It’s that most wonderful time of the year. Well, sort of.
Teaching in December can be tricky and sometimes downright difficult. You may find yourself digging deeper and deeper into your bag of tricks. You may need something fresh to keep you and your students on track. You may simply need a break.
You can survive and even thrive in December! Here are four tips to get you through the holiday season.
As a teacher-librarian, I spend most of my days answering questions, teaching research, and helping students find good books. It’s the best job in the world.
Last spring, it seemed not a day went by when I wasn’t asked about the book Thirteen Reasons Why. With the premiere of the Netflix series, parents and teachers wanted to talk about their concerns with the show. Students wanted to get their hands on the book on which the series was based. Jay Asher’s book was not the first, nor would it be the last, to address bullying and the effects it can have on victims, bystanders, and the bullies themselves.
The beauty of books, more so than television shows, is that they can help us develop empathy or allow us to see inside a character’s head for awhile. Kids who are bullied may feel a little less alone if they read about a character being bullied in a book. Kids who are bystanders or bullies may be motivated to change, even just a little, if they see themselves mirrored in a paragraph or two.
Depending on when your school year started, you’ve probably made it through the initial sprint of setting up routines, establishing the foundation for your class culture, and everything in between. Now as you move into the fall, it’s time to evaluate and refine your communication with families.
- How are you letting them know about your classroom’s activities?
- How are they learning about the progress of their children?
- How are you getting families involved?
Check out these four tips for communicating with your students’ families throughout the school year.
You stand in front of your class, ready to dive into the lesson for the day. Before you speak your first complete sentence, two students start an audible conversation in the back of the room. And from the corner of your eye, you notice a boy in the front taking things out of his desk. Before you can deal with those two issues, you’re interrupted by a fourth student, who yells out a question from the periphery.
It’s not even 9 AM and you’re already feeling a little overwhelmed.
If this sounds like a typical morning, you’re not alone! No matter where you teach, classroom management is paramount to learning. Fair or not, part of your performance evaluation will depend upon how well you manage your classroom so that student behavior doesn’t create a barrier to learning. So, let’s look at some key ingredients for a well-managed classroom.
“The only thing necessary for the triumph of evil is for good men to do nothing.”
This Won’t Be Easy
Important conversations never are. But our students — and colleagues — learn as much from what we do (or don’t do) as what we say (or don’t say). The events that transpired in Charlottesville, Virginia are likely weighing heavy on your students’ hearts and minds, just as they are on yours. You haven’t had the opportunity to learn their names, set up a structure, or lay the foundation for learning this year, but you can still create a space for your students to begin to unpack race, face history, and grapple with the lasting legacies of the past.
When events like those in Charlottesville, Virginia happen, we watch the news in disbelief and despair. We scroll endlessly through our Twitter feeds — tweeting, retweeting, sharing resources, and keeping abreast of the latest developments. Maybe what you saw invoked anger, maybe sadness, maybe fear.
The question that remains is, what are you going to do about it?
Teachers need to talk with their students about race, but before you begin to explore race, bias, and identity in your classroom, you’ll need to do a bit of work to be sure you’re prepared.
When you’re ready, the resources below can help spur discussions about implicit bias, privilege, and systemic racism, and empower students to work toward a more just society.
Before I ever set foot in a classroom, I knew what kind of teacher I wanted to be. I created a composite in my head of all my favorite teachers. You know them, those teachers who were exactly the person you needed at exactly the moment you needed them. I wanted to be warm, funny, and to encourage creativity. I wanted to protect my students and to advocate for them. I wanted to make them write both silly and serious things and understand just how clever Shakespeare really was.
I never anticipated how difficult it would be to keep that ideal version of myself alive. There were activities I had to fight for, actions I had to justify, and ideas I had to let go. It was exhausting to maintain my ideal teacher persona. There were nights when I was packing up to head home at 9 p.m., furiously apologizing to the maintenance staff for not leaving sooner. It wasn’t until my second year that I realized all of those traits I’d envisioned weren’t about the type of teacher I wanted to be. Actually, those traits embodied the classroom culture I wanted to create for my students.
Does anyone not want to get better at classroom management? Even the most experienced teachers can find ways to make their classrooms more welcoming and productive places. But for new teachers, classroom management can feel make it or break it.
If you’ve had a rough year, congratulations on getting through it!
This summer, let’s settle in and learn how to get better at classroom management.
I learned a new word: kuleana. It’s a Hawaiian word that means one’s personal sense of responsibility. I accept my responsibilities and I will be held accountable.
As an educator, having a vision is important. We have a great responsibility to our students and to society. I’m privileged to be an educator, and part of my vision is to teach children not only academic skills, but social-emotional skills that will prepare them to master this concept of kuleana and use it throughout their lives.
This same personal sense of responsibility is naturally embedded in the work I do every day. I’m part of a community of educators who believe in the principles of the Responsive Classroom, a K-8 approach to teaching and learning which includes specific tools, strategies, and practices to help teachers provide a high-quality education to every student, every day. It’s not an add on nor a stand-alone program. These principles, woven into everything we do, how we speak, and how we model behavior, are based on research that shows a strong link between academic success and social-emotional learning.
Most of us realize the importance of a warm-up to get our bodies and minds ready, whether we’re talking about exercising, singing, or learning. But what about the cool down? How you close a lesson is just as important as how you open it. Yet all too often, we run out of time. Or, we look at the clock, see our students are still working hard, and think to ourselves, why interrupt their flow? But there are proven benefits to taking even just one minute to wrap up a lesson.
In those last moments, you and your students have a chance to check for understanding, reflect on what you’ve learned, tie up loose ends, or make sure everyone is ready for the next part of the day. You could even just take a moment to breathe! If you’re looking for new ideas on how to wrap up your next lesson, here are five things you can try.