5ass# @i9e stuents a !han!e to a their own
!omments 7efore signing# Then fi*e the 5a5ers or sen a !o5y home#
Preventing Future Outbreaks
of Due-Date Blues
W hen the ue;ate 7*ues hit, your first instin!t is to 7*ame yourse*f# $as the assignment
unerstana7*eG $ere ire!tions !*earG Di you gi9e enough reminersG &t?s im5ortant to !onsier
these Buestions, 7ut the ue ate of a maCor 5roCe!t is no time to show se*f;ou7t# Stuents must
*earn it?s their res5onsi7i*ity to get work one 7y a ea*ine an get he*5 if they nee it# The rea*ity
is that some stuents !hose to ski5 the 5roCe!t on the ay you assigne it, an showing inse!urity
sens the message they mae the right !hoi!e# That sai, there are some !hanges that might
im5ro9e your num7ers ne<t time1
Make it competitive # 0ost turn;in 5er!entages for ea!h !*ass or grou5# %ring a treat for the
winners an *ea9e num7ers u5 unti* the ne<t maCor ue ate#
Be as clear as possible # 0ro9ie ty5e, num7ere ire!tions for a** 5roCe!ts# Then re9iew in
!*ass to make sure e9ery ste5 is !*ear# Asking, EAny BuestionsGF isn?t enough# Make kis e<5*ain
instru!tions in their own wors#
Be available to help # Let stuents know where an when they !an fin you if they?re stu!k#
@i9e homework re*ate to the *arger 5roCe!t# This wi** he*5 stuents kee5 u5 an gi9e them a !han!e
to fi< misunerstanings 7efore the *ast minute#
Hold kids accountable # Make stuents sign !ontra!ts that they know what the assignment is,
when it is ue, an how to get he*5 if they nee it# >ee5 these in their re!or fi*es#
Count down to the due date # $rite 5roCe!t ue ates on the 7oar an *ea9e them u5#
Mention them e9ery ay# 0ost a ai*y !ountown# &f stuents ha9e assignment 5*anners, make them
num7er 7a!kwar from the fina* ea*ine an kee5 tra!k of how mu!h time they ha9e *eft#
Monitor progress # +a9e kis fi** out sheets on!e a week stating what they?9e a!!om5*ishe
so far an what they 5*an to o o9er the weeken# This a*so tea!hes them 5*anning ski**s an
remins them *arge 5roCe!ts are not meant to 7e one o9ernight#
Break it into pieces # +a9e a rough;raft ue ate, an out*ine ue ate, a ue ate for notes, et
!etera# The more se5arate ea*ines in9o*9e, the higher your num7ers wi** 7e for the fina* raft# &f
you 5*an to !onta!t 5arents when kis on?t turn in a 5roCe!t, !a** on the ear*ier ue ates# That way,
when they ask, E&s there anything he !an o a7out itGF the answer wi** sti** 7e yes#
Designing Foolproof(er) Assignments
A fter ea*ing with the Buantity of work you in?t get, it?s time to fa!e the Bua*ity of work
you got# 0re5are for more 5ain# Stuents are great at oing the easy or !reati9e 5arts of assignments,
then ski55ing reBuirements that test rea* know*ege# &? *i9e 5retty !omforta7*y if & ha a o**ar for
e9ery horri7*y written essay 5rinte on e!orati9e 5a5er# &f & got 5ai for o79ious 5*agiarism, &
!ou* !ertain*y affor to Buit tea!hing# &t?s har to 5*ug e9ery *oo5ho*e stuents use to es!a5e from
*earning# +owe9er, tea!hers !an take 9arious ste5s to make ire!tions !*earer an for!e stuents to
work at the to5 of their a7i*ity1
Distribute rubrics or checklists for all major assignments # Ru7ri!s shou* es!ri7e what
ski**s you?re graing for an how many 5oints ea!h !ategory is worth# )ou may want to in!*ue
!ategories for neatness, !om5*etion, an effort#
Review directions early and often # @i9e a Bui- or 5*ay a game 7ase on ire!tions# Draw
!onne!tions 7etween ai*y a!ti9ities an *ong;term 5roCe!ts# On your rough;raft ue ate, stuents
shou* s5ot;!he!k ea!h other?s work using the !he!k*ist you?9e 5ro9ie#
Make students predict their own grades # Stuents shou* sta5*e !he!k*ists to the front of
their work an use them to estimate their graes# &f a stuent hans in work with no !he!k*ist, or
in?t estimate his grae, you !an 7e fair*y sure he in?t rea the ire!tionsAwhi!h say stuents
*ose ten 5oints automati!a**y if they on?t estimate their own graes#
Discuss plagiarism # Make sure stuents re!ogni-e !heating in a** its forms# Then is!uss
how serious*y you an other tea!hers take it# 0*agiarism !auses stuents to f*unk !o**ege !*asses an
estroys the !areers of au*ts# A** uni9ersities an e9en some high s!hoo*s su7s!ri7e to ser9i!es *ike
Turnitin#!om, whi!h !he!ks stuent work against e9ery 5ie!e of 5rinte materia* on the &nternet#
Ask if your s!hoo* su7s!ri7es, 7ut a*so gi9e assignments that are iffi!u*t to !o5y an 5aste from a
we7site# The ays of two;5age 7iogra5hies are o9er#
Why the Due-Date Blues Make
Teachers So Sick
W hen stuents ski5 assignments, it shows more than a !asua* attitue towar fai*ure# &t shows
they misse the who*e 5oint of what we?re oing here# Tea!hers on?t rea**y nee eye;!at!hing
5oster 7oars e<5*aining the s!ientifi! metho# &f we i, we !ou* easi*y ha9e mae them
ourse*9es# $e eman Bua*ity work 7e!ause we want kis to know how to !reate Bua*ity# $e tea!h
kis goo 7eha9ior ho5ing they wi** 7e!ome goo 5eo5*e# Our rea* goa* is for stuents to a7sor7
9a*ues that wi** turn them into ha55y, honest, su!!essfu* 5eo5*e, one eye;!at!hing 5oster 7oar at a
time#
Ten Principles of Successful Living
We All Hope Students Learn from Us
%e where you?re su55ose to he, on time an 5re5are#
Fo**ow a** ste5s of ire!tions#
Think for yourse*f, an o the right thing e9en when no one?s wat!hing#
Think a7out the future an how your 5resent a!tions affe!t it#
Take res5onsi7i*ity for your e!isions#
Sear!h for so*utions instea of !om5*aining a7out 5ro7*ems#
Show res5e!t an e<5e!t res5e!t 7a!k#
0resent yourse*f as an inte**igent 5erson#
0rou!e a finishe 5rou!t that won?t nee any e<5*aining#
0ut more into the wor* than you take out#
10
No Child Left .
Yeah, Yeah, You Know:
Different Types of
Students and What
Each Type Needs
from You
I n tea!her mo9ies, the rea* 5ro7*em is a*ways moti9ation# %eha9ior issues fae as the tea!her
fins a way to get through to stuents, an they take off *ike gratefu*, street;smart ro!kets# Rea*;*ife
tea!hers fin that, whi*e moti9ation is an issue for many kis, others try har without su!!ess#
Stuents who unerstan effort*ess*y may7e rue to strugg*ing !*assmates, whi*e others isru5t
7e!ause they are strugg*ing themse*9es# Some kis ha9e no is!i5*ine at home# Some ha9e too
mu!h# Some are swit!hing s!hoo*s ne<t week# The resu*ting !om7ination is mu!h harer to 5ush
towar a ha55y ening#
&f the mo9ies are right a7out one thing though, it?s this1 the heart of tea!hing is forming
re*ationshi5s with stuents as we mo9e them from 5oint A to 5oint %# Sometimes, the 7ons form as
we 5ush !hi*ren towar their goa*s# Other times, we ha9e to earn some !rei7i*ity 7efore they trust
us to *ea the way#
Tea!hers !are a7out kis# &t?s what we o# At the same time, stuents are 5eo5*e, an we on?t
get a*ong eBua**y with a** 5eo5*e# Dee5 own, many of us ha a s5e!ifi! ty5e of !hi* in min when
we !hose this !areer# May7e we?re rawn to kis who remin us of younger 9ersions of ourse*9es#
Other times, it?s the thug with the ne!k tattoo who shows his soft sie uring our 5oetry unit, the
strugg*ing sweetheart whose eyes *ight u5 when she gets the answer, the smart ki who?s ne9er fe*t
!ha**enge# Then there?s the honor;ro** su5erstar who finishes her work ear*y an *o9es to he*5 us
with ours# $e may not a*ways trust her intentions, 7ut we sure o a55re!iate her 5ositi9e attitue
an a** that he*5#
On the other han, we sometimes ha9e kis we on?t *ike1 7u**ies, eye;ro**ers, gir*s who *ook
*ike younger 9ersions of our e<?s new gir*frien, et !etera# $e know we shou*n?t ha9e fa9orites,
7ut !ertain kis make our ay, whi*e others Cust make our ay harer# 0art of our Co7 is figuring out
how to 7ui* re*ationshi5s with the kis in our !*assrooms, e9en those who frustrate us# &n the en,
they a** nee to get from 5oint A to 5oint %, an we?re in !harge of the trans5ortation#
Low-Performing Kids
Why They Break Your Heart
Y ou wi** Bui!k*y rea*i-e 5oint A is not the same for e9ery !hi*# $orking with some stuents
fee*s *ike trying to 7ui* a san !ast*e where the wa9es hit the shore# )our e<5*anations an e<tra
he*5 are ne9er enough# 0rogress seems to wash away without a tra!e# The saest 5art is that these
stuents fo**ow a** the ru*es you?9e in9ente to guar against !are*ess mistakes# These stuents are
not !are*ess, though# They o a** the test;taking strategies, !o5y a** the notes# They make mistakes
7e!ause they Cust on?t get it# +ow o you make *ife fair for stuents who o e9erything you ask of
them an sti** on?t !ome out on to5G
."here was a girl in my math class who would raise her hand after every explanation and say
+% O don#t O get it&# 9very day several times a day % would see that hand in the air and this pained
look on her face& 5y stomach muscles would tighten because % knew what she was going to say& $he
was such a nice girl, but % dreaded calling on her because % couldn#t figure out how to make her
understand&(
What They Need from You
Patience Su!!essfu* or not, we a** ha9e at *east one thing we o terri7*y# 0ersona**y, &? 7e
*ost if & ha to fi< my own !ar, an & !an?t singAnot e9en E+a55y %irthay#F These, of !ourse, are
on*y the weaknesses &?m wi**ing to share in 5rint# Lu!ki*y for me, & !an a9oi oing these things in
5u7*i! or uner 5ressure, an amitting our short!omings is easy when they on?t im5a!t our *i9es#
Strugg*ing stuents, on the other han, !onstant*y hear that s!hoo* su!!ess is the key to their future#
To 5ut ourse*9es in their shoes, we nee to 5i!ture our own weaknesses uner the same mi!ros!o5e#
Solid, Concrete Tricks That Work Every Time +igher;orer thinking ski**s ha9e their
time an 5*a!e, 7ut stuents nee to unerstan !on!e5ts at a 7asi! *e9e* 7efore they !an 7ui*
moe*s of them, write 5oems a7out them, or use them in wor 5ro7*ems# Listen to 5arents he*5ing
kis with homework an you?** sti** hear some of the mnemoni! e9i!es they *earne in s!hoo* for
remem7ering 5*anets, orer of o5erations, !o*ors of the rain7ow, an so on# These things work#
%orrow them from other tea!hers, or !ha**enge your own stuents to !reate memory;frien*y
5hrases#
Recognition When They Get It Right 0assing a s5e**ing test for the first time oesn?t make
someone an A stuent, 7ut your strugg*ing s5e**er oesn?t nee a reminer of that# Oum5 u5 an
own# Take a 5i!ture# @i9e him a thousan sti!kers# +e 5asse his first s5e**ing testD Low;
5erforming kis work har for those sma** 9i!tories# They nee to know that you know it?s a 7ig
ea*#
The ~Growth Mindset &n her 7ook 5indset , 5sy!ho*ogy 5rofessor Caro* Dwe!k shows
that 5eo5*e are more su!!essfu* when they 7e*ie9e a7i*ity grows with effort# &nstea of
!om5*imenting kis 7y saying they are smart, 5raise them 7y saying they worke har an their
efforts 5ai off# This attitue he*5s a** stuents, not Cust *ow a!hie9ers# Stuents try harer when
they know their !urrent re5ort !ar is not their estiny#
Why Giving Them Your Attention Is Worth It
.Gne day while we were working on subtraction, % noticed my student kept counting problems
on her fingers and ending up one number off& % showed her a trick % learned when % was in schoolC
write the smaller number on a piece of paper, then draw dots as you count up to the higher number&
"he number of dots is always the correct answer because writing the original number keeps
students from counting the starting point& "he next day the girl came in early and told me, +Guess
what, 5issF % get subtraction1# % gave her a few problems and she got them all right& %t was a huge
boost to her confidence O and mine&(
Unmotivated Kids
Why They Will Frustrate You
I f you nee any more 5roof that *ife is unfair, mo9e your fo!us to that 7ore;*ooking ki
ro**ing his eyes in the !orner# +e oes nothing un*ess you !ome o9er an 5*a!e the 5en!i* 7etween
his fingers, yet he !an kno!k out a e!ent 5a5er the night 7efore it?s ue# In*ike your strugg*ing
stuents, this ki wou* *o9e for you to think he?s ho5e*ess*y stu5i# Then you wou* *et him get
away with staring at the wa** a** ay an o!!asiona**y turning in s*o55y "(;*ine essays# This ki may
not 7e a genius, 7ut he !ou* !*ear*y 7e oing 7etter with the tiniest effort# The 5ro7*em is you !an?t
get him to 5ut in the tiniest effort#
)ou 7etter figure it out soon, 7e!ause if you ha9e to say the wor potential one more time '
.% had this student my first year who drove me cra4y& "his student did not care about getting
work done or being in school, and he was rude about it& He would come in late every day, sit at his
desk, and do nothing, but every now and then he#d call out the correct answer to a !uestion without
raising his hand& He did this 0ust enough to let me know he could do the work if he felt like it, which
made his lack of effort seem even more like a slap in the face& 5y second year % got this student
again because he did not pass to the next grade& % about died when % saw his name on my roster&(
What They Need from You
Impatience &f you know they !an o it, an they know they !an o it, an they know you
know they !an o it, sto5 te**ing them you know they !an o it an make them o it# Then, if it?s not
one right, make them reo it# @et u5set# Raise your 9oi!e# Ca** home with your !on!erns# Some
kis on*y get *a-ier when they ha9e a 7*ank !he!k of en!ouragement# Let them know that they?re
not as im5ressi9e as they think they are an that they sti** ha9e 5*enty to 5ro9e#
Relevance & won?t insu*t you 7y saying, E$e**, may7e you shou* 5*an *essons aroun
stuents? interests to get them more in9o*9eDF Chan!es are, you?9e 7een trying to o that sin!e ay
one an this ki is sti** rawing 5i!tures on his Bui--es# +owe9er, if a stuent is !*ear*y !a5a7*e of
more than he is a!hie9ing, it !an?t hurt to ask a few Buestions# Offer an a*ternate assignment or ta*k
with him 5ri9ate*y a7out how to !at!h his attention# &f a** you get is an irritate shrug, at *east you
know you mae some effort#
Competition >is who won?t work for their own 7enefit may o it to he*5 their !*asses win
a !ontest or 7eat another grou5 in a game# &n the en, it oesn?t matter why they o it as *ong as
they o it#
A Reality Check &f a stuent refuses to work es5ite your 7est efforts, *et him fai*# Life
oesn?t gi9e graes 7ase on 5otentia*# Neither shou* you#
Why Giving Them Your Attention Is Still Worth It
."here have been so many difficult students it#s hard to know where to begin, but %#ll start
with a student % had )B years ago in my second year of teaching& He rarely did his work in class,
but he wasn#t stupid30ust indifferent to education& ,hat he did care about was sociali4ing O all
day, every day& He drove me cra4y with his nonstop talking& -fter a particularly bad day, % wrote a
referral and followed up with his counselor& %t turned out he already had )*H referrals in the
system1 %t seemed he was immune to them& % stopped writing him up, but % did stay on his case
throughout the school year& 9ventually, he dropped out& % didn#t think much more about him until he
came back to visit a few years later& He told me he had gotten his G9")& "hen he went to a trade
school, got a good 0ob, and was making a nice life for himself& He said he was sorry he had been a
disruption in my class& He also wanted me to know he appreciated my efforts to teach him& He knew
% tried hard, even if % was somewhat unsuccessful& "he lesson % learned from this was that students
continue to grow up after they leave us& $ometimes we get them when they are 0ust too young and
immature to perform well in the classroom&(
Shy Kids
Why You Will Worry About Them
A !!oring to Buestiona7*e statisti!s on se9era* we7sites, 5u7*i! s5eaking is the num7er;one
fear of Ameri!ans# Death is num7er two# &f this is true, it means some of our stuents wou* rather
ie than s5eak u5 in front of their !*assmates# They? !ertain*y rather get the wrong answer on their
homework#
.5y class emphasi4ed participation and performances& % was proud that the loud kids got
involved in the activities instead of disrupting the class& %t wasn#t until the end of the year % reali4ed
some of my !uieter students had low grades& Gne young man in particular never said a word the
whole year and didn#t turn in any work3% kept getting mad at him and calling him out in public
because % thought he was la4y but his other teachers told me he was a decent student& % never
figured out how to get him to do anything and he ended up failing the class& 5aybe there was
nothing % could have done for this student, but % wish % had provided him and my other shy kids an
opportunity to shine&(
What They Need from You
The Spotlight off Them &t is 5ossi7*e to get tra55e in si*en!e# &f you?9e e9er 7een the Buiet
one in a grou5, you know as soon as someone says, E+eyD +ow !ome you?re not saying anythingGF
you are *o!ke out of the !on9ersation for goo# There?s not a !han!e you wi** o5en your mouth
with the ae 5ressure of making u5 for your si*en!e# >ee5 this in min, an think twi!e 7efore
you inno!ent*y 5oint the !*ass?s attention towar a ki who Ehasn?t ha a !han!e to 5arti!i5ate yet#F
Other Lines of Communication Tea!hers, 7y efinition, ha9e o9er!ome our shyness at
*east enough to s5eak in front of stuents# That?s not to say we !an?t re*ate to our shy kis# &t Cust
means we nee to 7e e<tra !arefu* when inter5reting their si*en!e# &t?s a mistake to assume Buiet
stuents ha9e nothing to say, 7ut eBua**y wrong to assume they unerstan e9erything# One so*ution
is to 5ass out ine< !ars an make a** stuents write a Buestion or !omment# )ou !an a*so assign a
one;5age E*etter to the tea!herF or ask kis to 5ut stars on Courna* entries they? *ike you to rea#
Suiet stuents !an take a9antage of these o55ortunities if they want you to know them 7etter#
A Reason to Come Out of Their Shells 0art of our Co7 is to get stuents 5ast their
*imitations# At some 5oint uring the year, you shou* e<5e!t e9en your shyest stuents to say
something # The first time is a*ways the harest, so !onsier 7ening the ru*es1 *et them 5resent with
a frien, rea from note !ars, or 5erform sitting own# $hen they fina**y s5eak u5, make sure you
!ongratu*ate them ' 5ri9ate*y#
Why Giving Them Your Attention Is So Worth It
E,e were having an in-class poetry slam and most of the kids did a great 0ob, except for one
girl& $he was super-shy and refused to perform& % offered the whole class extra credit if they could
get everyone to participate, and a bunch of kids rushed over to encourage her& -t first % felt bad
about putting her on the spot, but this class was full of nice kids who were very supportive& =inally,
she reali4ed she was going to get attention either way, so she stood up and read a poem& $he got a
ton of applause, and she looked so happy it made my day& -s the year went on she became less shy,
and the following year % saw her yelling in the hallway& % couldn#t believe it was the same girl&(
Manipulative Kids
Why They Will Infuriate You
S tuents who make u5 ea fami*y mem7ers or swit!h !*asses for an easier grae wi** irritate
you# >is who e<!use .= a7sen!es an then !ome in with makeu5 work on Ere5ort !ar e9eF wi**
make you want to whi5 ninCa stars into their foreheas# Stuents who !heat the system a*so insu*t
your inte**igen!e an waste your time# After a**, you?re the one who has to grae that s*o55y
makeu5 work in time for re5ort !ars or 5ass that *a-y stuent whose *ast fi9e s!hoo*s E*ostF his
trans!ri5ts#
Edidn#t know how much paperwork was involved in failing seniors& "eachers had to start a
paper trail at least two months before graduation or the computer assigned a passing grade& Gne of
my students knew this, and she stopped coming to class as soon as the deadline passed& >y the time
her grade dropped to an =, it was too late to do anything& $he graduated with a 2 after skipping
class for two months and even spread the word to my other students& -ttendance was terrible the
last three weeks of school&(
What They Need from You
Firm Answers from the Beginning E<!e5t in the most e<treme !ases, start the year right 7y
showing !onfien!e in your graing system# Don?t *et kis ta*k you into !hanging graes# Don?t *et
5arents ta*k you into !hanging graes# Staning 7ehin your e!isions now wi** sa9e *ots of
e<5*aining *ater#
A Paper Trail Make stuents sign for fai*ure noti!es or e<!essi9e a7sen!es# Conta!t their
5arents an write it own# The more o!umentation you ha9e, the 7etter 5re5are you?** 7e to
answer 5arents who Eha no ieaF their !hi*ren were oing 5oor*y#
A Sharp Eye for Inconsistencies &f you sus5e!t a stuent is s!amming you, rea!t !arefu**y
an s*ow*y# Ta*k to his other tea!hers# Ask !ounse*ors to 5u** re!ors# Listen to your gut fee*ing
when something oesn?t seem right, 7ut o your homework 7efore making a!!usations#
A Wakeup Call That Sometimes You Can`t Give Them &f a stuent gets a free grae on a
te!hni!a*ity or you *ose a 5a5erwork 7att*e, o e9erything in your 5ower to fi< it# &f you !an?t, take a
ee5 7reath an *et it go# )ou *earne your *esson an you?** a55*y it with ne<t year?s !*ass# They?**
*earn their own *esson when the time is right# Now go enCoy your summer#
Why You Shouldn`t Let Them Make You Hate Your 1ob
EOne stuent that was a rea* 5ain was the stuent go9ernment 5resient# & ha her in a
!a*!u*us !*ass, so one might assume she was a e!ent stuent, 7ut no# She was rue, *a-y,
mani5u*ati9e, an ownright ornery# She in?t stuy, in?t o homework, an genera**y thought &
was going to gi9e her a 5assing grae 7e!ause it was her# & ga9e her a fai*ure noti!e miway through
the fourth nine weeks an to* her to ha9e a 5arent sign it# Of !ourse, & mae a !o5y with her
signature# She ne9er 7rought 7a!k the note, an she a!!use me of isres5e!tfu* *anguage towar
her# At the en of the year she got her re5ort !ar an sure enough, she ha an F# +er mother !a**e
the s!hoo* an emane a !onferen!e in the 5rin!i5a*?s offi!e# She a!!use me of kee5ing her
aughter out of *aw s!hoo*# This gir* han?t e9en s5ent one ay in !o**ege, 7ut she was a*reay
using me as her e<!use for not getting into *aw s!hoo*D The goo news was & ha one my Co7
!orre!t*y# The 5rin!i5a* 7a!ke me to the hi*t# +e refuse to 7e 7u**ie 7y the 5arent, an the fai*ing
grae stoo# & in?t say it out *ou, 7ut if & was res5onsi7*e for kee5ing that gir* out of *aw s!hoo*, &
eser9e a 5at on the 7a!k#F
Bad Kids
Why You Will Sometimes Hate Them
Y es, & know# No ki is rea**y E7a,F an it?s wrong to *a7e* kis# Infortunate*y, right now
you !an?t think of any other wor to es!ri7e Tinsert name hereU# A!tua**y, you !an think of *ots of
wors '# %ut *et?s Cust mo9e on to the rest of the !ha5ter#
E& ha one stuent who ominate my !*ass# & ha fai*e from sBuare one in that & ne9er set
!*ear 7ounaries for his 7eha9ior# A7out two weeks into the year, he 7egan ' *itt*e 7y *itt*e ' to
get rowier# E9ery time & re5rimane him, & ne9er knew whether he was going to 7*ow me off an
5ut his hea own or get ma an !uss at me in front of the !*ass# +e re5eate*y sai isres5e!tfu*
things to his !*assmates, es5e!ia**y the gir*s# +e !onstant*y got off task, an he was fai*ing the
!ourse !ontent a7ysma**yD & ke5t trying to re!ogni-e his im5ro9ement when he 7eha9e we**, 7ut he
a*ways went 7a!k to his o* ways# One ay a gir* aske him an inno!ent BuestionAsomething like
+,hy were you lateF# He cursed her out and tried to kick her& % was dismayed& He was the first
student % ever wrote up& He spent most of the rest of that year serving in-school suspension for
repeated behavioral offenses in multiple classes&(
What They Need from You
More Attention Tea!hers are often en!ourage to use 5ositi9e reinfor!ement with
trou7*emakers, 5raising them for sam5*e;si-e 5ortions of goo 7eha9ior# &f you?re *ike me, you
fin this mi**y offensi9e# These kis a*reay waste more than their share of your energy an !*ass
time# Now you ha9e to treat them *ike su5erheroes for not 5ushing in *ineG &f a !hi*?s isru5tions
are !*ear*y !ries for attention, though, you may 7e a7*e to 5ro9ie this in other ways1 make him
res5onsi7*e for a !*ass Co7, offer after;s!hoo* tutoring, or 5ass 7y his esk freBuent*y to !he!k his
work# &f a** e*se fai*s, swa**ow your 5rie an !om5*iment him for not setting things on fire#
Less Attention Sometimes no amount of attention is enough to kee5 a trou7*emaker from
ruining your ay, year, or genera* menta* hea*th# &f you sense this is the !ase, take a ste5 in the
o55osite ire!tion# Start 7y mo9ing her seat to a !orner where she?s *ess *ike*y to istur7 the !*ass# &f
ne!essary, turn her esk towar the wa**# Do your 7est to ignore mis7eha9ior that is sim5*y
irritating# )ou may fin she !a*ms own when she oesn?t get the rea!tion she?s ho5ing for#
Genuine Concern Trou7*emakers often fee* *ike tea!hers !are *ess a7out them than the
istra!tions they !reate# Sometimes they?re right# $hen e9ery 7it of your fee7a!k re*ates to a
!hi*?s 7eha9ior, 7reak that !y!*e 7y turning to a new su7Ce!t# &f you are so fe u5 that saying
something ni!e wou* fee* fake, for!e out a neutra* !omment, *ike ELi5 your Ca!ket so you on?t get
si!k#F >is who fee* you *ike them in s5ite of their a!tions may e9entua**y 7egin to a!t in a way you
*ike#
Accountability for Their Behavior &t?s tem5ting to !reate a ou7*e stanar for an offener
who Cust won?t Buit, 7ut it?s not re!ommene# Letting 7a !onu!t s*ie 5a9es the way for worse
an shows the rest of your !*ass that testing the ru*es 5ays off# &t?s a*so a isser9i!e to the
trou7*emakers themse*9es# 0art of your Co7 as a tea!her is to he*5 stuents e9e*o5 so!ia* ski**s they
wi** nee *ater# Throwing tantrums is e9en *ess !ute as an au*t#
The Benefit of the Doubt . Sometimes &f your num7er;one 5er5etrator says she in?t o
something, you in?t see it, an she rare*y enies her offenses, she may 7e te**ing the truth# )our
most freBuent !u*5rits aren?t res5onsi7*e for e9ery 5ro7*em, so try not to ye** the same name e9ery
time something goes wrong# Chan!es are your instin!ts are right, 7ut su55ressing your 7*ame ref*e<
shows stuents you?re wi**ing to 5*ay fair#
What Their Classmates Need from You
$hen one stuent is so 7a the rest of the !*ass !an?t get an eu!ation, you nee to 7a*an!e his
rights against those of e9eryone e*se# Sometimes you sim5*y owe it to other stuents to remo9e this
!hi* from the !*ass as Bui!k*y an as often as 5ossi7*e# &n a fun!tiona* s!hoo*, this means writing
referra*s for e9ery in!ient an fo**owing u5 unti* they are han*e# &f you know the offi!e wi**
ismiss your !on!erns or ho* them against you, turn to a !oworker you trust# They 5ro7a7*y ha9e
e<5erien!e with the situation, an they may ha9e e9e*o5e some so*utions that on?t e5en on
aministrati9e su55ort#
Why the Bad Days Are Often Worth It
E5y first day, one of my third-graders picked up on my inexperience and took control of the
class& >y the third day, he was hanging upside down in his seat& % spent all my energy on this kid#s
behavior, neglecting other students in the process& % called his house four times before calling any
other parents& His grandmother came for a conference, but she couldn#t even get him to sit down& %
felt % was wasting my breath& 9ventually, % started tutoring this student once a week after school&
,ith no class to be a clown for, he became a nice kid& $lowly but surely his in-class behavior
changed, too& >y the end of the year, his writing and behavior had both improved significantly& He
turned out to be a wonderful student and a class leader in a good way& He also taught me a lesson
%#m glad % learned early Adon#t give up on those +nightmare kids&# "hey can become your most
rewarding success stories&(
Good Kids
W e fo!us so mu!h of our effort on getting kis to !oo5erate, 5arti!i5ate, o their work, o it
right, s5eak u5, an sit own# The !haos of e9eryay tea!hing makes it easy to o9er*ook stuents
who o a** these things automati!a**y#
EA new stuent transferre into my worst !*ass# She i a** her work an it seeme *ike she
was getting a*ong fine with e9eryone# At that time & use to gi9e 5ri-es at the en of the Buarter for
stuents who ha not misse any assignments# This gir* won first 5*a!e, an another gir* mae a
!omment uner her 7reath# & on?t know what she sai, 7ut after that ay the gir* !om5*ete*y
sto55e oing her work# She ene u5 fai*ing the ne<t semester#F
What They Need from You
The Right Kind of Attention @oo kis reinfor!e the image we? *ike to ha9e of ourse*9es
as tea!hers# $hen we?re strugg*ing with other stuents, it?s tem5ting to *ook to them as 5roof of our
su!!ess or ho* them u5 as e<am5*es of what other kis !ou* o if they Etrie#F Resist the urge to
sing*e out goo kis as tea!her?s 5ets or 5ut them in !harge of getting !*assmates to 7eha9e# They
may 5ay for it so!ia**y#
A Challenge >is who are a*ways a ste5 ahea !an en u5 7ore, !o!ky, or eterna**y stu!k
in a E5eer tutoringF ro*e# )ou?9e hear of ifferentiate instru!tion, 7ut the iea of 5*anning a
se5arate !urri!u*um for one stuent 5ro7a7*y makes you want to 7reathe into a 5a5er 7ag# &nstea,
*ook for sim5*er ways to 5ro9ie that e<tra 5ush# Loan him 7ooks# A !om5*i!ate e<tra;!reit
5ro7*ems to Bui--es# &f 5ossi7*e, re!ommen him for more a9an!e !*asses ne<t year#
Why That Extra Push Pays Off
E% had one seventh-grader who knew every answer to every !uestion and let her classmates
know it& -t one point, % even talked with her about toning it down so other kids didn#t feel bad& "his
girl read all the books % assigned in one night Ashe clearly belonged in a more advanced class& %
started bringing high school-level and even some college-level books that seemed to fit her
interests& % also recommended her for honors classes the following year, and her eighth-grade
teacher guided her into a magnet high school that fit her talents& $he seems very happy at her new
school and still comes back to talk about books she has read&(
How to Like All Your Kids Better
P art of our Co7 is sim5*y to 7e au*ts who !are a7out kis# $hen we?re frustrate with
stuents? 7eha9ior or *a!k of effort, we sometimes forget there are other sies to their 5ersona*ities
an things going on in some of their *i9es that no ki shou* ha9e to ea* with# Stuents nee to
know tea!hers !are a7out them whether or not they are Eworking to 5otentia*#F Sometimes it takes a
!ons!ious effort to remin yourse*f that your stuents are humanAan so are you#
Assign !reati9e writing 5ie!es that gi9e them a !han!e to o5en u5# Don?t grae them har, 7ut
rea them as soon as 5ossi7*e#
Take 5i!tures of stuents on fie* tri5s, at re!ess, or uring free time in !*ass# >is seem mu!h
more *o9a7*e when you !an *ook at them in si*en!e# 0ost the 5i!tures in your !*ass so a** of you ha9e
memories of the goo times#
Cut u5 your !*ass *ist an 5ut the names in a 7o<# 0i!k one name ea!h morning an make an
e<tra effort to 5ay attention to the !hi* you 5i!ke#
@o to e<tra!urri!u*ar e9ents at your s!hoo* an *et stuents know you were there# &f a stuent
in9ites you to a fami*y 5arty, try to make an a55earan!e# Seeing kis in a fresh en9ironment shows
you a ifferent sie of them, an shows them a ifferent sie of you#
All of the Above
by Roxanna Elden
& want my stuents to *earn
To see the wor* with an o5en min,
To rea the fine 5rint 7efore they sign,
An not to 7e*ie9e e9erything they rea,
%ut to rea
Anyway#
%e!ause when it?s their turn to 7e hear,
& want them to ha9e the right wors to say#
& want them to stay tough
%ut sti** ho* their own
&n a !on9ersation
$ith anyone trying to Cuge them 7y their *e9e* of eu!ation#
& want them to ho* their own se*9es to the highest e<5e!tations#
%ut this morning '
&?** Cust sett*e for some 7asi! 5un!tuation#
%e!ause toay & am hanging 7y the thinnest threa of 5atien!e
& !an fin
An &?m grining my teeth
To kee5 from *osing my min,
Trying to fin that *itt*e 5ie!e of genius
%urie uner *a-iness
An make it shine,
Then fin those magi! wors to make sure
ENo !hi*F gets E*eft 7ehin,F
6E9en when that !hi* is rue, harheae,
Or e9en har to fin8#
.Iids, maybe you can help me help you O any suggestions GF
E:h O 5iss O F <o we have to write the !uestionsF(
Am & tea!hingG
Or Cust 5rea!hingG
Making wors !ome from my own mouth for my own goo
)e**ing ire!tions an ee5 thoughts ee5 in the 7a!k woos
Thinking '
&f none of my stuents hear me, o & e9en make a sounG
Or am & Cust another tea!her;tree fa**ing on the groun
)e**ing tea!her;*ines as & f*a5 my tea!her 7ran!hes arounG
%ut & swear % thought we covered this much ground '
NG11111
& on?t want you to !o5y the BuestionsD
& want to know you are reaing
An thinking,
& want to see that the horse that fina**y got to this water is rinking#
Oust *et me know what & ha9e to o
$hat & ha9e to go through
To get through#
$hat !on!e5ts o & nee to re9iewG
6An o!ument, of !ourse,
For when the istri!t !omes through
%ut may7e that?s my own anger management issue '8
This Co7 is not easy#
An stuents on?t get it1
Au*ts work e<tra har
,ithout e<tra !reit#
An we know
$e o whate9er it takes '
Coming ear*y, staying *ate
Snat!hing 5hones ' !a**ing homes '
Dea*ing with that !om7o
Of attitue an hormones '
Feeing reams '
Coa!hing teams '
%ri7ing ' ye**ing '
A** whi*e we re9iew 7asi! s5e**ing '
An we fee* *ike we fai*e
$hen kis on?t !are if they 5ass#
Some ays, it?s enough to make me want to !ut my own !*ass
or at *east ask1
$hat is it a7out a** this that & say & *o9eG
An & !an?t answer this
Inti* & 5u** out my !*ass *ist,
Rea it !arefu**y
An !ir!*e,
EALL OF T+E A%OHE#F
11
Parents: The Other
Responsible Adult
M ost 5arents at any s!hoo* in any neigh7orhoo want what is 7est for their !hi*ren# The
things tea!hers !an o to form 5rou!ti9e re*ationshi5s with 5arents are usua**y sim5*e#
$hi*e most 5arents wi** 7e he*5fu*, howe9er, this wor* is fu** of !ra-y 5eo5*e# Sometimes
those 5eo5*e ha9e kis, !ontinue to a!t !ra-y, an 7e!ome !ra-y 5arents# )our main re*ationshi5 is
with the !hi*, 7ut a 5arent on your sie !an make a huge ifferen!e, an a 7a 5arent e<5erien!e
!an ruin your ay#
.Larents don#t reali4e how much more you hate their kid after they come in and confront you
because they think you hate their kid& % had a mom who claimed % was plotting against her son and
that#s why he was failing& Her child had not turned in a single paper the whole year, and he came to
class about twice a month Aalways with new gym shoes and brand-new clothes that his mommy
bought him& He later went to prison& -pparently % wasn#t the only one +plotting# against him&(
EGne father wanted me to begin class late whenever his child was late& He even went to the
principal demanding this&(
E- parent walked into my class and started yelling at me& % didn#t want to have the
conversation in front of my class, so % stepped outside& $he got in my face and backed me up against
the lockers and started cursing and threatening me until other teachers came out of their
classrooms and someone called the office for help #F
E% had one mother who had been a teacher herself and told me my 0ob was easy& $he didn#t
mention why she had stopped teaching&(
E- parent called my house and called me all kinds of names because her daughter wasn#t
doing well& $he blamed me for the fact that her child hadn#t shown her a progress report or report
card all semester&(
E- student in an honors class filed some papers he had never turned in and put grades on
them& His mother said he would never do this and never lie& ,e all had a conference with the
assistant principal& %t was never resolved, but % believe his mother really knew the truth& F
E"here was a young man in my fourth-period 9nglish class who thought since we were both
Kamaican % would let his bad behavior slide& % had done an excellent 0ob of ignoring his profane
language, pornographic conversations, and explicit cartoons passed around the classroom, but %
could not ignore his lighting a piece of rolled paper and offering it as +crack# to another classmate&
-lthough he did nothing in class, this student was smart& "he one piece of written work he turned in
that year was brilliant, so % was not surprised at his mother#s vocabulary when she wrote a nasty e-
mail about the referral % submitted for her son, including several references from our shared
culture& % thought of many colorful responses to this woman& %nstead, % decided to take the e-mail
and the referral to the appropriate assistant principal& % asked him to apply his years of experience
to the matter, as % did not think the solutions in my head would result in me keeping my 0ob& He did&
$o here % am&(
EGne father accused me of +talking out of both sides of my mouth&# % had spoken with him a
week earlier because his son was failing the class and behaving horribly& "he kid#s behavior
improved, so % called home again, hoping this would encourage him& "he father asked if his son
was still failing, and when % said yes he called me a hypocrite for calling with good news& No more
positive parent contact for him O(
E% actually did not have any difficult parents& 5ost of the parents were Ato my biased
surprise Aready and willing to help me help their children& Gne mother was so incensed when %
told her that her son had cheated on an exam, she actually called him over and started to hit him
while she was still on the phone with me& % felt so bad& % tried to calm her down, but she was pretty
heated& % believe that student made it out okay, though& He#s in college today1(
EGn the evening of my school#s open house, other teachers warned me about parents having
attitudes or trying to force me into detailed conferences& "hey told me to keep it short& >ut the
parents of my 9$ students were not the type % was warned about& None of the parents who came
that night would ever throw open the door to my classroom and yell at me, or demand a grade
change from the principal& Mery few people in the school spoke $panish, and these parents were not
used to being heard& No one asked me to go out of my way at all, but something in their eyes said,
Llease be a good teacher& Llease educate my child right&# %t was a look % could not meet directly yet&
- promise % could not make& % kept it short, like the other teachers said&(
Tips for Dealing with Parents in General
Get in touch as early as possible # Tea!hers who introu!e themse*9es to 5arents ear*y say it
sets the tone for the who*e year# &f you are too o9erwhe*me to o this, you !an forgi9e yourse*f#
Oust on?t *ose your !rei7i*ity with stuents 7y te**ing them you wi** !a** home if you are too 7usy
to kee5 the 5romise#
Assume the best # 0arents are your a**ies in most !ases# &t is safe to assume that 5arents ha9e
the 7est interestAor what they think is the 7est interestAof their !hi* in min# E9en if you on?t
unerstan their a!tions or rea!tions to you, gi9e them !reit for goo intentions# Few 5eo5*e want
their kis to 7e fai*ures#
Be respectful # This is 5ro7a7*y !ommon sense, 7ut you wi** ne9er get a 7etter attitue from a
5arent than you gi9e#
Be honest # One 5ie!e of a9i!e offere as !ommon sense is to fee 5arents a E!om5*iment
sanwi!h#F This means starting an ening negati9e 5hone !a**s with 5ositi9e !omments a7out the
!hi*# $hen a55ro5riate, starting a !a** with goo news shows 5arents you on?t hate their !hi*ren
or !onsier them ho5e*ess# &n other !ases, i*uting !om5*aints with !om5*iments !an make you
soun weak or hy5o!riti!a*Aan toning own a serious offense is Cust si**y# Some tea!her 5hone
!a**s should make 5arents fee* horrifie# One way to show !on!ern without seeming fake is to say
you?9e noti!e a !hange in the stuent?s 7eha9ior 6EShe has ne9er a!te *ike this 7efore, so &?m
wonering if something is 7othering herF8# )ou !an a*so say something 5ositi9e a7out the 5arents if
you ha9e ea*t with them 7efore, *ike E& on?t know what you sai to him *ast time we s5oke, 7ut &
efinite*y noti!e a !hange in his attitue#F Then ro5 the news a7out the newest 5ro7*em#
Write it down # E9ery time you ta*k to 5arents, write own the ate, the 5ur5ose of the !a**,
an a one;senten!e summary of the is!ussion# >ee5 these sheets in stuents? re!or fo*ers an
5u** them out 7efore the ne<t !a** or meeting# These re!ors remin you of 5ast !on9ersations an
5ro9e you ha9e mae !onta!t#
Listen # Sometimes there are 9a*i reasons why stuents on?t work or 7eha9e as we** as we
want them to# 0arents may 5ro9ie eye;o5ening fa!ts that !an he*5 you work 7etter with their
!hi*ren#
Special Tips for Especially Difficult Parents
Have proof # @et kis to sign for any form you sen home# >ee5 *etters, notes, homework '
anything that 5ro9es a 5oint you may nee to make *ater# This arms you if you ha9e to take
is!i5*inary a!tion or gi9e a fai*ing grae# $a*king into a !onferen!e with a fo*er fu** of e9ien!e
is a great !onfien!e 7ooster, an it !an Bui!k*y !hange the tone of 5arents who ha9e 7een taking
their !hi*ren?s wor o9er yours#
Have someone else around # &f you think that a 5arent may get out of *ine or *ie a7out
something you sai, on?t meet a*one# +a9e an aministrator, another tea!her, or e9en a se!urity
guar sit own with you#
Keep detailed records # )ou shou* a*ways o!ument 5arent !onta!t, 7ut if you think a
5arent wi** !ause future 5ro7*ems, write !on9ersations in more etai*# )ou on?t nee to o9ero this
ACust make sure you !an !*ear*y remem7er your sie of the story#
Keep your cool # No matter how ma 5arents make you, remem7er that you are the
5rofessiona*# They won?t ha9e to e<5*ain their a!tions to your 7oss# )ou might# They wi** 7e gone
ne<t year# )ou on?t want to 7e#
12
The Teachers` Lounge:
Making It Work with
the People You
Work With
Things Never to Say in the
Teachers` Lounge
B efore my first year, a 9eteran tea!her warne me to stay out of the Tea!hers? *ounge# She
sai it wou* 7e fu** of negati9e tea!hers gossi5ing a7out kis, !oworkers, an 5ro7a7*y me as soon
as & *eft the room# This turne out to 7e easy a9i!e to fo**ow# & s5ent e9ery *un!h 5erio in my
!*assroom gi9ing E*un!h etentions,F staring at ungrae 5a5ers, or hy5er9enti*ating in the ark# At
the en of the year, & regrette it# @etting to know your !oworkers makes any Co7 more enCoya7*e,
an we a** nee to so!ia*i-e sometimes# $hy o you think it?s so har to kee5 the kis BuietG
My se!on year & mae sure to eat *un!h in the *ounge at *east on!e a week, an it wasn?t as
7a as e9eryone sai# Okay, &?m *ying# &t was e<a!t*y *ike e9eryone sai, 7ut it was sti** 7etter than
s5ening the who*e ay without seeing other au*ts# & a*so got to !at!h u5 on some goo gossi5#
O9er time, you !an fin the right 7a*an!e 7etween !om5any an 5ri9a!y, 7ut there?s one
guarantee at any s!hoo*1 e9eryone ta*ks to someone, an someone in the Tea!hers? *ounge ta*ks to
everyone # S!hoo*s are fi**e with !om5*e< offi!e 5o*iti!s that you won?t figure out unti* we** after
your first year# $ith that in min, here are a few e<am5*es of things not to share1
E&?m so hung o9er#F
E& hate working here#F
E& !an?t !ontro* my !*ass?s 7eha9ior#F
EThe tea!her ne<t oor to me !an?t !ontro* her !*ass#F
EThis Co7 is easy for me# My kis sai they ne9er *earne as mu!h with any other tea!her#F
EDi you know that fat ki?s mom is a *es7ianGF
E& kee5 staring at our 5rin!i5a*?s wig whi*e she?s ta*king#F
The genera* ru*e is that if there is anything you wou*n?t want re5eate to a !oworker,
o9erhear 7y your 5rin!i5a*, or announ!e out of !onte<t o9er the 0A system, the tea!hers? *ounge is
not the 5*a!e to is!uss it#
Difficult Coworkers
M any of your !oworkers wi** 7e outstaning !iti-ens ' or at *east smart, ni!e 5eo5*e who
genuine*y !are a7out kis# At e9ery s!hoo*, howe9er, there are a few reminers that you on?t nee
a *i!ense to !arry a EP" Tea!herDDDF mug# +ere are a few warnings a7out who might 7e roaming
your ha**way#
Other New Teachers Who Won`t Stop Bragging
$hi*e 7eing a rookie tea!her is har for most of us, some tea!hers !*aim to ha9e e9erything
together from the first ay# Their stuents Eknow who?s in !harge,F Ene9er miss !*ass,F an Eare
fina**y *earning that s!hoo* !an 7e a 5ositi9e e<5erien!e#F They ne9er strugg*e with 5arents or
5a5erwork# &n fa!t, these su5erstars ha9e so*9e 5ro7*ems e<5erien!e tea!hers sti** en!ounterAan
a** in the first few weeksD &t goes without saying they ha9e a*reay thought of your 7est ieas#
E% taught a low-level class with A6 students& "wo brilliant boys had been stuck in this class for
years because no one had looked at their files& % filled out the paperwork to switch them to a gifted
class, also taught by a beginning teacher& - few weeks later, the teacher made a point to tell me one
of the students said he was learning more in her class than he had in mine& "hanks for the update1
$he had a class of )P and taught only two sub0ects, and she still complained regularly& % wish we
could have switched for a week&(
E% had to switch classrooms with another new teacher in the middle of the school year& 5y old
room didn#t have air-conditioning and this was in a hot climate with about AJ teenagers in each
room& "he first thing this teacher said was +;our room smells musty& 5ine smells nice&# "his was not
her first obnoxious comment& Needless to say, % didn#t mind giving her the room without air-
conditioning(
E-nother rookie teacher who taught the same grade % did seemed to have nothing but success
stories& ,e met a few times to plan lessons together, but he often interrupted to have loud, optimistic
conversations with parents& ,e never got around to planning any lessons, and % always left these
sessions feeling depressed and inade!uate& -t the end of the year, % visited my former planning
buddy#s summer school class, hoping to unlock the secret to his success& "he secret was O he
wasn#t that successful& <on#t get me wrong Ahe worked hard and had some good ideas& However,
he also had students who didn#t understand a word of his lessons, and others who were openly
disrespectful& %n other words, his class was a lot like mine& % have visited many other classrooms
since and have seen some ama4ing teachers, but %#ve seen very little correlation between bragging
and excellent teaching&(
How to Deal with Teachers Who Brag
Don?t ask them for a9i!e or amit weaknesses in front of them# They are *ike*y to re5eat
your 5ro7*ems to make themse*9es *ook 7etter#
Don?t try to get them to amit their weaknesses# They won?t# $ith time, though, Buestions
may f*oat to the surfa!e#
Remem7er that there is a ma!ho e*ement to 7eing a new tea!her, es5e!ia**y for 5eo5*e who
7e*ie9e they must 7e goo at e9erything right away# &n many !ases, rookies who !*aim to ha9e it a**
uner !ontro* are se!ret*y reassuring themse*9es#
&f you !an stan it, *isten anyway# They may ha9e some goo ieas#
&f a !oworker?s se*f;5romotions start getting on your ner9es, smi*e, no, an fin an e<!use to
*ea9e the room#
How to Make Sure This Isn`t Your Reputation
&f you !an?t offer en!ouragement to istraught !oworkers, at *east offer si*en!e# Resist the
urge to Eins5ireF them with !hi!ken;sou5;ty5e stories from your own ay# Ta*king a7out your most
re!ent a!hie9ements is a!tua**y a su!ker 5un!h to their sou*s an wi** make them fee* *ower than
they a*reay o#
&f another tea!her offers you we**;meaning a9i!e, say EThank you,F e9en if you a*reay
knew it# )ou on?t nee to 5ro9e you know too mu!h to hear a9i!e# )ou nee to 5ro9e you know
enough to *isten to it#
&f your 5rin!i5a* makes 5ositi9e !omments uring an o7ser9ation, share them with your
mentor tea!her or a non;tea!her frien, not the strugg*ing rookie ne<t oor#
Remem7er that other tea!hers may ha9e harer Co7s, e9en at the same s!hoo*# This is
es5e!ia**y true if you tea!h high;*e9e* stuents or a !*ass that *ets you es!a5e test 5ressure#
Don?t en!ourage kis to 7amouth other tea!hers# &f they o, on?t re5eat it#
Remem7er it is rare for more e<5erien!e tea!hers to see rookies as ro*e moe*s# Many new
tea!hers are fu** of ieas an wi**ing to 5ut in *ong hours, 7ut your !oworkers ha9e a*so esta7*ishe
routines they !an kee5 u5 year after year# )ou ha9en?t yet, an you wi** show goo Cugment 7y
remem7ering to 7e hum7*e#
Ne9er assume you are the on*y !om5etent or harworking 5erson in your s!hoo*# )ou?re not#
Negative Teachers
Com5*aining a7out your Co7 is a *ot *ike rinking# A *itt*e 7it, aroun the right 5eo5*e, !an 7e
Cust what you nee# &f you o it too mu!h, though, you?** 7e sorry# )ou often fee* gui*ty an
emotiona**y raine afterwar, an if you o it in the wrong !om5any, you !an amage your
re5utation#
A*so, as with rinking, some 5eo5*e Cust !an?t seem to sto5 !om5*aining# Negati9e !o**eagues
!an 7e other rookies who want to know they?re not a*one or isi**usione 9eterans who think they?re
oing you a fa9or# Sometimes their !om5*aints fee* refreshing*y honest# Too mu!h time in the
!om5any of !om5*ainers, howe9er, !an *ea9e you fee*ing ho5e*ess# &t?s ni!e to ha9e sym5athy after
a 7a ay, 7ut you nee to fee* your Co7 is sti** 5ossi7*e an worthwhi*e# Otherwise, why are you
oing itG
E"here was a teacher who would constantly talk about my seventh-graders in front of her
sixth-graders& $he wouldn#t mention names, but she would point to my class list and say things like
+% had this girl last year and now % have her sister& "he sister is smart, but the one you have is as
dumb as a box of rocks&# $he didn#t think she was being obvious , but the details she gave were
enough for students to figure out who she was talking about& % would see them looking up while they
pretended to be working& % could never end those conversations fast enough&(
EFor me, 7eing a ro*e moe* means ha9ing integrity, working har, 7eing res5e!tfu*, an
a!ting 5rofessiona*# Sometimes & fee* *ike the a!tions of other tea!hers at my s!hoo* on?t rea**y
a*ign with those 9a*ues# There are tea!hers who !om5*ain a7out their sa*aries to the kis, who !urse
at stuents, or who on?t take a *ot of time to make !*ass meaningfu*# This is frustrating 7e!ause it
5er5etuates a !u*ture of *ow e<5e!tations that hurts my stuents? se*f;esteem an esire to su!!ee# &
think some of the 7urne;out tea!hers strugg*e so mu!h to ha9e a 5ositi9e attitue a7out stuents#
Lots of times, the negati9e things they say show their frustration from years of attem5ting to
o9er!ome o7sta!*es an fai*ing to a !ertain egree#F
How to Deal with Negative Teachers
Listen# &f you want to know your s!hoo*?s irty se!rets, a fe;u5 9eteran is your 7est sour!e#
Think twi!e 7efore Cum5ing in with your own stories# )ou on?t want this 5erson using them
as e<am5*es ne<t time they !om5*ain#
Don?t 5ush !om5*ainers too har to see the 7right sie# They may Cust write you off as nai9e
or !on!eite#
Inerstan where they?re !oming from# There are reasons a (=;year 9eteran tea!her may ha9e
gotten !yni!a*#
&f the 5erson starts to e5ress you, smi*e, no, an fin a reason to *ea9e the room#
How to Make Sure This Isn`t Your Reputation
%e !arefu* whom you ta*k to after a 7a ay#
$at!h what you is!uss in front of stuents# Any stuents#
Inerstan that !om5*aining on*y he*5s in moeration# &f you are !onstant*y !om5*aining an
ne9er Buite get it out of your system, you are 5ro7a7*y ragging yourse*f own without rea*i-ing it#
Fin a ho77y that oesn?t in9o*9e ta*king a7out your Co7 or, 7etter yet, that takes your min
off it !om5*ete*y#
&f other 5eo5*e smi*e, no, an *ea9e the room when you start a senten!e with EThese kis
' ,F you may want to *ighten u5 a *itt*e 7it#
Coworkers Who Don`t Do Their 1obs and
Make Yours Harder
0art of our Co7 as tea!hers is to set an e<am5*e for stuents, so it?s frustrating to see
in!om5etent, *a-y, an ishonest 5eo5*e infi*trating the s!hoo* system# E9en worse, some ha9e
foun a 5ermanent home in your s!hoo* at the e<5ense of harworking tea!hers an a** stuents#
E% sometimes get annoyed at teachers who come in my class and talk endlessly when %#m
trying to plan& "hen % get angry when the same teachers want me to give them work for the students
because they didn#t prepare& % believe in sharing but not pulling someone else#s weight&(
E"he school#s reading specialist came to help get my third-graders ready for the state test&
"his woman was a veteran teacher with several degrees under her belt, but she told my class the
proper pronunciation of the word mamma* was man;uh;ma*# % almost died& "he woman was old
enough to be my mother, and % felt uncomfortable telling her how to pronounce mamma*# However,
% couldn#t let my students grow up thinking the word rhymed with anima*# % decided to do a lesson
on syllables the next day, and make sure we clapped out mam;ma* along with other vocabulary
words& "hankfully, all my students learned the proper pronunciation1(
E"he counselor at our school took on every responsibility that would add to her paycheck,
including the special ed and 9$ departments& "hen she took extra-long lunch breaks and got
manicures during school hours& 5eanwhile, the kids# needs were ignored& "heir folders were filled
with forged signatures& $tudents waited years for special services or sat in 9$ classes even though
they spoke perfect 9nglish& "his woman was the principal#s best friend& "eachers had to explain
delays to angry parents without getting her in trouble&(
How to Deal with Teachers or Faculty
Who Don`t Do Their 1obs
0i!k your 7att*es# &f no one is in anger, you 5ro7a7*y on?t want to take on this !ase your
first year# )our 5rin!i5a* may ha9e 7een trying to get ri of this 5erson for years# Or your 5rin!i5a*
may 7e re*ate to this 5erson# Lea9e time for the fa!ts to !ome out 7efore fa!ing off with a *a-y
!oworker#
&f you are aske to !o9er for someone e*se?s irres5onsi7i*ity in a way that weighs on your
!ons!ien!e or gets you in trou7*e, refuse# This 5erson wi** sure*y 7e out of sight when it?s time to
answer Buestions#
How to Make Sure This Isn`t Your Reputation
Return fa9ors an 7orrowe su55*ies as soon as 5ossi7*e#
@et tea!hing a9i!e from 5eo5*e you trust not to re5eat your !on!erns# &f you get the fee*ing
your Buestions are 7eing use against you, !onfie in a tea!her who oesn?t work with you#
Limit your !omments on what you are Enot *ega**y reBuire to o#F Inions ha9e fought har
to kee5 tea!hers from 7eing a7use, 7ut most of us sti** work harer than we ha9e to# After a few
months of tea!hing, you shou*n?t 7e ta*king a7out !ontra!t *oo5ho*es that a**ow you to 5u** *ess
than your weight#
Other Teachers Who Won`t Give You a Chance
Because of Something You Can`t Control,
Who Have No Social Skills, or Who Are 1ust Rude,
Mean-Spirited, Nasty, Horrendous People Who
Don`t Make the Earth a Better Place
E% was hired to teach an honors class another teacher wanted& 9ven though it obviously
wasn#t my decision, she took it out on me in little ways the entire year, gave me silent treatment, and
talked about me behind my back& $he got married that year and invited every teacher in my
department except me& $he even passed out some of the invitations in front of my face&(
E% had an overflow class of kids who had been kicked out of other schools, or whose parents
had forgotten to sign them up on time& -lmost all of them were behavior problems& 5y coworkers
knew % was having a rough year and most were helpful and encouraging, but one day % was called
for a conference and the media specialist had to cover my class& "he kids were behaving when she
walked in, but when % started to tell her what she could do if there was a problem, she cut me off&
$he said, +<on#t worry& "hey won#t give me any problems&# "hen she turned to the kids and yelled, +%
am not your regular teacher and % am not white& ;ou will not run me around like you do her&#
>esides being unnecessarily racist, this turned out not to be much of a discipline plan& ,hen % came
back an hour later she had already sent two of the kids to the office& $he said, +"hese kids are
7aD?F
How to Deal with Horrendous Bitches
and Unapologetic Assholes
Don?t *et the a!tions of a few outs5oken, ignorant 5eo5*e kee5 you from getting to know your
other !oworkers# The more a**ies you ha9e, the *ess one 5erson?s attitue matters#
%e 5atient# The more !haoti! your s!hoo*, the more *ike*y it is to 7e a re9o*9ing oor for we**;
intentione tea!hers# Try not to take it 5ersona**y if some !oworkers treat you *ike you won?t 7e
aroun ne<t year# They wi** take you more serious*y on!e you?9e 5ro9e your staying 5ower, an
you wi** ha9e seen enough tea!hers Buit to unerstan their attitue#
$hen e!iing how to han*e iffi!u*t !oworkers, !onsier your own 5ersona*ity an your
re*ationshi5 with the 5erson in Buestion# &n some !ases staning u5 for yourse*f 5re9ents 5eo5*e
from 7u**ying you in the future# Other times it?s 7etter to *et an in!ient s*ie than take on a new
enemy# This is a !a** you nee to make for yourse*f#
How to Make Sure This Isn`t Your Reputation
Don?t worry too mu!h# &f you?9e rea this far you?re 5ro7a7*y not at risk#
A Note About Mentor Teachers
M any !ontri7utors to this 7ook !ite mentors as their *ife*ines# Mentor tea!hers get sma**
sti5ens for taking 7eginners uner their wings, 7ut the maCority of them !hose the res5onsi7i*ity
7e!ause they remem7er the tria*s they fa!e as rookies an want goo tea!hers at their s!hoo*s#
Mentors !an gi9e some of those ti5s you in?t *earn in eu!ation !*asses# They are usua**y ha55y to
he*5#
&n un*u!ky !ases, your 5rin!i5a* has ifferent things in min when 5i!king your mentor than
you wou*# &f your mentor got the 5osition 7y 7eing the 5rin!i5a*?s 7est frien, ne<t in *ine, or ne<t
oor to your !*assroom, you may en u5 with someone whose main Co7 is to re5ort your mistakes# &f
this is the !ase, it?s time to start *ooking for an unoffi!ia* mentor generous enough to answer your
Buestions for free#
&f you were *u!ky enough, *ike & was 6thanks, Mrs# Orr8, to 7e assigne an outstaning tea!her
who is a*so a wonerfu* mentor, 7e thankfu*# Sti**, kee5 the fo**owing ti5s in min1
Your mentor teacher probably gets paid to be a mentor. It is okay to e<5e!t her to a!t *ike
one# Don?t 7e shy a7out asking Co7;re*ate Buestions#
Your mentor teacher doesn`t get paid much to be a mentor # She has as many 5a5ers to
grae an *essons to 5*an as you o# Don?t use u5 her energy an goowi** 7y e<5e!ting her to o
your Co7#
Keep your opinions about your principal and coworkers to yourself # )our mentor has
7een assigne to he*5 you, 7ut she?s known these 5eo5*e for years an nees to work with them for
years to !ome#
If you don`t think your mentor is a great teacher, keep an open mind # )our first
im5ression may 7e wrong, an e9en if it?s right you !an *earn a few things#
You may not teach the same subject, grade, or skill level as your mentor # &f this 5erson
!an?t 5ro9ie a** the answers you nee, rea!h out to other !oworkers in your e5artment#
Get to know as many teachers as you can and be open to their advice # Sometimes your
greatest mentor is not the one assigne 7y your 5rin!i5a*#
13
Please Report to
the Principal`s Office
Y our aministration is *ike a 7ra1 if it 5ro9ies the su55ort you nee, you *ook 7etter an fee*
7etter# &f it fits 5oor*y, it gets in your way an !an e9en 7e!ome 5ainfu*# A!!oring to the Southern
Regiona* Eu!ationa* %oar, o9er ,= 5er!ent of new tea!hers who Buit 7*ame *a!k of su55ort or
res5e!t from aministrators# $e signe on to ea* with !hi*ren, not 5rin!i5a*s who a!t *ike
!hi*ren# Tea!hing your 5rin!i5a* was someone e*se?s Co7#
Sometimes it?s har to 5i!ture aministrators as former tea!hers, es5e!ia**y when they gi9e
!onfusing e<5*anations, a7use the 0A system, or sen out memos fi**e with errors# There may e9en
7e times when the announ!ements you hear at fa!u*ty meetings are so si**y or hy5o!riti!a* you want
to *augh unti* tears !ome out of your eyes# )ou want to raise your han an 5oint out the
rii!u*ousness that must 7e so o79ious to e9eryone in the room you on?t unerstan why no one
e*se is mentioning it '#
Don?t# One of the most !ommon mistakes new tea!hers make is !rossing their 5rin!i5a*?s
raar too ear*y, too often, an for the wrong reasons# &n !o**ege, stuents are en!ourage to s5eak u5
an work to !hange what is wrong with the wor*# 0u7*i! s!hoo* systems, on the other han, are
7ureau!ra!iesA*arge, s*ow, inf*e<i7*e, an 5art*y fo!use on kee5ing 5eo5*e in their Co7s unti* they
retire# %a 5rin!i5a*s on?t im5ro9e 7e!ause a tea!her Buestions their !ommon sense uring a
fa!u*ty meeting# &n fa!t, rookies who !onfront aministrators in 5u7*i! !a** their own !ommon sense
into Buestion# The a9i!e you hear a7out stuents neeing to sa9e fa!e a55*ies to most 5eo5*e# &t
efinite*y a55*ies to your 7oss#
As a new tea!her, you ha9en?t yet gaine the !rei7i*ity to 5oint out other 5eo5*e?s
short!omings# )ou may e9en make a few mistakes yourse*f this year an nee some goowi** from
aministrators# &n most !ases it is in your 7est interest to kee5 !omments a7out your 5rin!i5a*?s
!om5eten!e, 5ersona*ity, an hairsty*e to yourse*f#
&t?s not a*ways easy#
Things Administrators Do That
Drive Teachers Crazy
Act Hypocritically
.-n assistant principal asked me to smoke pot with him at my first faculty holiday party&
=rom that time until % left the school, % found it very difficult to work with him& % was so
disappointed in this person who should have been a role model& ;ears later, % taught his niece at
another school& He made a point to see me and ask me not to mention the incident to her&(
.-t the beginning of the year, an older kid who was not enrolled in the school came into my
freshman class regularly& He turned off the lights, wrote curse words on the blackboard, and once
dumped my trash can onto the floor& No one knew who this kid was& % pressed the emergency button
whenever he came in, but never received an answer, and there was no security guard assigned to
my hallway& 5y assistant principal never answered any of the referrals % wrote about the situation&
$everal months later, the same assistant principal walked past my classroom during a group
activity& He noticed it was noisy and began asking me regularly whether % was okay and if % had
problems controlling my class&(
Ignore School Discipline
.Gur assistant principal talks to behavior problems for one minute and returns them to the
classroom immediately& $ometimes they come back laughing& %t#s infuriating&(
.Gur principal wanted to keep attendance numbers high, so she often reversed our assistant
principal#s decisions to suspend kids& %n one case, a third-grader punched a pregnant teacher in the
stomach and was back at school the following day& "he principal got a QB,JJJ bonus at the end of
the year for improving our attendance numbers&(
Play Favorites
.,e had a principal who would undermine "eachers# authority and critici4e them behind
their backs to other teachers& %n one incident, a parent made a needless, insulting comment about a
teacher and she agreed&(
.Gur principal hired a bunch of her friends to work at the school& $ome were good teachers,
but others were ridiculous hiring decisions by any standard& "o make things worse, she never
observed any of these people& $he also let them ad0ust their class lists and move their worst students
to other teachers&(
Waste Teachers` Time
.5y old principal had meetings every single morning& $ome of the meetings had no agenda,
and he would 0ust talk until the bell rang& %t was like he was afraid of what we would do if he left us
alone in our classrooms during our free time&(
.,e had this one guy who thought it was a good idea to get on the intercom at the beginning
of every period and tell students which class they were supposed to be in& "hen he would wait until
a few minutes after the bell, when we were already teaching and interrupt to give kids what he
thought was an encouraging pep talk& He would sometimes use the last ten minutes of class to
continue these speeches& =or years, he spent about /J minutes of each day on the intercom& "he
saddest part was no one listened& -coustics in the school were so bad the messages were garbled
anyway&(
Notice Only the Bad Things
.Gur school had lots of students who loved soccer and weren#t involved in other activities& %
asked if % could start a soccer team& 5y principal told me to write a proposal then lost three copies
of it in three weeks& Her disorgani4ation combined with her need to control everything made every
step harder than it needed to be& >y the time % brought her the paperwork, forms, and letters % had
typed, it was clear %#d put in many hours outside of school& %#m not sure what % expected from her at
that point, but % think % was hoping for some encouragement& %nstead, she skimmed all six papers,
found a typo in one of them, and said, +;ou#re going to fix this before you make copies, rightF#(
.% had a deal with one of my hyperactive studentsC if he behaved well in the morning he got to
sit on his desk during story time& 5y principal passed by the room and saw this& $he came in to yell
at the student& "hen she gave me this look like % couldn#t control my class, even though the kids had
been silent when she walked in& -t the next faculty meeting she made an announcement about
classes being out of control and +kids climbing on the furniture&#(
Ignore the Effects of Their Decisions
.Gne administrator decided to observe me during open house my first year& "alk about nerve-
racking& -nother assistant principal made me come to his office in the middle of a midterm to talk
to a parent& 5y class took the whole test alone while a security officer looked in from the hallway&(
.- second-grader went home with a chunk of her hair cut off, and her mom called the school&
Gur principal#s reaction was to get on the L- and demand that every teacher stop class, have the
kids look through their desks for scissors, and then lock up all the scissors for the rest of the year&
-ccording to the announcement, we were supposed to give back all the scissors on the last day of
school& Great1 et#s take a day when lots of fights start and give every child a sharp ob0ect to take
home1 Gn top of this, the announcement sounded so frantic that students started asking if someone
got murdered& %t turned out the girl had cut her own hair and told her mom it was another student
so she wouldn#t get in trouble&(
Bully and Harass Teachers
.Gur district had a hiring free4e in place, and % was on a temporary contract& 5y principal
said she didn#t know if she would get authori4ation to rehire me& % called the school every week all
summer& No one would tell me anything or return my calls& =inally, less than one week before
school started, % got an offer from another school& Gf course % took it& 5y principal called me the
next day and said, +2ongratulations, you have your 0ob back&# ,hen % told her % got another 0ob she
called me a +fucking little baby# and said, +;ou wi** work here&# Needless to say % didn#t want to
work for her anyway at that point, and % went to human resources freaking out& "hey told me not to
worry because she didn#t really have the power to keep me from switching schools&(
.9veryone at our school has at least one story about our principal embarrassing them,
yelling at them in front of students, calling them out in meetings, or making out-of-line comments&
Gnce % went into her office to ask about some supplies % had re!uested several times& $he
interrupted me, yelled at me for a few minutes, and then waved me out of the office before % could
answer& % was so furious that tears came to my eyes& -nother teacher offered to watch my kids so %
could run to the bathroom and cool off& $he said, +<on#t worry& ,e#ve all been there&# Gver time, the
resentment toward our principal has built up and taken its toll on staff morale& ,e#ve lost several
good teachers because of it&(
Make Important Changes at the Last Minute
.Gur principal spent thousands of dollars on a school-wide reading program& He sent us all
for training, where we learned that if the program was not implemented school-wide, everyday, it
would not work& ,e received materials so we could each do our part& -t the meeting about how to
implement the program, one teacher complained, and the principal backed down and said, +,ell,
0ust do it in your own classes if you think it#s a good idea&# - few teachers tried to cooperate and
make it work, but, like the training said, it had to be a school-wide effort& ,ithin one week, we all
gave up& -ll those boxes of workbooks 0ust sat there collecting dust&(
.Gne month into the year, administrators told us our schedules might change completely3
apparently we were out of compliance with some district nonsense& -s if that weren#t enough, they
couldn#t tell us for sure, so we spent two months not knowing if students would stay in our classes&
"hen we came in one 5onday and found out we were switching the following day& ,e spent the rest
of the week trying to set a serious tone with the whole school in a state of confusion& New kids
trickled into our classrooms while old students poked their heads in not knowing where to go&(
Discipline Teachers Instead of Students
.Gne day two girls in my advanced class were audibly arguing, for the simple fact that they
didn#t like each other& 5aking a rookie mistake, % told the girls to be !uiet and save the fighting
until they got out of my classroom& 9ach rolled their eyes at the other but kept !uiet& %mmediately
following dismissal the two students stepped out of the classroom and began to fight their way
down the hallway& "hey were taken to the vice principal#s office and repeated my misspoken words&
"his particular vice principal was all about disciplining teachers and not students& "hey were her
+babies,# as she affectionately called them& "he girls walked away with no punishment, which % had
expected& ,hat did surprise me was when one of the student#s mothers came to my classroom to tell
me the vice principal had suggested she complain to the district about my incompetence& $he said
that % had actually encouraged the children to fight, and the parent had to stand up to her on my
behalf& % learned two lessons that dayC be good to your classroom parents, and, if you don#t have the
principal#s support, you definitely have to watch your back1(
Some 5rin!i5a*s !om7ine se9era* of these ri9ing;tea!hers;!ra-y a!tions an there7y run a
s!hoo* ire!t*y into the groun# They *et stuent is!i5*ine s*ie whi*e ho*ing tea!hers a!!ounta7*e,
fi** fi*es with amaging write;u5s, an em7arrass staff in 5u7*i!# )ou !an often re!ogni-e su!h
5rin!i5a*s 7y the high turno9er rates in their s!hoo*s, e9en !om5are to other s!hoo*s in the same
neigh7orhoos# Tea!hers ha9e an E& on?t nee this sPQtF ref*e<# At a !ertain 5oint they rea*i-e,
E+ey# &?m a 5rofessiona*# & !an retireMtransferM!hange !areers an not 5ut u5 with this anymore,F an
they o# The 5rin!i5a* stays, a*ong with a few su55orters an !ommitte 9eterans# Most of the
tea!hers who *ea9e are re5*a!e 7y rookies, who then start their !areers in a 5it of *ow mora*e an
ysfun!tion# As usua*, those who suffer most are the kis#
In Defense of All Principals-Even Yours
R unning a s!hoo* is har, an 5rin!i5a*s fa!e their own !ha**enges in the s!hoo* system?s
!hain of !omman# They e*i9er 7a news to their 7osses, re*ay istri!t e!isions to em5*oyees, an
fie* !om5*aints at 7oth ens# They are a*so the most 9isi7*e targets when s!hoo* 5ro7*ems gain
5u7*i! attention# )es, wonerfu* 5rin!i5a*s ha9e turne s!hoo*s aroun, an we a** sometimes wish
we worke for Ooe C*ark from ean Gn 5e # At the same time, no one knows 7etter than we o how
frustrating it is to 7e !om5are to the mo9ie 9ersion of our Co7# &t is unfair to assume a** 5ro7*ems
7egin an en with your front offi!e# )ou ha9e no iea what your 5rin!i5a* thinks of his 7oss#
Dos and Don`ts for When You
Really Need to Speak Up
K no!king on the 5rin!i5a*?s oor !an 7e un5*easant, 7ut sometimes it nees to 7e one# $a*k
in with the fo**owing ti5s in min, an you are mu!h more *ike*y to wa*k out ha55y#
Dos
Do pay attention to how outspoken coworkers are treated # Consier how you wi** res5on
if you re!ei9e the same treatment#
Do choose your timing carefully # The first ays of s!hoo* or right 7efore stanari-e tests
are genera**y stressfu* for 5rin!i5a*s as we** as tea!hers#
Do work on one issue at a time # 0i!k your highest 5riority an try to fo!us your 5rin!i5a*?s
attention on that#
Do suggest a plan of action # Aministrators are often aske to fi< things not uner their
!ontro*# They won?t res5on we** if you um5 5ro7*ems on their esks without first thinking of
5ossi7*e so*utions#
Do offer to do most of the work # $hen someone wants you to 7uy a !ar or gym
mem7ershi5, they 7ring you !om5*ete 5a5erwork so a** you ha9e to o is sign# >ee5 this moe* in
min when you want your 5rin!i5a* to sign off on a fie* tri5# &f you get the answer you want, 5*an
to make 5hone !a**s an !o**e!t 5ermission s*i5s yourse*f#
Do keep administrative involvement to a minimum # There?s a *imit to how often you
shou* !ross aministrators? raar, so !onsier your s!ore!ar# Di your 5rin!i5a* ha9e to !a*m
own angry 5arents *ast weekG +a9e you Cust reBueste a s!heu*e !hange or orere e<5ensi9e
su55*iesG +a9e you 7een writing a *ot of referra*sG &f so, gi9e it some time# Large num7ers of
reBuests !om7ine with negati9e e<5erien!es make you a high;maintenan!e tea!her#
Do keep records # &f the is!ussion is a7out something that affe!ts your !areer, write own
the ates you ta*ke to your 5rin!i5a* an what you is!usse#
Don`ts
Don`t question your principal`s competence # As a new tea!her, you ha9e yet to esta7*ish
5roof of your own !om5eten!e#
Don`t lose your temper # Stay !a*m an 5rofessiona* no matter what the 5rin!i5a* says or
oes#
Don`t try to change your principal`s personality, motivation, or IQ # &f ta*king to your
7oss remins you of a <ilbert !artoon, try not to *et your fee*ings show# &t won?t he*5 anyway an
!ou* hurt your !areer#
Don`t embarrass your principal (or yourself) # Airing 5ri9ate !om5*aints in front of a
!row is ne9er 5rofessiona*#
What Your Principal Really
Wants from You
W hat most 5rin!i5a*s want from tea!hers is sim5*e, an mat!hes what any 7oss wants from
em5*oyees1
Do your Co7#
Do your Co7 we**#
Do your Co7 as ine5enent*y an with as *itt*e rama as 5ossi7*e#
Make yourse*f, your stuents, the s!hoo*, an, yes, your 5rin!i5a* *ook as goo as 5ossi7*e#
The goo news is that no matter what you think of your 7oss, e<5erien!e tea!hers agree that
when you !*ose the !*assroom oor, your stuents are in your wor*# They work for you# )ou work
for them#
Memo
by Erica Elden
Attention a** tea!hers1
0*ease !an!e* a** tea!hing or *earning you ha 5*anne for toay
$e nee some ata#
Aminister these iagnosti! tests#
Ensure a** stuents take them serious*y#
&gnore a** !omments of E$e ha9e to rea all four 5agesDGF
Do not a**ow ta*king, !heating, or s*ee5ing#
)ou say you a*reay know your kis !an?t rea thisG
)ou say you know it wi** make them fee* 7ore, frustrate,
Like s!hoo* is a waste of their timeG
Oh ' we** we nee 5roof of their fai*ure for our ata7ase#
Diagnosti! tests must 7e grae 7y Friay#
Atta!he is one iagnosti! test#
0*ease 5hoto!o5y#
14
Stressin`
About Lessons
L et?s assume that you a*reay know how to write a fi9e;ste5 *esson 5*an an that you s5en
5*enty of hours at home oing Cust that# &n fa!t, *et?s assume you e9en go a *itt*e o9er7oar, ty5ing
two;5age s!ri5ts with etai*e instru!tions for in!or5orating higher;orer thinking ski**s#
Infortunate*y, e9en when you?9e worke har on your *esson 5*ans, you sometimes *earn the har
way that *ife has a *esson 5*anne for you#
.% tried to draw the state of =lorida on the board and my eighth-graders kept laughing& ,hen
% stepped back % saw why3the drawing looked like a four-foot penis& Gops&(
.Gne of my students did not have a pen on the first day& ,hen % told him % didn#t loan out
pens, he cut his finger and wrote in blood on the paper& % didn#t reali4e until he was done with his
work&(
E5y school switched to block scheduling and % was underprepared for the extra time in each
period& "he first day of school % completed my lesson halfway through a )JJ-minute block& % tried to
keep talking so the kids wouldn#t notice, but talking for BJ minutes straight is hard1 % ended up
giving free time on the first day of school&(
.Gne of my ))th-graders asked if he could show something to the class& "his kid didn#t
participate much, so % was very encouraging& % thought he was coming out of his shell& He
proceeded to open his backpack and pull out a huge snake he had +rescued# while air boating&(
.% had attended a workshop and learned a trick for teaching vocabulary3a word map shaped
like a teddy bear& "he idea was to put the word on the bear#s head, the definition on the stomach, et
cetera& Iids were supposed to make one word bear each day and study them during their free time&
% couldn#t wait to share this idea with my third-graders& ,hat % didn#t reali4e was that (a) a teddy
bear is a hard thing for eight-year-olds to draw, and (b) third-graders are way more interested in
drawing a good teddy bear than creating a useful word map& "he point of the activity was
completely lost& -lso, what took ten minutes in the workshop took over an hour in my class& %
figured it would go faster the second day, but somehow it took even longer& "here was no third
day&(
Common Lesson Roadblocks
W e a** know it?s im5ortant to !ome to s!hoo* with our *esson 5*ans 5re5areAes5e!ia**y for
a 7eginning tea!her# +owe9er, sometimes 5eo5*e who mean to raise the 7ar an em5hasi-e har
work forget to mention *essons that *ook great on 5a5er !an sti** 5*ay out horri7*y in the !*assroom#
The fo**owing are some of the more !ommon reasons goo *essons go 7a1
Kids don`t have the background knowledge you thought they did # )ou introu!e your
%*a!k +istory Month essay to5i!1 E+as Dr# Martin Luther >ing Or#?s ream for Ameri!a !ome trueGF
)ou get nothing 7ut 7*ank stares# )ou ask what the kis know a7out Dr# >ing an the answers
in!*ue E+e was 5resientF an E+e free the s*a9es#F The goo news is you know what you?** 7e
tea!hing toay# The 7a news is e9erything e*se#
A ~teachable moment gets you off track and off schedule # Some of your 7est *essons wi**
!ome from moments that *et you 5ush asie your 5*ans an is!uss something that fas!inates
stuents# Ise these moments to your a9antage# Oust 7e !arefu* not to turn e9ery tea!ha7*e moment
into a Etea!ha7*e ayF or a E*et;me;te**;you;my;*ife;storyF moment# $hen the kis start *ooking
7ore, the moment has 5ro7a7*y 5asse# >ee5 in min that tea!ha7*e moments sti** in9o*9e to5i!s
that on?t re9ea* too mu!h of your 5ersona* *ife# Suestions su!h as E+ow was your weekenGF are
not Buestions that *ea to tea!ha7*e moments# A*so kee5 in min that mu!h e5ens on !onte<t#
Suestions su!h as E&s ora* se< rea**y se<GF may *ea to a 9a*ua7*e tea!ha7*e moment if you are
tea!hing hea*th or human anatomy, 7ut 5ro7a7*y not if you are tea!hing a9an!e !a*!u*us#
Your kids already did your fraction-pizza lesson with their last teacher # &t seeme
origina* whi*e you were !utting out !ir!*es of !o*ore foam, g*uing them together, tra!king own
enough s!issors for (3 tiny hans, an writing ire!tions on the 7oar in a9an!e# Then your *itt*e
ange*s !ome in an say, EMan, we?re oing fra!tion 5i--as again GF @uess what, kisG This is
re9iewD
You explained the directions, but the kids have no idea what you`re talking about # O9er
time, you wi** *earn to gi9e !*earer ire!tions an 7reak tasks into the a55ro5riate num7er of sma**er
ste5s# The first time you run into this 5ro7*em, though, you ha9e two !hoi!es1 7a!ktra!k an wa*k
stuents through e9ery ste5, or sim5*ify the assignment# &f you 7a!ktra!k, you?** 5ro7a7*y s5en
*onger on the a!ti9ity than you 5*anne# Sim5*ifying !uts your *osses, 7ut the kis may not get
e9erything you wante out of the a!ti9ity# Either way, you get a *esson in thinking on your feet#
+ey, at *east someone?s *earning#
The projector breaks, the copies aren`t made, or you can`t find the workbooks # &t?s
a*ways a goo iea to ou7*e;!he!k your materia*s an ha9e e<tra su55*ies on han, 7ut no one
nees to te** you that right now# The goo news is there are often ways to work aroun missing
materia*s, e9en if it means i!tating Buestions whi*e stuents write them own# Think one;room
s!hoo*house# &f that oesn?t work, use tomorrow?s 5*ans or swit!h to a re9iew a!ti9ity#
You realize your lesson is going to end early # One of the worst fee*ings as a new tea!her is
when a *esson ens ear*ier than e<5e!te# )ou see the kis finishing their assignment# )ou *ook at
the !*o!k# There are ,= minutes of !*ass *eft, whi!h in no;*esson;5*an time is *ike a week an a ha*f#
)ou start ho5ing there?s an announ!ement, a fire ri**, a rea* fireAanything to kee5 you from
ha9ing to answer the reae Buestion, ESo what are we oing ne<tGF
So What Are We Doing Next?
L et me 7e the first to say that none of the fo**owing suggestions re5*a!es rea* tea!hing# Think
of them as emergen!y su7stitute 5*ans for yourse*f# Their 5ur5ose is to 5ro9ie 5rou!ti9e !row
!ontro* in an emergen!y, or kee5 *efto9er minutes from turning into a management nightmare#
Make e<tra !o5ies of a!ti9ities kis !an o on their own# >ee5 these in a 5*a!e where stuents
!an fin them if they finish ear*y#
&f you tea!h in a se*f;!ontaine !*assroom, ha9e stuents kee5 E&?m DoneF fo*ers in their
esks# These !an !ontain fun a!ti9ities or reinfor!ement work# O9er time you !an e9en !ustomi-e
them to stuents? interests an *e9e*s#
&f you ha9e easy a!!ess to a DHD 5*ayer, start a !o**e!tion of s!hoo*;a55ro5riate mo9ies
re*ate to your su7Ce!t#
>ee5 a sta!k of work7ooks to han out for e<tra 5ra!ti!e#
&f stuents kee5 Courna*s, gi9e them a EThings to $rite A7out $hen &?m Stu!kF 5a5er, or
make u5 a to5i! 7ase on your most re!ent a!ti9ity#
Come u5 with a few generi! assignments that !an a55*y to any to5i!1 write a summary, raw a
iagram, write an answer ten tea!her;sty*e Buestions, an so on# >ee5 e<tra !o5ies of ire!tions so
you !an rea55*y the iea without re;e<5*aining#
Educational Activities You Can Do
with No Preparation
O !!asiona**y you nee to fi** "= to (= minutes of !*ass time with no materia*s or time to
5re5are# These a!ti9ities aren?t ne!essari*y si*ent, 7ut they !an 7e aa5te for most age grou5s an
su7Ce!ts, an they kee5 kis? attention# They !an a*so 7e in!or5orate into future *esson 5*ans if
stuents enCoy them# This is a starter *ist# )ou wi** a to it on your own as you gain e<5erien!e#
Story chains: +a9e ea!h stuent take out note7ook 5a5er an 7egin writing a story# After a
few minutes, te** kis to sto5 an 5ass their 5a5ers to the 5erson 7ehin them# >ee5 the !hain going
for as many rouns as ne!essary# Then return the stories to the origina* authors# &f there is sti** time
*eft, ask for 9o*unteers to rea#
Mental math: )ou ta*k# >is o the 5ro7*ems in their heas1 ETwo ' times four ' 5*us si<#
Raise your han si*ent*y if you think you know the answer ' Okay, what is itGF E9eryone !an
answer at the same time, so the who*e !*ass gets to 5arti!i5ate# The tri!k is to gi9e 5ro7*ems that are
!ha**enging 7ut sti** sim5*e enough for kis to o in their heas#
Alphabetical categories: +a9e stuents write own ea!h *etter of the a*5ha7et on a sheet of
5a5er# Then gi9e them a !ategory that re*ates to your su7Ce!t1 authors, !ountries, e*ements, an so
on# Ask them to !ome u5 with a re*ate wor for ea!h *etter# The first one to finish wins, 7ut the rea*
winner is you, 7e!ause kis wi** 7e !on!entrating at their esks instea of throwing 5a5er#
Four-square review: Ask stuents to fo* their 5a5er into four se!tions then gi9e one mini;
assignment for ea!h sBuare1 raw a 5i!ture of a new !on!e5t, *ist synonyms for a wor, *ist the
a!hie9ements of an histori!a* figure, an so on# Fo*ing 5a5er istra!ts kis from the fa!t that you
Cust ga9e them four assignments#
Planning for a Substitute
I f no one has to* you how to 5*an for a su7stitute, the ay after your first a7sen!e !an 7e an
un5*easant wake;u5 !a**# The ru*e to remem7er is this1 No one wi** o your Co7, your way, in your
a7sen!e# Most su7s won?t tea!h a *esson for you e9en if you *ea9e a fa7u*ous, !*ear*y written 5*an,
so on?t use u5 a great *esson on a ay you won?t 7e there to tea!h it#
&t?s u5 to you to *et kis know what you e<5e!t from them when you?re out# Threaten,
5romise, or 5*an a Bui- for the ay you return to en!ourage goo work an 7eha9ior# &f 5ossi7*e, ask
the tea!her ne<t oor to !he!k in# E<5e!t to get somewhere 7etween (/ an 3/ 5er!ent of what you
aske for# Come 7a!k reay to ea* with stuents who ga9e the su7s 5ro7*ems#
$hi*e su7stitutes won?t a*ways 7e as res5onsi7*e as you want them to 7e, it?s sti** u5 to you to
o the right thing# Do not *ea9e anyone in your room with no !*ue who your stuents are or what to
o with them# &f you o this, goo su7stitutes who know their rights wi** refuse to !ome 7a!k to
your !*ass# The iea* su7 5*an in9o*9es Buiet work kis !an o without mu!h he*5# &t uses materia*s
that are easy to fin or *ai out in a9an!e, an 7a!ku5 work in !ase kis finish ear*y# &f you want
this stranger to kee5 your !*ass !a*m, !oo*, an !o**e!te, gi9e him or her the too*s to o so#
Most s!hoo*s reBuire tea!hers to make emergen!y su7stitute fo*ers an *ea9e them with the
5rin!i5a*?s se!retary# E9en if it?s not reBuire, it?s a goo iea to 5re5are a fo*er with the fo**owing
things insie1
A !*ass *ist for ea!h !*ass you tea!h#
Any re*e9ant seating !harts#
&nformation on how to take attenan!e#
E<tra !o5ies of s!hoo* is!i5*ine forms#
Three sim5*e *esson 5*ans with 7a!ku5 a!ti9ities an ire!tions for fining materia*s#
The names an *o!ations of other au*ts who !an answer Buestions#
15
Observation
Information
How to Stay Ready for Company
M any 9eteran tea!hers wi** te** you the 7est way to 5re5are for an o7ser9ation is to Ea*ways
tea!h *ike you are going to 7e o7ser9e#F This soun 7ite seems *ike fa7u*ous a9i!e unti* you start
tea!hing ,/ hours a week# The truth is, e9en the 7est tea!hers ha9e moments when they are g*a no
one?s in the room taking notes# +owe9er, there are some 7asi! things you !an o to stay reay for
!om5any1
Teach kids how you want them to act when other adults are in the room # The first time a
9isitor !omes, kis wi** rea*i-e you on?t want to re5riman them in front of !om5any# Thus, they
may 7eha9e *ike foo*s# Remain !a*m unti* the 9isitor *ea9es then ou7*e the orinary 5unishment for
a!ting !ra-y# %e sure to !hoose a who*e;!*ass 5unishment that makes e9eryone unha55y# &f the !*ass
7eha9e we**, !om5*iment an rewar them# )our goa*, in the 7eginning of the year, is to *ea9e kis
with a sense that when an outsie 5erson is in the room, you are sti** wat!hing them# Reinfor!e this
e9ery time a 9isitor wa*ks in 7y aressing the !*ass?s 7eha9ior as soon as the oor !*oses#
Have paperwork on hand # %e 5re5are to show a grae 7ook, *esson 5*ans, an se*e!te
stuent fo*ers at any time to anyone who asks# Not on*y oes this make you *ook organi-e, it a*so
e*iminates the !han!e for stuents to get rowy whi*e you ig through fi*e rawers# &f someone asks
you for one of these things an it?s not a9ai*a7*e, offer to 7ring it to your 5ost;o7ser9ation
!onferen!e#
Don`t stop teaching when someone walks in # )es, it?s har to a!t natura* whi*e someone
stares at you an writes on a !*i57oar# )our 9isitor a*reay knows this# Say he**o# &f it fee*s right,
introu!e the 9isitor an ask the kis to greet him or her# A!t !onfient that you are Bua*ifie an
5re5are# Then o what you !ame to o1 tea!h#
Explain the activity if necessary # &f an o7ser9er !omes in at a moment that *ooks 7a out of
!onte<t, start ta*king# Don?t wait for the o7ser9er to ask why a mo9ie is 5*aying, the kis are ye**ing,
or you?re sitting in front of the !om5uter# Aministrators wi** often gi9e you the 7enefit of the ou7t
if you ha9e an e<5*anationAun*ess they !ome in another ay to fin a mo9ie 5*aying, kis ye**ing,
an you sitting in front of the !om5uter#
Don`t ask your principal for feedback # Some tea!hers !om5*ain they ha9e ne9er 7een
o7ser9e for more than fi9e minutes an wou* *ike some fee7a!k# Sto5 saying this# &n fa!t, sto5
thinking this# &f your 5rin!i5a* !omes in for an o7ser9ation an then *ea9es in fi9e minutes, it means
he or she is 7usy an has seen enough to e!ie you are oing your Co7# %e ha55y, 7e Buiet, an, if
you sti** want etai*e fee7a!k, ask someone who isn?t your 7oss#
How to Prepare for
the Dog-and-Pony Show
O 7ser9ations of e<5erien!e tea!hers are usua**y short an informa*# Many *ongtime tea!hers
know their 5rin!i5a*s 5ersona**y or ha9e 7een at the s!hoo* *onger than aministrators# &f the
5rin!i5a* sees that stuents are working an the tea!her a55ears to 7e tea!hing, he or she nos an
wa*ks out# After enough years the 5rin!i5a* may Cust wa*k 5ast the oor to make sure no smoke is
!oming out#
First;year o7ser9ations are more forma*# )ou a*so ha9e a *ot more riing on these o7ser9ations
than the a9erage e<5erien!e 6rea Ea*reay;!ertifie;an;guarantee;a;Co7;for;ne<t;yearF8 tea!her#
During forma* o7ser9ations, it is har not to go into sweaty;5a*ms;try;not;to;ro5;things;ho5e;
your;kis;a!t;*ike;they;*earne;something;this;year;an;the;ki;in;the;!orner;stays;in;his;seat;
with;his;7ig;mouth;shut moe# 0rin!i5a*s an su5er9isors !ome to your room e<5e!ting a fi9e;ste5
*esson 5*an# They want to see that stuents are 7eing a!!urate*y assesse an ha9e mastere what
you are tea!hing# These 5eo5*e know that you know you are 7eing o7ser9e an e<5e!t to see your
7est work, whi!h 7rings us to what my mentor tea!her use to !a** the og;an;5ony show# Of
!ourse, you shou* a*ways tea!h to the 7est of your a7i*ity# %ut when you know !om5any is !oming,
you !an *ine u5 the ogs an 5onies in a9an!e#
For forma* o7ser9ations, aministrators genera**y use a !he!k*ist from the s!hoo* istri!t#
They e9a*uate you a!!oring to E5rofessiona* 5erforman!e omains,F whi!h are e<5*aine for your
!on9enien!e in a 5rinter;frien*y "4=;5age o!ument a9ai*a7*e on the istri!t we7site# Of !ourse
you wi** want to rea this 5age;turner !o9er;to;!o9er to fu**y a55re!iate why the form says
EC*arifies 5eagogi!a* !ontent an e<5e!te !ogniti9e 5erforman!e on *earning tasksF instea of
E@i9es !*ear ire!tions#F &n !ase you ha9en?t ha time to re9iew the stanars, make it as easy as
5ossi7*e for o7ser9ers to gi9e you a high s!ore in the fo**owing !ategories#
Lesson Planning
$rite o7Ce!ti9es an homework on the 7oar in a9an!e#
Make sure that your *esson 5*an is 5rofessiona*;*ooking an a!ti9ities mat!h o7Ce!ti9es#
Ise a so*i *esson that is im5ressi9e 7ut not out of !hara!ter# The *ast thing you want is a
room fu** of !onfuse stuents saying, E+ey, what o we o with a** this s!ien!e eBui5mentGF
Classroom Management
On o7ser9ation ay, warn stuents there wi** 7e someone wat!hing the !*ass# )ou !an *et them
know you?re 7eing e9a*uate, 7ut on*y if you are sure they wi** 5u** together to he*5 you# &f you
ha9e ou7ts, say the 5erson is !oming to e9a*uate them , or to !om5are their !*ass to other !*asses#
+a9e materia*s reay to istri7ute Bui!k*y an Buiet*y#
&f there are routines or a!ti9ities you? *ike to show off, work them into your *esson# Don?t 7e
afrai to remin stuents of 5ro5er 5ro!eures in front of the o7ser9er if you think it?s ne!essary#
A9oi rowy or hans;on a!ti9ities your kis ha9en?t one 7efore# Trust me# )our !*ass?s first
e7ate or first e<5erien!e with g*itter shou* 7e a 5ri9ate affair#
Relationship with Students
@i9e 5ositi9e reinfor!ement an !ongratu*ate stuents on 5arti!i5ation# Don?t a!t fake# Oust 7e
en!ouraging#
Ca** on as many ifferent stuents as 5ossi7*e# &f you ha9e a system for 5i!king kis
ranom*y, use itA7ut 7e reay to 7en the ru*es if on*y one stuent knows the answer#
Teaching Style
S5eak with authority an *ou*y enough to 7e hear#
Show you know your su7Ce!t matter#
Make ire!tions as !*ear as 5ossi7*e# Re5eat an re5hrase if ne!essary#
%e !*ear a7out why stuents nee to know what you?re tea!hing# E<5*ain how it re*ates to 5ast
*essons an rea* *ife#
+e*5 !onfuse stuents, 7ut on?t s5en too mu!h time at one esk#
Higher-Order Thinking
Ask Buestions that reBuire more than a one;wor answer# O7ser9ers want to see that you are
not sti!king to yes;or;no Buestions, or Cust te**ing kis the answer an saying ERightGF
Make Buestions as ee5 an thought;5ro9oking as you !an without !onfusing the kis# &f you
ask a Buestion an your !*ass turns into the %*ank;Stare O*ym5i!s, Eranom*yF !a** on a stuent
*ike*y to know the answer# Some tea!hers e9en amit to 5*anting answers or re9iewing materia* the
ay 7efore# Remem7er, 5erforming uner 5ressure is har for stuents, too#
Assessment
%e sure to mention your graing !riteria for the a!ti9ity, whi!h shou* a*so 7e in your *esson
5*ans#
$a*k aroun the room# Sto5 at esks to answer Buestions an !he!k 5rogress# This shou*
im5ro9e stuent 7eha9ior an gi9e you something to o with a** that ner9ous energy#
One Last Note
D on?t start your o7ser9ation;ay *esson unti* your o7ser9er wa*ks in# +e or she may not show
u5 on timeAor at a**# $hi*e tea!hers must 5re5are for s!heu*e o7ser9ations, aministrators
sometimes miss them to han*e uns!heu*e emergen!ies# &t is a horri7*e fee*ing to start your og;
an;5ony show on time an kee5 *ooking at the oor, on*y to ha9e someone wa*k in Cust as you
finish an ha9e nothing im5ressi9e 5*anne# O7ser9ers usua**y want to see a *esson from start to
finish, so there?s nothing wrong with working on something e*se unti* they arri9e# $hen the 5erson
wa*ks in, !a*m*y en your other a!ti9ity an start the show#
Worst Observation Stories
I f your o7ser9ation oesn?t go we**, remem7er you?re not the on*y one1
.-n administrator said % didn#t know my sub0ect area& "wo years later the same administrator
asked me to teach advanced placement classes&(
.5y school had two reading coaches who visited my class almost every day& "hey would ask
me to stop class or !uestion me in front of students, and % felt the situation was bordering on
harassment& % asked my mentor teacher for help& $he said, +"hese people are teachers 0ust like you&
<on#t act like they#re your bosses&# "hen she told me to find work for them to do instead of bending
over backward to be nice& "he next time they came to my room % asked them3politely of course3to
dig through their files and make me a copy of some old test scores& % said % needed them for a review
activity& "hen, every time they came to check my progress, % said, +;es, %#m doing fine& <id you get a
chance to get those test scoresF# % was a little less polite about it each time& 9ventually both coaches
stopped coming by completely& "hey never did get me the test scores, but that was okay& % didn#t
really need them in the first place&(
.% was tardy on the day of one observation& % had been out sick the week before, so the class
was a mess& %t wasn#t pretty&(
."his lady from downtown came to my class with a checklist and tried to catch me up on all
these petty details& $he wrote it +concerned# her that my students weren#t grouped by ability& %
wanted to say, +ook, lady, % group my students by violent tendencies first, then by how much they
talk& %f % don#t take care of those things, their ability won#t matter much&# %nstead, % 0ust said, +"hank
you for your feedback,# and reminded myself that no one would ever look at that form again&(
.Gur school was on a list of low-performing schools, so we were under the microscope !uite
a bit& $ometimes it got ridiculous& "here was one day % had six visitors at once in a class of )N kids&
"his lady we called +"he $noopervisor# came first to warn me district people were on their way& $he
wanted to show off for them, so she stayed and pretended to help my students& "hen a counselor
brought in a university researcher, and they stood in the back of the room and whispered& =inally,
two district people came in& "hey walked down the rows of first-graders with their giant shoulder
bags, asking kids !uestions and looking through files for +evidence of implementation&# 5y
principal walked in a few minutes later to see why so many other people were in the room& 9ach
observer rattled off his or her own version of, +<on#t mind me& Kust keep doing what you#re doing&# %
tried to teach my lesson like everything was normal, but it was getting harder& "hen the door
opened again and it was another district person, stopping by to talk to one of his coworkers& "his
was my breaking point& % told the kids to put down their pencils and fold their arms on their desks&
"hen % turned to the adults and said, +;#all need to go&# % thought % was going to get in trouble for
this, but no one said anything about it& %n fact, % was observed much less often in the future&(
16
Testing, Testing
.High-stakes tests are a reality and, regardless of your personal sentiments on them, they are
a hurdle your students must 0ump to graduate from high school& %n that vein, do everything you can
to help them pass& ;ou have your college degree, and time to pontificate and debate the meaning
and validity of standardi4ed tests& ;our students don#t&(
Preparing for Standardized Tests .
Since You Have To
From Day One
M ost of your 5rofessiona* e9e*o5ment wi** 5ro7a7*y fo!us on !om7ining test 5re5 with
meaningfu* instru!tion# & won?t !hi5 away at the i!e7erg of a9i!e, e<!e5t to say if testing is a 7ig
ea* at your s!hoo*, do not ignore it# Ask other tea!hers how they 5re5are# Ise what you !an from
5rofessiona* e9e*o5ment# Tea!hing a teste su7Ce!t is a !onstant !ha**enge to !reati9e*y e<5ose
stuents to test;*ike Buestions# Lu!ki*y, you are not a*one in this 7att*e# The 7i**ion;o**ar work7ook
inustry is here to he*5 you#
One Week Before the Test
Ise your *ast week to o some re9iew an 7ui* your stuents? !onfien!e# >is a*reay ha9e
most of the know*ege they?** 7e working with, so offer en!ouragement e9en if you fee* unsure#
Tea!h re*a<ation te!hniBues, an remin stuents to take !are of *itt*e etai*s that !an affe!t
5erforman!e# Remin them to get a goo night?s s*ee5, eat a hea*thy, non;sugary 7reakfast, an
wear *ayers of !*othing in !ase the room is !o*#
Test Day
The 7est thing a7out test ay is that the kis are usua**y 5erfe!t*y 7eha9e# Some tea!hers
7ring stuents goo;*u!k 5resents *ike a55*es, water, mints, or *u!ky 5en!i*s# This is u5 to you# At
this 5oint you?9e one a** you !an, so wish your stuents goo *u!k an te** them you 7e*ie9e in
them# Now it?s their turn to stress out#
The Purpose Behind Standardized Tests
M y freshman year in high s!hoo*, & ha a*ge7ra first 5erio# Most ays our tea!her, Mrs# $#,
in?t arri9e unti* the *ast fi9e minutes of !*ass, *ea9ing our !*ass a*one with no su7stitute#
E9entua**y & rea*i-e my first 5erio was a Coke an starte !oming to s!hoo* *ater, an one ay, as &
was getting off the 7us in the mi*e of first 5erio, & saw Mrs# $# A55arent*y she wasn?t *ate
enough, though, 7e!ause she !rosse the street an went to Dunkin? Donuts# Don?t get me wrongA&
thought this was fa7u*ous at the time# %ut *ater, instea of taking a more a9an!e math !*ass, & got
stu!k in remeia* a*ge7ra#
Lu!ki*y, & in?t ha9e a tea!her *ike Mrs# $# tea!hing me to rea, 7ut not e9ery stuent is so
*u!ky# One 5ur5ose of stanari-e tests is to *ight a fire uner *a-y tea!hers# S*a!kers ro7 stuents
of their eu!ation an make the rest of us *ook 7a, so why notG Most of us wou* agree that
tea!hers shou* 7e he* a!!ounta7*e for oing their Co7s, 5rin!i5a*s shou* answer for the tea!hers
they hire, an stuents shou* 7e he* to !ertain stanars of know*ege# On 5a5er, testing seems to
o a** of the a7o9e#
Weaknesses and Unintended
Consequences of Standardized Tests
W hether stanari-e tests *i9e u5 to their intene 5ur5oses is a*reay the !ontro9ersia*
su7Ce!t of many 7ooks, so it won?t 7e the su7Ce!t of this !ha5ter# +owe9er, no one enies that,
es5ite the intentions 7ehin them, high;stakes tests ha9e some 7ui*t;in weaknesses an unintene
!onseBuen!es1
Some students are so much below grade level that tests don`t show whether they`ve
improved # &t?s har to see 5rogress on a grae;*e9e* test when kis are so far 7ehin that their
s!ores are simi*ar to guessing# E9en tea!hing to the test oesn?t work when kis on?t fu**y
unerstan the Buestions an answer !hoi!es# &t hurts to for!e stuents to take a test serious*y when
they on?t ha9e a goo !han!e of 5assing#
.,hen % graded my 9$ kids# pretests, % wanted to curl up in the fetal position& "he scores
were so low % couldn#t even use them for diagnostic purposes& Gne of my students was mentally
retarded3he understood that he had to fill in the answer-sheet circles, but didn#t know they
represented answers to !uestions& "his student scored higher than almost a third of my class& %
ended up throwing out the tests& % wasn#t ready for the obstacles % was facing&(
Students who don`t perform well on standardized tests constantly get the message they
are stupid # $e?9e *earne a7out mu*ti5*e inte**igen!es# $e know kis !an 7e smart in ways that
on?t show u5 on tests, 7ut try te**ing that to a teenager who may not grauate high s!hoo* 7e!ause
he !an?t 5ass the state reaing e<am# Te** that to a thir;graer who s5ens a who*e year fai*ing
5ra!ti!e tests an is so ner9ous she throws u5 on test;ay morning# The higher we raise the stakes,
the more these tests take a 5sy!ho*ogi!a* to** on the kis who on?t 5ass#
."he most depressing day of my first year was when % had to give summer school notices to
students who didn#t pass the tests& % tried to break the news in the most private, upbeat way possible&
%n return, the kids tried not to look too heartbroken& Gne student, who got nervous on tests and had
been in summer school every year since first grade, 0ust grabbed the notice off my desk and said
loudly +;eah, % know& % failed&#(
Students who can pass the test feel like they are superstars, which is not necessarily
true # A** the hy5e surrouning these tests makes us forget that they are on*y 7asi!, su7Ce!t;area
ski**s tests# After hearing nonsto5 a7out their im5ortan!e, stuents who 5ass !an get !o!ky,
es5e!ia**y if they su!!eee easi*y whi*e !*assmates strugg*e# The im5*i!ation that test;5assers are
smart enough to s*a!k off is a isser9i!e to them an to their tea!hers# &t a*so kee5s stanars Cust
one *e9e* a7o9e test Buestions an *eas to the istur7ing attitue that on!e EThe TestF is o9er,
*earning is one for the year#
Teachers are encouraged to replace real teaching with test prep # $hen we fo!us fu**;time
on testing, we suggest !riti!a*;thinking ski**s are a *u<ury most 5u7*i! s!hoo*s !an?t affor to
5ro9ie# &nstea of working on stuents? reaing ski**s, we tea!h tri!ks that might he*5 them 5ass a
reaing test without 7eing a7*e to rea# $e a*so forget that e9ery ay s5ent on tests, 7en!hmark
tests, 5ra!ti!e tests, 5ra!ti!e;test re9iew, an test;taking strategies or attening test E5e5 ra**iesF is a
ay not s5ent 5re5aring stuents for su!!ess in !o**ege or *ife# The 5ressure to *ook goo on 5a5er
for!es us to treat stuents *ike hot 5otatoes1 as *ong as we !an get them to 5ass our year?s e<ams, we
wi** ne9er 7e 7*ame for their fai*ure# $e Cust ho5e that, when their *a!k of rea* ski**s !at!hes u5
with them, they wi** 7e in someone e*se?s hans#
Test answers are sometimes ambiguous # Answers shou*n?t 7e o79ious to test;age kis, 7ut
they shou* seem straightforwar to au*ts who s5e!ia*i-e in the teste su7Ce!t# Sometimes e9en
tea!hers fin themse*9es !onfuse 7y 5oor*y wore Buestions or answer !hoi!es#
.,e reviewed using a released test from the previous year& Gne story was about a so-called
typical -merican family, with a mother who told these really corny 0okes& ;ou could barely tell they
were supposed to be funny& 5y students didn#t laugh, and neither did %, but the correct answer on
the test said the mother#s character was +playful and humorous&# "wo of the !uestions related to this
opinion& Gne of my students asked, +,ho writes these things, anywayF# % felt this test was actually
biased against kids who had a good sense of humor&(
Other factors affect test scores # +igh;stakes e<ams test a *ot more than what stuents ha9e
*earne# They test how mu!h s*ee5 kis got the night 7efore, how we** they 5erform uner 5ressure,
an whether other issues are istra!ting them# They a*so test whether a stuent takes the test
serious*y or rushes through an then fa**s as*ee5# Some tests !ount towar a s!hoo* grae 7ut are not
grauation reBuirements for kis# &n these !ases, s!ores ref*e!t whi!h stuents ski55e the test
!om5*ete*y an went to the 7ea!h#
.Gne of my high school students kept failing a test that was a graduation re!uirement& %
couldn#t understand why, because she was a great student who read all the time& %t turned out that
because of the way rooms were assigned she always ended up in the same free4ing-cold room with a
teacher who had a terrible smoker#s cough& "he temperature and noise combined with the pressure
and threw off her concentration& uckily, this girl knew her rights& Gn her last chance she insisted
on switching rooms and was able to pass, but think of the other students still testing in that room O&
(
.-s % was ripping open a plastic package of tests, my hand slipped and % punched myself in
the 0aw& % hit myself so hard it made a cracking sound like when someone gets hit in the movies& Gf
course the entire class burst out laughing& % don#t know if this affected any of the scores, but it
certainly made the overall mood less serious&(
There is lots of cheating and pressure to cheat # Tea!hers are often *eft a*one on test ay
an 5ressure to Eget resu*ts#F The fo**owing year?s tea!her gets a !*ass fu** of kis who 5asse the
test 7ut on?t ha9e the ski**s to su!!ee in a new grae# On to5 of this, the kis 7e*ie9e tea!hers wi**
a*ways Ehe*5F them on the ay of the test, so they aren?t 9ery moti9ate# Then, if the new tea!her is
honest, it *ooks *ike stuents went 7a!kwar from the year 7efore#
Test prep makes both students and teachers hate being at school # $hat *essons o you
7est remem7er from your own s!hoo* aysG E<5erimentsG 0erforman!esG 0roCe!tsG Answers may
9ary, 7ut it?s 5ro7a7*y safe to say no one?s fonest memories in!*ue strategies for e*iminating
in!orre!t answer !hoi!es# Many of us got into tea!hing ho5ing to share the fun, !reati9e, an
ins5iring *essons we on!e enCoye# &nstea, the rum7*ing of the on!oming test kee5s our s!hoo*s in
a !onstant state of emergen!y# Fun a!ti9ities are 5ushe out of the !urri!u*um 7e!ause they?re not
the most effi!ient way to !o9er teste materia*# Tea!hers fee* gui*ty 7e!ause we?re not gi9ing kis
the eu!ationa* e<5erien!e we? ho5e to# The kis, on the other han, on?t know e<a!t*y what
they?re missing# They Cust know s!hoo* isn?t mu!h fun#
."he day before the test % felt like a plane that was not going fast enough to take off& 5ost of
my students were still failing the practice exercises& % was going over some test-taking strategies on
the overhead pro0ector, desperately hoping this would get them where they needed to be& % looked
around the class and everyone looked completely spaced out except one little girl who always
followed my advice but failed anyway because she had dyslexia& % was so unhappy % could barely lift
my arm&(
Performance anxiety turns schools into the twilight zone # Test 5ressure interferes with the
regu*ar*y s!heu*e 5rogram for at *east a month 7efore the a!tua* test# The more your s!hoo* 5ani!s
a7out 5erforman!e, the more it fee*s *ike you ha9e entere another imension#
.Gne month before the test my principal started sending the assistant principal to subtly hint
that we should +put extra focus# on the tested sub0ects& ,e already knew this because everything
about the school pressured us to teach only the tested sub0ects& ,e should have known it wouldn#t
end there, because there was nothing subtle about our principal& $he didn#t believe other people
understood things unless they were clearly stated and then repeated a million times& "hree weeks
before the test she started getting on the L- and reminding us to focus on tested sub0ects& "hen she
0ust gave up and started giving long speeches where she would say things like +"hird gradeC that
means you are only teaching reading& "hat#s reading, third grade1 =ourth grade, math and reading&
5ath& -nd& ?eading1 =ifth grade O # and so on& $he did this every morning for two weeks while
parents were in the school dropping off their kids& %f % were a parent and heard some of these
speeches, % would have pulled my kid out of that school&(
.9very year we have this disturbing +beat the test# pep rally& ,e pull kids out of class during
their last chance to review so they can watch fourth-and fifth-graders in cheerleading outfits that
show off their underwear& 5y boy students always look really happy, but % don#t think it has much to
do with the motivational cheers& -t the end they call up the teachers and give us each a balloon& %
try to act happy even though the whole thing kind of makes me want to cry&(
17
Grading Work Without
Hating Work
.5y son was already in high school when % started teaching& % had so many papers to grade %
brought them everywhere, including to one of his important track meets& % finished my stack of
!ui44es and was feeling great when my son ran up to me, +<id you see me, 5omF# % hadn#t& % had
been so busy grading that % missed his big moment&(
Why Grading Is So Frustrating
T oay you rea**y are going to grae those 5a5ers# 6&f a** your 5a5ers are a*reay grae, you
!an ski5 this !ha5ter# An & hate you#8
)ou know it?s im5ortant to kee5 u5 with graing, 7ut *esson 5*anning !an?t wait unti*
tomorrow, fa!u*ty meetings *ea9e you emotiona**y raine, an you on?t want to 7reak 5romises to
!a** 5arents# )ou start saying you wi** grae at home, 7ut there are istra!tions an you are tire#
)our !ar has 7e!ome the ungrae;5a5er e<5ress shutt*e as you take home your !onstant*y growing
5i*e an 7ring it 7a!k untou!he in your Offi!e De5ot EStar Tea!herF tote 7ag or one of those
ro**ing !rates that seeme *ike su!h a goo iea at the time# %ut toay is the ay# After a** the e*ays
an e<!uses, you are reay to get 7a!k on s!heu*e# )ou take a ee5 7reath an te** yourse*f it
shou*n?t 7e so har, on!e you get starte '#
The first 5a5er you rea irritates you# Some of it is one !orre!t*y, 7ut this stuent !*ear*y
in?t 5ut in mu!h effort# +e nees to know that you know he is 7eing *a-y an !an o 7etter#
+owe9er, you resent that your !omment e<5*aining this is 5ro7a7*y taking *onger than he s5ent on
the who*e assignment#
The ne<t 5a5er you 5i!k u5 has so many mistakes you are not sure what to !orre!t# )ou on?t
want to is!ourage this gir* 7y !o9ering the who*e 5age with negati9e !omments, so you try to fin
something 5ositi9e to say to 7a*an!e out ea!h !orre!tion# 6ENi!e Co7 inenting your 5aragra5hsD
@reat aCe!ti9eDF8 )ou are not sure if you shou* gi9e a grae that honest*y ref*e!ts the horrenous
Bua*ity of the work or a grae that wi** show this gir* her efforts mean something#
Then you get something that is ha*fway e!ent as a 5ie!e of writing 7ut has nothing to o with
the ire!tions# )ou start to !herry;5i!k the 5arts that o fo**ow instru!tions so that you ha9e
something 5ositi9e to say# After a**, the ki shou* get !reit for trying, 7ut he a*so nees to know
that ire!tions are im5ortant an will affe!t his grae# The work !ou* use a few other !orre!tions,
7ut you e!ie it is more im5ortant to fo!us this stuent?s attention on fo**owing ire!tions#
Fina**y, you get a neat 5a5er that shows unerstaning of the assignment, ire!tions, an
!on!e5t# &t is su!h a re*ief to your eye7a**s you want to Cust s*a5 an A on it, 7ut then you start to
woner, EAre my stanars a*reay so *ow from those first few 5a5ers that anything e!ent *ooks
*ike A workG &f & gi9e this !hi* an A, wi** he sto5 working as harGF
The ne<t 5a5er is a 5retty !*ear %# There are a few !orre!tions, 7ut the work shows a 7asi!
unerstaning of what you taught# )ou are e<!ite to see that most of this stuent?s mistakes fo**ow
one sim5*e 5attern# The right !omment from you !ou* turn him into an A stuent '# Or herG There
is no name on the 5a5erD +o5efu**y heAor sheGAwi** !ome ask you why heAor sheGAin?t get
the assignment 7a!k# )ou write a note e<5*aining that no;name 5a5ers automati!a**y *ose ten 5oints#
Then you 5ut it in a se5arate 5i*e to remin yourse*f the grae has not 7een re!ore#
Two 5a5ers *ater, you see the same 5a5er, wor for wor, written 7y someone e*se#
)ou a*reay ha9e a sma** heaa!he# &t gets worse as you mo9e on to the ne<t 5a5er an try to
e!oe hanwriting you !an on*y sus5e!t !o9ers u5 some ty5e of inte**igen!e# As you write E0*ease
7e neaterDF at the to5, you fee* *ike one of those tea!hers who you thought were so 5i!ky a7out
hanwriting when you were in s!hoo*# )ou a*ways hate those tea!hers# )ou for!e yourse*f to sBuint
through the assignment an fin something goo to say, a*though you a*so a one more !omment
a7out s*o55y writing# )ou gi9e the 5a5er a grae that seems fair, !onsiering your heaa!he '#
On*y (23 more to go#
What Experienced Teachers Know
About Grading
.% had gotten so behind on grading, the oldest assignments in my pile were over a month old&
% felt % had to grade them before addressing newer work, but % knew there was no chance % would
catch up& Gverwhelmed, % explained my situation to a teacher in my department& His advice started,
+Now, see, you should never throw out student work in your classroom garbage O #(
G raing is an im5ortant 5art of our Co7# &t?s a*so the 5art most *ike*y to !o9er our kit!hen
ta7*es, ruin our weekens, an ne9er, e9er 7e finishe# E<5erien!e tea!hers with u5;to;ate grae
7ooks wi** te** you the se!ret is to o it right away so you on?t fa** 7ehin# May7e they rea**y
fo**ow this a9i!e an are not Cust saying it to make you !ry# Chan!es are, though, they a*so know
these things1
)ou on?t ha9e to write !omments on e9erything you grae#
)ou on?t ha9e to grae e9ery 5a5er the kis turn in# Some assignments are Cust for 5ra!ti!e#
Isua**y, if no one gets a minor assignment 7a!k, kis won?t ask for it#
Stuents !an he*5 with graing#
Many graes are at *east 5art*y su7Ce!ti9e, an stuents on?t know if you ha trou7*e
e!iing a grae#
One grae won?t make a huge im5a!t on a stuent?s a9erage# &t?s not worth your time to
o7sess o9er the ifferen!e 7etween a %V an a CW#
)ou !an sometimes grae 5a5ers whi*e stuents work ine5enent*y#
The True Purposes of Grades
I n theory, graing *ets 7oth you an your stuents know whether they *earne what you
taught# Stuents get 9a*ua7*e fee7a!k from your !omments# Che!king 5rogress regu*ar*y *ets you
retea!h an 5ro9ie ini9iua* assistan!e# Assessment informs instru!tion# That?s why it?s 7ui*t into
the fi9e;ste5 *esson 5*an you a*ways fo**ow ' rightG
&n rea*ity, many of us get 7ehin on graing# $e rea*i-e stuents are fai*ing when it?s a*most
re5ort;!ar time# $e fin out weeks too *ate that no one unerstoo our fra!tion;5i--a *esson after
a**# $e s5en Saturays fee*ing gui*ty, Sunays writing !omments, an Monays fining grae
5a5ers on our !*assroom f*oors#
To kee5 things in 5ers5e!ti9e, remem7er that e9en im5erfe!t graing ser9es a 5ur5ose# This
was true when we were stuents, an it?s sti** true now#
Grades provide a reward system for academic work # As mu!h as we want kis to *earn for
the sake of know*ege, we know we? 7etter ha9e a few outsie in!enti9es# The *etter;grae system
is a*reay 7ui*t into the system, so it?s one whee* we on?t ha9e to in9ent ourse*9es#
Grades are the simplest way of communicating with parents and future teachers #
Signa*s !an get !rosse when !ommuni!ating with 5arents, 7ut nothing gets to the 5oint faster than
a sim5*e *etter grae# Likewise, tea!hers at a !hi*?s new s!hoo* wi** *ook at his trans!ri5tsAnot
your !omments on his *ast 7ook re5ort#
Grades fill up your grade book # Most s!hoo* istri!ts reBuire a minimum of two graes 5er
week, 5er !hi*, 5er su7Ce!t# That?s more than "== grae;7ook !o*umns ea!h Buarter that you won?t
want em5ty near re5ort;!ar time#
Making Grading Fast and Fair
.5y second year, % promised myself to stop taking papers home& % usually didn#t touch them
anyway and 0ust ended up feeling guilty& %nstead, % started grading at school until a specific time
each day and leaving empty-handed& "his cutoff point forced me to use my time at school more
wisely and made me a more effective teacher in the end&(
G raing shou* ref*e!t the Bua*ity of stuent work, 7ut it shou* a*so 7e time;effi!ient for
you# &f you s5en more time graing work than your stuents s5en oing work, you are guarantee
to stay 7ehin# Tri!ks for fast, fair graing 9ary 7y su7Ce!t, 7ut the fo**owing ieas shou* he*5 as
you fin your own strategies#
Shave Grading Time Off Each Assignment
@rae on*y 5art of the assignment# Te** stuents whi!h 5arts you wi** grae on*y after they
turn in their work#
@rae e9en or o 5ro7*ems on*y# Many te<t7ooks test ea!h ski** with two or more 5ro7*ems#
$ait unti* after essays are one, then 5i!k from a 7ag of essay 5arts 6introu!tion, first 7oy
5aragra5h, et!#8# @rae on*y the 5aragra5h you 5i!ke#
Fo!us on re9ising one se!tion of a 5roCe!t# Then grae it for im5ro9ement#
Te** stuents to uner*ine the etai*s you?re *ooking for1 9o!a7u*ary wors, transitions, orer
of o5erations, an so on# This wi** make your Co7 easier an fo!us stuents on fo**owing ire!tions#
+a9e stuents kee5 work in a fo*er you !he!k week*y or a note7ook you !he!k e9ery ten
entries#
SBuee-e more than one grae out of !om5*i!ate assignments 6resear!h grae, in;!*ass
5rogress grae, fina* raft grae, 5resentation grae, et!#8#
&f you tea!h more than one su7Ce!t to your !*ass, assign !ross;!urri!u*ar 5roCe!ts an !ount the
graes for mu*ti5*e su7Ce!ts#
Make assessments "=, (=, or (/ Buestions so that you !an !a*!u*ate 5er!entages Bui!k*y#
Ise short;answer or mu*ti5*e;!hoi!e Buestions for assignments you nee to grae Bui!k*y#
Ask another tea!her if your s!hoo* has a S!antron ma!hine# $at!hing a ma!hine grae (==
tests in 2= se!ons is a 7eautifu* fee*ing# Learning a7out this ma!hine after you han;grae (==
testsG Not so 7eautifu*#
Save Time on Writing Comments
For maCor assignments, ha9e ru7ri!s or !he!k*ists with 5remae !omments 6e#g#, ESuotations
are !ite !orre!t*y1 "= 5ointsF8# E<5*ain these thorough*y on the front en, then !ir!*e the num7ers
ne<t to them as you grae# &f you fin yourse*f getting sietra!ke an writing aitiona* !omments,
grae with a high*ighter#
De9e*o5 systems that *et you assign graes 7y !he!king stuents? 5a5ers as they work#
Stuents *ike getting immeiate fee7a!k, an you !an make !omments in 5erson whi*e they sti**
ha9e a !han!e to fi< mistakes#
%uy stam5s for !omments you make often# Many tea!her su55*y stores ha9e stam5s for
hanwriting, in!om5*ete work, an no;name 5a5ers# As you !o**e!t work, you !an sometimes stam5
una!!e5ta7*e 5a5ers an han them 7a!k immeiate*y#
S5en time in the 7eginning of the year tea!hing your stuents what you e<5e!t in their
answers# After fo!using on the 5ro!ess for a whi*e, you !an !on!entrate more of your fee7a!k on
whether answers are !orre!t#
Re9iew !ommon mistake 5atterns as a !*ass instea of writing the same !omment on (=
5a5ers#
Make Some Grades ~Instant
Skim some assignments for effort, !om5*eteness, an unerstaning# Then Bui!k*y assign a
grae an mo9e on# The offi!ia*;souning name for this is Eho*isti! graing#F
O!!asiona**y gi9e free graes to e9eryone who i an assignment, es5e!ia**y for homework#
This is a*so a 7ui*t;in effort grae, so it wi** en!ourage strugg*ing stuents to kee5 oing their work#
>ee5 e<tra !o5ies of your seating !hart or !*ass *ist# Sometimes you !an wa*k aroun the !*ass
with a !*i57oar, s5ot;!he!k kis? work, an write their graes on the !hart# This gi9es you a fu**
!o*umn of graes without 5a5ers e9er tou!hing your esk#
Ise your !*ass *ist to gi9e a four;5art ai*y grae# Stuents get (/ 5oints for attenan!e 6"= if
they !ome *ate8, (/ for 5re5aration 6anMor homework8, (/ for 5arti!i5ation 6in!*uing 7eha9ior8,
an (/ for !om5*eting !*ass work 6whi!h you !an s5ot;!he!k at the en of !*ass8# 0artia* !reit is
5ossi7*e for a** !ategories, 7ut shou* 7e either "= or (/ 5oints so that you !an !a*!u*ate graes
Bui!k*y#
Plan Around Grading
&f you assign a maCor 5roCe!t on a no9e* an then wat!h the mo9ie, make the 5roCe!t ue
7efore the mo9ie# Mo9ie time for your stuents !an 7e graing time for you# The same a55*ies to
any a!ti9ity that kee5s kis 7usy an Buiet for at *east (= minutes#
&f you tea!h more than one su7Ce!t, s5a!e out the ue ates of maCor assignments#
&f *ooking at a huge sta!k of ungrae work makes your stoma!h ro5, i9ie 5a5ers into
sta!ks oftenAfining time to grae ten essays is easier than fining time to grae "/=#
&f you know in a9an!e that an assignment is Cust for 5ra!ti!e, 5*a!e it in a se5arate fi*e#
Throw it away after one week if no one asks a7out it#
Make a s!heu*e an set asie s5e!ifi! times to grae#
>now what ty5e of graer you are# Can you fi** tiny s5a!es of free time 7y graing two or
three 5a5ers, or o you nee uninterru5te si*en!eG Do you nee a ea*ine to moti9ate youG Can
you grae uring *un!hG TH !ommer!ia*sG Fa!u*ty meetingsG %e rea*isti! an 5*an aroun your
own !a5a7i*ities#
Have Students Help
A*though 5eer;graing !omes with its own set of issues, stuents !an sometimes grae ea!h
other?s work as you re9iew answers# &f you tea!h more than one !*ass of the same su7Ce!t, gi9e out
5a5ers from another !*ass#
Stuents !an sometimes grae their own work, es5e!ia**y on mu*ti5*e;!hoi!e assignments#
+a9e stuents !ir!*e their fina* answers in !rayon so they !an?t erase answers as you re9iew#
Another 5ossi7i*ity is for stuents to 5ut a** 5en!i*s away after a Bui- then grae with a 5en or
marker# Stuents with a 5en!i* on their esk uring re9iew time fai* the Bui- automati!a**y#
Some Thoughts on Peer-Grading
H a9ing stuents swit!h 5a5ers is a !om5romiseAyou are gi9ing stuents more o55ortunity
to !heat, an they are gi9ing u5 some of their 5ri9a!y# The 5ayoff is *ess 5a5erwork for you an
faster fee7a!k for them# 0eer;graing sa9es time an !an e9en 7e eu!ationa* when one right, 7ut
*et?s 7e honest1 there is no su7stitute for graing one 7y a !o**ege;eu!ate tea!her# &t is u5 to you
to fin an a55ro5riate 7a*an!e 7etween 5eer;re9iewe work an work grae 7y you# The fo**owing
are some things to kee5 in min1
Some written work is meant for your eyes on*y# @i9e stuents the o5tion of graing their own
work or haning it ire!t*y to you if answers are 5ersona*#
0eer;graing nees to 7e taught *ike anything e*se you want stuents to o we**# %efore
turning kis *oose on ea!h other?s work, grae a sam5*e 5a5er as a !*ass#
Te** stuents if they think a 5a5er was grae unfair*y they !an write E0*ease re!he!kF at the
to5 an 5ut it in your in;7o<#
&f stuents wi** 7e 5utting graes on their friens? work, there is a 7ui*t;in in!enti9e for them
to 7um5 u5 the s!ore# &t he*5s to start the year with an e<5*anation of why it is im5ortant to 7e
honest# Then a that, if a graer !heats to he*5 a frien, 7oth stuents fai*# Two ays after your first
5eer;grae Bui-, say something *ike, E&?m not going to name names, 7ut & ha to te** two stuents
they fai*e this Bui- for ishonest graing# & ho5e this won?t ha55en again#F Look 9ery
isa55ointe#
What to Do with Graded Work
G et grae work off your esk an out of sight as soon as 5ossi7*e# 0ut it in a 7asket to fi*e or
han out at the a55ro5riate time# Stuents !an he*5#
Oh, S#`t! My First Set of Grades Is
Due Tomorrow!
M any tea!hers !*ear*y remem7er a moment right 7efore their first re5ort;!ar ay when they
rea*i-e there shou* ha9e 7een (,3== graes in their grae 7ooks# &nstea, many of usA& mean
them Aha a7out ten re!ore graes, se9en !rates of ungrae 5a5ers, an few o5tions that wou*
*et them res5e!t themse*9es in the morning# &f you are in this situation, *et me start 7y saying you
!an ne9er, e9er, ever *et this ha55en again# 0romiseG Okay# There are some es5erate measures
you !an take if graes are ue tomorrow an there is no !han!e you wi** !at!h u5# These are not
re!ommene, 7ut they are one ste5 more ethi!a* than making u5 ranom graes to kee5 your Co71
Dou7*e u5 *egitimate assignments uner ifferent tit*es# This wi** kee5 graes somewhat
a!!urate#
Re!or any grae work you ha9e not a*reay ae to your grae 7ook#
Se5arate the !rates of work into assignment;re*ate 5i*es# >ee5 the 5i*es that you think 7est
re5resent your kis? work#
Eye7a** the 5a5ers in ea!h 5i*e an 5ut graes on them as Bui!k*y as 5ossi7*e# No !omments#
&f 5ossi7*e, ha9e a frien rea off graes whi*e you enter them in the !om5uter or grae 7ook#
Skim fina* graes to see if any seem unfair, ina!!urate, or un*ike*y# ACust a!!oring*y# 6+int1
This is a goo time to gi9e stuents the 7enefit of the ou7t, es5e!ia**y those who may !ha**enge a
grae#8
This 5ro!ess wi** take se9era* 5ainfu* hours# E9ery few 5i*es, you shou* take a moment to
fee* e5resse, ashame, an gui*ty# 0romise yourse*f not to 7e su!h a horri7*e, irres5onsi7*e 5erson
in the future# Now goD $hat are you waiting for )our graes are ue tomorrowD
18
Moments We`re
Not Proud Of
T he first year of tea!hing is *ike the first year of anything1 we *earn the *essons toay that we
neee yesteray, an we *earn them the har way# Few of us !hose this !areer e<5e!ting an easy
5ay!he!k# None of us ho5e to make stuents fee* is!ourage, isintereste, or isres5e!te# $e
ne9er 5*anne to fai*# &n fa!t, many of us 5i!ture ourse*9es 7e!oming outstaning tea!hers who
wou* one ay ins5ire a mo9ie, ho5efu**y starring someone hot 6sorry, Ewar Oames O*mos8#
$e !ame to 7e the so*ution to what?s wrong with eu!ation# Inerstana7*y, our worst ays
are those that make us fee* *ike 5art of the 5ro7*em#
$hen & first starte inter9iewing tea!hers, & aske, E+a9e you e9er ha a ay that mae you
fee* you were horri7*e at your Co7GF The answer was a*ways the same1 EOne ayG 0*ease# &?9e ha
too many to !ount#F
E9entua**y, & !hange the Buestion1 ECan you es!ri7e one ay that mae you fee* *ike a 7a
tea!herGF The fo**owing are some of the answers & re!ei9e1
.% came back from being out and was still a little sick& 5y classroom was a mess and the first
thing students told me was that they missed the substitute&(
.>ecause of low student enrollment, % was transferred from my first teaching assignment 0ust
when % was getting the hang of it& 5y new school had no discipline system in place, and the class %
took over was being managed by a behavior specialist because their first teacher had !uit& -mong
other things, students would climb out my first-floor window and tell me they were sending
themselves to the office because they didn#t agree with my instructions& ,hen they got there, the
principal#s secretary would hug them and give them candy&(
.5ost male teachers don#t teach kindergarten, but when school started, % found myself in a
classroom filled with five-year-olds& -n art teacher had made me two beautiful, hand-painted
bathroom passes and one of my little charges lost one& % was furious and screamed at the boy for
having been so careless& 5y voice must have been pretty loud, because the next day my principal
casually mentioned that he had heard me all the way in the main office& %f % could have dug a hole
and 0umped in at that very moment, % would have done so& "hat incident, thank God, was never
mentioned again, but % learned an important lesson about controlling my anger&(
.% was teaching a high school media class and 0umped at the idea of involving my students in
a class pro0ectC developing casting, rehearsing, and filming a script& % should have worried when
the kids created a story about a substitute who faces the class from hell& Need % say moreF ,hen the
day of shooting arrived, someone suggested we all put on our coats and film outside& "hen one
student thought it would be cute to climb the flagpole& ,ithout asking permission, he shimmied up
the pole and yelled at me to start filming& "hen % heard my principal screaming at my back, +,hat is
going on here1F# -s % turned to explain, my class clown started yelling at us from the top of the
building, +Hey get this shot1# % screamed at him that he was in big trouble, but it turned out he
wasn#t the only one& % never taught media again&(
.% put down a student in front of the class& He made me so mad, % said some things % knew as
a teacher % shouldn#t have said& % apologi4ed to him later&(
.Halfway through a parent conference % reali4ed % was talking about the wrong child& >y the
time % figured it out, there wasn#t much % could do to cover up the mistake& "he good news is this
woman#s daughter was doing much better than the girl % was talking about at first& $he was so
relieved she forgot to be mad at me&(
.% had a student who spoke no 9nglish at all& He spent most of his time drawing and trying
not to fall asleep& % knew he needed me to work with him individually, but with AA other students, %
often overlooked him& Gne day we wrote an essay as a class& He copied the whole thing from the
board, even though he didn#t understand a word& %nstead of complimenting him on writing his first
page of 9nglish, % pointed out a mistake with his indentation& His eyes 0ust dropped to his desk& %
tried to backpedal and tell him % was proud of his work, but he wasn#t buying it& "he damage had
been done& =rom that day on, % made more of an effort to pay attention to this child and praise his
efforts& Gver time he learned more 9nglish and % learned to choose my own language more
carefully&(
.5y school focused so much on the tested sub0ects that social studies were pretty much
eliminated& % was struggling to keep my head above water, so % let it slide even though social studies
had been one of my own favorite sub0ects& Gne day my students, who were mostly 5exican and
$alvadoran, had a chance to participate in a Hispanic heritage poster contest& "hey had two
!uestionsC +,hat does +is5ani! meanF# and +,hat does heritage meanF# "hat was definitely a day
% felt % was failing as a teacher&(
.% lost a kid during a field trip& ,e had to page him at the museum and almost missed our bus
searching for him& %t turned out he had snuck back to the gift shop to buy a toy and then couldn#t
find the group& -fter my heart started beating again, % took the toy and made his mom come get it& %
didn#t say anything to the principal, though, and was glad no one else did, either&(
.Gne of my honors students turned in a poem that was absolutely brilliant& % suggested she
submit it to our literary maga4ine, which % was in charge of& % also sent it to a district-wide poetry
maga4ine, which subse!uently published it& -fter % shared this maga4ine with my 9nglish
department, a fellow teacher approached me and showed me the same poem in an anthology of
angston Hughes#s lesser-known works& "o say % was embarrassed would have been an
understatement& uckily no one from the district said anything, and % began a more thorough study
of Hughes&(
.% had worked out a system where my third-graders went directly to their seats after our
bathroom break instead of lining up in the hallway& "hey were to immediately begin their reading
passages, so as not to waste any +learning time&# % got a little cocky& <uring one break % called over
a more experienced teacher to show off my !uietly working students& % rambled about my new
system with growing confidence until we both heard a commotion in the boys# bathroom& "he
teacher excused himself and came back holding two of my boys, both covered in soap and water&
9nough said&(
.% once dreamed of being a tattoo artist, but % worried % would mess up and someone would
have to live with my mistake& %nstead % became an art teacher& Gne day a second-grader muttered
something rude under his breath while % was talking to him& % followed him outside the school at the
end of the day and talked to his father, who slapped him so hard it would have made a bigger kid
cry& "he boy didn#t even move& He 0ust looked at the ground& His little sister was standing there and
had been covering her eyes since % started talking, like she knew this was going to happen& % was
the only one who didn#t see it coming& Gn that day % wondered if % would have done less damage as
a tattoo artist&(
.Not long after % finally got discipline under control, % mistakenly took my fourth-graders to
lunch an hour early& "hey went into the cafeteria in a nice straight line, so % didn#t follow them& 5y
vice principal paged me about two minutes later, and % ran back to find my students sitting on the
stage in a lunchroom full of kindergarteners& % let them laugh at me for about a minute& "hen % said,
+Gkay get over it# and tried to teach a normal lesson& ater % apologi4ed to my assistant principal
and mumbled some excuse involving daylight savings time&(
.% bought a Lorsche my first year at an inner-city school in the early #HJs& "hat turned out to
be a bad idea& % was an overnight hero with everybody, and people began to !uestion whether % was
a drug smuggler& ?ather than keep up the image, % sold it to a collector& % got me a shiny, new =ord
pickup, and my Lorsche days were over&(
.>y Kanuary of my first year, % thought % knew my troublemakers& 5y seating chart limited
interaction between feuding students, and % thought % had a good idea of what was going on at all
times& However, nothing prepared me for the day % spent my planning period creating posters, only
to have them splattered with blood& %t seemed like a typical afternoon& % was helping a group of
eighth-graders with their class work when a commotion started in the back of the room& %t was
between two of my +good# kids, but % could tell by their tone that neither young man was simply
making threats& % looked in the hallway for a security officer& %t was empty& >y the time % turned back
around, % saw blood& Gne student had stabbed the other with a broken pen, and the wound was so
deep it needed stitches& % !uickly began handing out tasksC go find the dean, keep the boys
separated, get the custodian and tell him to bring bleach and a mop, use desks to create a barrier
around the splattered blood& -lthough % felt % had handled the crisis well, % couldn#t understand how
a fight between two studious children could have escalated so fast& % cried in the car on my way
home and had to pull over to regain composure& "o add insult to in0ury, the children completed their
suspensions and administrators put them both back into my classroom1(
.Gne fifth-grader who was supposed to be going to resource (special ed) during a portion of
the day was actually hiding in the bathroom smoking& % had no clue& "he resource teacher thought
she was with me and % thought she was with the resource teacher& $he did this for almost a month
before someone finally caught her&(
.% started teaching in the )N6Js as a home economics teacher& ,e collected food and made
baskets for the soldiers# families during ,orld ,ar %%& Gne day while % was teaching some girls in
the back of the room ate the donated food& % was furious, but one of the baskets had a whole
container of prunes in it, so the girls got what was coming to them in the end&(
.>y the end of my first year % felt like the kids respected me, so % started acting and dressing
more casually $ummer was coming and the weather was getting hotter, and one day our air
conditioner broke& "his was a computer class, and we had AJ computers heating up the room& "he
kids didn#t want to do anything& % gave up on my lesson and tried to play a trivia game, but all they
wanted to do was whine about the heat& =inally % 0ust said, +Ruit bitchin# about the weather so we
can get something done&# $ince % had cursed, the kids took it as a green light to curse and started
calling people bitches& "here was one girl in particular3the kids had been picking on her all year&
$he was big for her age3way bigger than anyone in the class, including me& $he had short hair,
and one of the boys kept calling her a bald-headed bitch until she reached her breaking point& "he
last time she told him to stop it was clear that she wasn#t playing& "he kid stopped for a minute like
he was thinking about it, and % held my breath hoping he would shut up& "hen % heard, really softly,
+>ald-headed fat beeyotch&# "his girl 0umped up, pushed all the computers off one of the tables, and
started running toward the boy& % tried to grab onto the back of her shirt, but she was bigger than
me and % was wearing flip-flops& % ended up getting dragged behind her like a $uperman cape as
she chased this kid into the hallway& Gf course the rest of the class wanted to see a good fight, so
they followed us, and other classes started coming out to see the action& uckily a large male
teacher from next door had heard the commotion& He was able to restrain the girl as soon as she
left the room& -fter everything calmed down, the principal came into the class to find out what had
happened& 5y students were all there, and % felt like % should take responsibility, so % admitted that %
might have started the problem by using the word 7it!h# He said, +,hatF -re you seriousF %t#s not
like you said fu!kD? "he kids 0ust stared at him with their mouths hanging open& % loved that
principal forever after that&(
& wante to en this !ha5ter with a9i!e on how to a9oi *ow 5oints, 7ut & !an?t# A** tea!hers
ha9e 7a ays# Rookies ha9e them more often an take them more 5ersona**y# Longtime tea!hers,
on the other han, ha9e store enough goo memories to reassure themse*9es an 7a*an!e out a few
isasters# &n fa!t, the tea!hers who !ontri7ute to this se!tion a** !hose to kee5 tea!hing, in s5ite of
these in!ients ' an if that?s not an argument for the rewars of this 5rofession, nothing is#
19
Dos and Don`ts for
Helping New Teachers
in Your School
I t?s *ike the o* saying goes1 @i9e a man a fish, an you?** fee him for a ay# Tea!h a man to
fish, an you?** fee him for a *ifetime# Te** a man fishing is easy an any iiot !ou* o it, make
fun of his fishing eBui5ment an sty*e without offering any he*5, eat the fish you !aught in front of
him an ta*k a7out how e*i!ious it is, an you won?t ha9e to worry a7out whether the man star9es#
+e wi** 5ro7a7*y Cust Cum5 off the 7oat#
)es, we?9e a** 7een there, an new tea!hers ha9e to 5ay their ues# May7e we *earne the
har way an no one he*5e us # May7e we i e9erything right from the 7eginning# May7e we
a*reay told the new tea!her ne<t oor exactly what he nees to o an he in?t listen to us# +ey,
we?re 7usy with our own !*asses#
There are 5*enty of great reasons why we on?t offer our newest !oworkers the su55ort they
nee, 7ut most tea!hers agree that nothing in our training 5re5are us for the sink;or;swim rea*ity of
the !*assroom# Fifteen 5er!ent of new tea!hers on?t make it to the se!on year, an a thir Buit
within fi9e years# &f we on?t *ook out for ea!h other, no one e*se wi** *ook out for us#
The Co7 of a mentor tea!her often fee*s *ike this1
@i9e new tea!hers a9i!e you know is true#
$at!h them a!t *ike they a*reay knew it, an then o it wrong or not at a**#
+e*5 them !*ean u5 the mess they mae without saying E& to* you so#F
Re5eat as ne!essary unti* they *earn e9erything you to* them the har way, Cust *ike you i#
Let them know they are oing a great Co7#
+e*5ing rookies is frustrating sometimes# They !an 7e !o!ky, whiny, harheae, or a** of the
a7o9eACust *ike we were# New tea!hers may not amit it, or e9en know it, 7ut they nee us# &t is
often our su55ort that kee5s the great tea!hers of the future from Buitting 7efore they rea*i-e they
wi** 7e!ome great#
The fo**owing ta7*e !ontains a few ti5s, straight from the rookies themse*9es, on how to he*5
your newest !oworkers#
Rookie Teacher Tips for Administrators
S !hoo*s that on?t 5ro9ie for new staff 7e!ome training grouns for other s!hoo*s#
%eginners sti!k aroun *ong enough to get !ertifie, an then transfer or Buit# &t !an 7e tough to
ientify 5ro7*ems sometimes, 7e!ause on*y the most 9o!a* or !onfient rookies s5eak u5 when
they?re unha55y# The fo**owing suggestions are rea**y ti5s on how to treat a** tea!hers, 7ut they are
e<tra im5ortant for making your s!hoo* a rookie;frien*y en9ironment1
Be honest about what resources your school can provide. O*er tea!hers know you ha9e
to wait for su55*ies or 5ermission# Rookies 5*an aroun your 5romises, so on*y offer what you !an
e*i9er soon#
Let teachers know what, where, and who they will be teaching as soon as possible.
%eginners nee *ots of 5re5 time to start the year with !onfien!e# They a*so nee a9an!e
warning to 7e reay for maCor !hanges#
Discuss concerns in private. Criti!i-ing new tea!hers in front of !o**eagues makes them
targets of tea!hers?;*ounge gossi5# Re5rimaning rookies in front of stuents is e9en worseAit
makes them seem weak an sens them 7a!k to !*ass with estroye !rei7i*ity#
Back up teachers` decisions whenever possible. New tea!hers fa!e e<tra !ha**enges from
stuents, an they worry a7out 5arents Buestioning graes an !onseBuen!es# >nowing they?** ha9e
your su55ort uring a !onferen!e gi9es them more !onfien!e in the !*assroom#
Assign reliable mentors. Not a** mentors are !reate eBua*# Do your 7est to !hoose
harworking, is!reet, unerstaning tea!hers whose !*asses are simi*ar to those of their trainees#
Let them know what you think they are doing well. )our o5inion matters a *ot to new
tea!hers, whether they show it or not#
Have a fair system for distributing students with behavior problems. Iner no
!ir!umstan!es shou* 9eteran tea!hers 7e a**owe to swit!h stuents into a rookie?s !*ass# Fi**ing a
new tea!her?s !*ass with their !o**eagues? unwante stuents is unfair to e9eryone in the room#
Buy them this book. %efore you gi9e it to them, take a *ook at the !ha5ter a7out 5rin!i5a*s
6Cha5ter ",8#
20
Making Next Year
Better
E 9en after you?9e mae it through your first year, you ha9e some work to o# For one thing,
you nee to 5u** out that E&eas for the FutureF fi*e# Summer is your time to re9iew a** the
re9e*ations that !ame one *esson too *ate# Another iea, if you think you !an han*e it, is to gi9e
your stuents anonymous sur9eys# After ,2 weeks, no one knows what kin of tea!her you were
7etter than they o# Aministrators 9isite your !*ass a few times# )our stuents were in there e9ery
ay#
)es, & am using the term every day *oose*y here# )es, a goo num7er of sur9eys wi** !ome
7a!k with answers *ike ELet us wat!h mo9ies an on?t gi9e homework#F Sti**, most kis wi** 7e
honest# 0ut the sur9eys in a fo*er# Ta5e it !*ose# 0romise not to o5en it unti* s!hoo* *ets out an
re5ort !ars are 5rinte# A few answers may sting, 7ut at *east you won?t re5eat the same mistakes
for years without noti!ing#
This sur9ey is your !han!e to ask stuents the Buestions you?9e 7een asking yourse*f a** year#
The fo**owing are a few 5ossi7i*ities1
$hat was your fa9oriteM*east fa9orite thing a7out this !*assG
+ow i your 7eha9ior, attenan!e, an effort in this !*ass !om5are to what you i in other
!*assesG
Do you fee* you were treate with res5e!tG 0*ease es!ri7e any in!ient where you fe*t
isres5e!te#
Do you fee* you were re!ogni-e when you worke har or i something we**G
$hat !ou* your tea!her ha9e one to he*5 you *earn 7etterG
$hat !ou* your tea!her ha9e one to make sure a** stuents *earne 7etterG
&f you 7e!ame a tea!her, what wou* you o ifferent*yG $hat wou* you o the same wayG
Di anything im5ortant ha55en this year that the tea!her in?t noti!eG
$hat wi** you remem7er most a7out this !*assG
0*ease write an answer one other Buestion that shou* ha9e 7een on this sur9ey#
On!e you ha9e sur9eye the kis, you nee to ask yourself some Buestions# &n your !ase, they
on?t nee an answer right away# The im5ortant thing is to kee5 asking them e9ery year#
+ow !an & organi-e my time to get more out of ea!h ayG
+ow !an & organi-e my !*ass in a way that *ets kis he*5 me run it effe!ti9e*yG
+ow !an & a9oi making *ast year?s mistakes in the futureG
+ow !an & get stuents to *earn more of what they nee to knowG
+ow !an & make myse*f a 7etter 5erson so & !an 7e!ome a 7etter tea!herG
+ow !an & 7a*an!e tea!hing with the rest of my *ife so & !an enCoy my Co7G
Are you satisfie with this eningG Of !ourse not# That?s 7e!ause ee5 own, you sti** wante
tea!hing to 7e *ike the mo9ies# $e a** o# $e a** want great *ines that !ome on !ue an 7e!ome
turning 5oints in stuents? *i9es# $e a** want that moment on the *ast ay when our toughest ki
turns to us with tears in his eyes# There?s su55ose to 7e a sign that we are the hero of this story an
we wi** ne9er woner whether we?re 7a at this again#
&nstea, we en the year tire an sti** unsure of ourse*9es# E9en if this were a mo9ie, the *ast
ay wou* make a horri7*e free-e;frame# De!orations are own# >is are more intereste in hanging
out with ea!h other than in e<5ressing gratitue to us# The on*y sountra!k !omes from the raio we
*et them 5*ay so we !an han*e 5a5erwork in 5ea!e# $e on?t a*ways en the year knowing what we
i right#
Don?t fee* too 7a, though# )our Co7 isn?t to en e9ery year with a gran fina*e# &t is to kee5
asking Buestions, graing Bui--es, sitting through meetings, trying to !at!h u5 on 5a5erwork, an
wa*king stuents to the 7athroomAs*ow*y 7e!oming a 7etter tea!her in the 5ro!ess# There is no
5arting s!ene, on*y e9eryay uties# An on!e in a whi*e, there are momentsAun5*anne,
une<5e!te, an une<5*aina7*eAwhen you know you?9e mae an im5a!t whether tomorrow is a
goo ay or not# )ou are the tea!her you !ame to 7e right now# Cue the musi!, an *et the !reits
ro**#
Make Me or Break Me
by Roxanna Elden
They say this first year wi** make me
Or 7reak me#
& guess that?s 7e!ause it takes me
Eight ays to get through a sta!k of 5a5ers
An there are eight more waiting,
An e9ery ay & stay at s!hoo* *ater
An get *ess one '
This is not fun#
+e*5 me someoneDDD
&?m a*reay !ounting how many more Monays
Ti** 9a!ation
6There are "(, 7y the way,
An &?m getting im5atient8
%e!ause & s5ent a** *ast night
On graing an 5re5aration
%ut & !an?t get these kis to Cust
S+IT I0DDD
An take this ins5iration#
My tem5tation to kee5 ri9ing
&nstea of arri9ing
&n the Tea!hers? 5arking *ot
&s a*most as strong
As my fear of what !ou* go wrong
&f & on?t 5u** into this 5arking s5ot
An &?m not sure if & !an take it '#
&?m trying so har to make it work
The way the mo9ies make it seem#
&?9e 7een sa!rifi!ing so mu!h s*ee5
& forgot what it fee*s *ike to ream#
This isn?t the 5erson &?m use to 7eing
Not the image of me &?m use to seeing
& miss the ays when & was a stuent,
Com5*aining a7out tea!hers to my friens '#
This Co7 seeme so easy from the other en#
From here, nothing *ooks the same,
An you know what?s e9en more of a shameG
& hear my tea!hers? 9oi!es
$hen & ye** my stuents? names#
An you know that one Buiet gir*,
&n the 7a!k,
$ith the g*assesG
& o9erhear her mom saying
She wants to !hange !*asses#
They say this Co7 is rewaring, 7ut *ate*y
& Cust fee* *ike a** my stuents hate me '#
Their 5a5ers frustrate me
An &?m going so !ra-y
No sane 5erson wou* want to ate me#
%ut &?m here to stay#
&t takes a *ot to 7reak me#
An that?s why & say
No matter what it takes me '
This year
&s gonna make me#
Thanks
This 7ook was mae 5ossi7*e 7y the honesty an generosity of the fo**owing 5eo5*e
Li**ian A!e9eo;%rako
Mai5u Agui*a
Cory A**en
Ash*i Anersen
Any %a*win
Eri! %erry
Anrew %*o!k
@eorge %om7a*ier
Tara %ro!k
Meghan Casey
Manny Cru-
Tanya Das
Crysta* Da9is
Shawn DeNight
Lakia Di*ay
%i**ie Dieh*
Luther Do**ar &&&
Rosa E*7a
Oohn Ermer
Tara @ar*an
Ana M# @on-a*e-;Fernane-
Reem +aman
Ni!ho*a +anson
Damita +aynes;Ferguson
Taryn +enri<
%ian!a +uff
Diana +urtao
0anitra Oa!kson
Ha*erie Oean;@i**es
Maite Oere-
Deno Oohnson
Si7e* >a5*an
Dr# A*i!e >awa-oe
Cathy >e**y
Dr# Da9i >irsner
Loren-o Laaga
Tami!a Lewis
%i**y Lom7aro
Oon Mangana
Danie* Desnuo MartXne-
+erminia MartXne-
&ris Martine-
Hi!toria MartXne-
Ooi M!%rie
Sarah M!Far*an
>ristine M!Mi**an $i**for
Ste5hanie Mi**ar
>atia Mom5oint
De*5hine O5et
A7ena Osei
Carmen 0arees
%rian 0erry
Chris 0i!kett
Moni!a Reono
@rise*is Reyes
Eri! Ri!hey
Maria Sa*a-ar
Sharon Samue*s
Ooshua Sherian
La9anya Star;Fu*ton
Sarah Thom
O# F# Thom5son
Dar*yn TruCi**o;Es5inosa
Stan $a*ker
0hy**is $i**iams
E ECoa!h $ooyF $ooson
Terri $o*t!h
Rosena $right
Other !ontri7utors who, for 9arious reasons, aske that their names not 7e use
Also, thanks to .
Rita Rosenkranz: For 7eing e9erything & ho5e for in a *iterary agent# For seeing the 7ig
5i!ture from the 7eginning, an !at!hing a** the *itt*e etai*s a*ong the way#
Michael Sprague, Tim Brazier, and Kim Bowers of Kaplan Publishing: For han*ing this
5roCe!t with !are, humor, an unerstaning#
Arielle Ekstut and David Henry Sterry: The authors of Lutting ;our Lassion into Lrint #
)our ama-ing 7ook an worksho5 he*5e me o Cust that#
Brenda Orr: My first;year mentor tea!her, a*ways fa7u*ous an ne9er !om5*ete*y retire,
who to* me after a rough first ay that you saw a great tea!her in me#
The faculty and administration of Hialeah High: For making the s!hoo* a great 5*a!e to
work# S5e!ia* thanks to the !oworkers who truste me with their stories#
Reem Hamdan, Daniel D. Martnez, Zakia Dilday, Abena Osei, Tanya Das, and Billy
Lombardo: For sharing your time, stories, an !omments#
Ginger Seehafer and Inga Aragon: For turning my wors into 5i!tures an *osing nothing
in the trans*ation#
Grandma Barbara, Grandma Sylvia, Grandpa Harold, Aunt Wendy, Uncle Marty,
Uncle Stewart, Stephanie, Tammie, Bryan, and Rudy: For 7eing a great fami*y, for reaing the
7ook, for a9i!e, he*5, !om5any, goo times, an furriness ' not ne!essari*y in that orer#
Erica Elden: For e9erything# No other way to 5ut it# $ithout you there wou* 7e no 7ook#
Phyllis Mandler and Gary Elden: My first tea!hers, who i for me what & ho5e to o for
my stuentsA*ea 7y e<am5*e, e<5e!te the 7est, an re5eate the most im5ortant *essons unti*
they sunk in#
Y (==: Ro<anna E*en
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