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Day 5 and Where Are We? Archived Post 9.15.10

Posted by: lclarcq Posted on: November 30, 2014 , , ,

(Originally posted 9/15/10)

So it’s Day 5 in my room. This year I am teaching Levels 2,3 and 4. (The nomenclature is a bit deceiving; Level 2 students are in HS Level 2, which is actually their 3rd full year of study) My student teacher and I feel like we should be “going somewhere.” You see, we had a weekly plan.

Then that weekly plan was broken down into daily plans.

Every single day we have had to move things (that didn’t get done) to another day. The “things we haven’t gotten to yet” list seems to be getting longer …and longer…and longer…. So I really had to sit down this afternoon to see where we are…and where we ARE going. Normally this doesn’t bother me much. But this is a new curriculum for me (Levels 2/3) so I don’t have my bearings yet.

Besides, my student teacher has a supervisor to report to who does not have a lot of experience with CI-based classes…so I want to be able to “translate” our curriculum to him.

It’s a bit ironic…only 5 days in and it feels like we should have gone farther. :o) At best we’ve only had 3 1⁄2 hours of contact time. From that we can deduct time for attendance, transitions, setting up the seating chart, discussion the course expectations, a fire drill, phone calls from the office, morning announcements etc. etc. etc. An optimistic estimate would be that we’ve had 2 1⁄2 hours of instructional time. From that we can deduct time to give directions, pass out and return papers, give a short “quiz”, clarify answers, check for materials, etc. etc. etc. Now we are down to about 2 hours of interaction in the TL. Total.

When I went back over our weekly plan, I looked carefully at what we have been doing. In that time we have discussed the situation of the miners in Chile, explored what students did over the weekend, read an “email’ from a “former student” who went to the VMAs in LA, sang a goofy song with IR in the past tense, started to dig deeply into the song Aqui Estoy Yo (Luis Fonsi, David Bisbal, Neil Sedaris and Alex Syntek), revisited a few of our favorites from Sr. Wooly, and spent some time getting to know each other via introduction letters and conversation.

Wow.

Why on earth then does it feel like we haven’t “gone” anywhere!!!!!!!!!!!!!!!!!!!!!!!!!!!!

I think, and I could be wrong, so I’ll be paying attention to this as the year goes on……that it doesn’t “feel” like a lot because we have worked hard to connect all of the activities. The structures used to discuss the weekend were the same ones that we used to understand and talk about the Video Music Awards. Several of them came from the song, and we used other phrases from the song to take attendance (Aqui estoy yo..es obvio!) Structures connect activities to each other and allow students to connect their thoughts and emotions to the activities themselves. When the students connect with the activities, they begin to connect with each other. Time flies. It “feels” like we haven’t “done” anything.

We have physical evidence that a lot has been done: papers, powerpoints, stories, letters, even a couple of grades in the gradebook. Yet, apparently, none of it felt like “work.” If it did, we’d feel more productive. I’m glad I sat down to take a look at it. I feel much better now.

with love,
Laurie

All content of this website ©Hearts For Teaching 2009-present and/or original authors. Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited. Examples and links may be used as long as clear and direct reference to the site and original authors is clearly established.

I’m Not Adding That Archived Post 9.12.10

Posted by: lclarcq Posted on: November 30, 2014 , , ,

(Originally posted 9/12/10)

Last night I got very wound up over a post on Ben Slavic’s blog (http://www.benslavic.com/blog/ sorry…my hyper link feature is a bit off today…) . Anne Matava, an incredible teacher, received a letter from a former student and shared it. It was the kind of thing that I have heard before from my own students and it hit hard. Our students leave our rooms, head off to college, score well on placement tests, end up in upper-level language classes and feel completely unprepared for the grammar-based instruction and texts that they now face. Here is my response this morning…

This post has been in my head all night. Why? Well…I’ve been in the same place as Anne with this…and my students in the same place as hers. So in level 4 I have built in additional time devoted only to strategies on how to attack these grammar assignments. Even with additional exposure and explanation, my students still struggle. Here’s why:

These exercises make no sense.

I know, I’m talking heresy here..but go ahead and get out the stake. Have you looked at them lately? They are completely out of context. Try translating a few to English. What native speaker of English do you know is capable of answering this: Mark_____________(to find/3rd person singular future tense) the book. ??? And what would a native speaker of English learn about his/her own language by filling that in correctly. There are better ways to identify and work with language structures.

As if that weren’t bad enough, the lessons are taught so that students focus on the rules. And then at least one third of the work/test is focused on the exceptions to the rules. It is simply poor pedagogy.

The first four semesters of college study are marketed for students who will go no farther in their language studies…yet…they are designed for students who will major in the study of the language. Native speakers who “test” into the upper levels of these classes face the same struggles as our students. Why? Because they are designed for someone else. For someone who speaks “linguistics” as well as the language of study. The type of practice demonstrated above has no bearing on level of fluency….nor does it even promote a deeper understanding of the structure and beauty of a language.

So, frankly, I’m tired of hearing that /feeling like TPRS is to blame for students’ inability to do well on these types of assignments. The truth is that very few students will do well. That is how they are designed. Even fewer will enjoy any of it.

What hurts our kids the most is that they are not familiar with the feeling that language class is supposed to be painful. When they write to us and let us know that they wish that we had “done more grammar” they don’t understand that that would mean “cause more discomfort and pain” in high school language classes.

Because we DO “do grammar”. From the very first day, in level 1. But it is so much a natural and logical part of the instruction that it is comfortable, logical and supportive. What we don’t do is give them practice in feeling stupid. That is what other kids are used to that our kids aren’t. And I’m not about to add that to my curriculum.

Not sure if I feel better or if I’m even more fired up now. :o)

with love,
Laurie

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First Goal Archived Post 9.3.10

Posted by: lclarcq Posted on: November 30, 2014 , , , , , ,

(Originally posted 9/3/10)

There are so many things to get done the first week!!! It is sooooo tempting to want to jump right into “Spanish” and start “teaching.” But the truth is…..that would be feeding my need and not addressing the needs of the students. I may be chomping at the bit to get them listening, reading, speaking and writing….but they could care less. About Spanish anyway.

They are excited to be back in the building. They have missed seeing their friends, their peers and, yes, even their teachers. They have missed having a routine. The building is buzzing!!! Then the bells ring, the doors close…and the silence begins.I want that excitement to continue in my room…even after class starts. That energy is the life-blood of the language classroom. If I push them right into my idea of a Spanish lesson I am setting myself up for a huge face-plant. Pow. Right onto the linoleum floor. Students have been trained to sit down, shut up, stare straight ahead, and to nod appreciatively so as to appear engaged.

The minute I go into “teacher mode”, they go into “student mode”, and I am back in the face-plant position.

Luckily for me, this year I have a student teacher. He is new to a small rural district and there are a lot of things that he will be getting used to in the seven weeks that he is here. So, our theme for the week was : Start to Get to Know Each Other.

I’m in the highly unusual position this year of knowing nearly every one of my students. It’s never happened before, and it’s not likely to happen again. The timing, however, is beautiful. I get to sit back and watch as my student teacher and my students get to know each other. I can introduce them….but they are the ones who have to do the rest. Getting to know each other is not an easy task. It cannot be rushed. All good things take time.

First, of course, is the pesky job of learning all of their names. It’s not as bad as it could be; I only have 110 students this year. But let’s face it….that’s one tough job….matching 110 names to faces….in as little time as possible…because the more quickly he learns those names, the better.

(BTW…I’m not worried, my student teacher is light-years ahead of where many experienced teachers are. He has great instincts…a most impressive young man.)

Some of the students made themselves known right away. They got to class early or hung around after everyone else had left. They wanted to come in after school and look for opportunities to ask a question or to help out. They wanted to, or needed to, be at the top of the “I know you” list.

Some of them sit in the front row during class….some sit in the back. They have a need to carve their place out right away. They aren’t as hard to get to know….and I am always grateful for their direct approach. No ice-breakers needed. HERE I AM!!!

The next-easiest group to get to know is the group of students that is most like us. They laugh at our jokes. They respond right away if we mention a favorite t.v. show or sports team. They remind us of ourselves at that age. I’m pretty sure that my student teacher has already begun to identify these kids. (like I said….he’s sharp) It will be my job to make sure that he finds ways to feel as connected to the rest of the class as he could to the ones that are already the first ones to come to mind.

What we tried to do this week was to set up the classroom, physically and emotionally so that everyone would be accessible and would be able to find a way to be accepted. Including the teachers. Although we will add a new goal for next week, this week’s goal will become this year’s goal.

Get to Know Each Other.

It’s the assignment that I gave my seniors. It’s the assignment of a lifetime.

With love,
Laurie

All content of this website © Embedded Reading 2012-2014 or original authors. Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited. Examples and links may be used as long as clear and direct reference to the site and original authors is clearly established.

Looking Back Archived Post 9.6.10

Posted by: lclarcq Posted on: November 30, 2014 , , , , , , ,

(Originally posted 9/6/10)

Last fall I made a commitment to myself, and to my students, to honor Time. I’ve tried to look back and see if I really did that…and if I did….how did that affect my classroom.

It’s difficult to do, because Time truly flew last year. It was my oldest son’s first year at a community college and my youngest son’s senior year in high school. We sold our house and moved. Both sons searched for, applied to, were accepted by, and made plans to go out of state for college this fall. My “adopted” daughter graduated from college. And that was my world outside of school. :o)

It was a year full of exciting events, memorable moments and stressful situations. I hope that, looking back, my recollections of the classroom are accurate.

The clearest thing to me, about last year, was the much more relaxed atmosphere in the classroom.

Not relaxed in a “we are not doing anything today” way, but rather, relaxed in a “there isn’t going to be any pain in this classroom today” sort of way. Students who routinely “blew up” in other classrooms actually were relieved to come in and to calm down. I did not “gear up’ emotionally to face any of my classes…I didn’t need to.

Going slowly worked. This was a group that wasn’t going to get it if I went quickly…that much I knew. But the only way I could know if going slowly would work, was to try it. So I did.

Now, I do have an advantage….we are a small district and I knew that I would be the teacher that would get these kids in Level 2. So I used that advantage and took the opportunity to do what I believed what was best for this group.

What do I mean by going slowly?

I let go of the “schedule.” I went through our curriculum as the students were ready….not when the schedule said to. When students needed to, or wanted to, linger on a topic, we did. When the earthquake in Chile occurred, we let go of the scripted curriculum and followed the story. When students found a song that was classroom-appropriate, we spent time with it. When I got a new idea for a new activity, we went with it. When I discovered the movie Real, we added it. When students needed three days to read a chapter in Casi Se Muere instead of one…we took three days.

Where did we end up? Right where we should have. We may not have addressed reflexive verbs the way I have before. We may not have had as many quizzes as we have had other years. We may not have written as many original pieces as other classes have. I’m pretty sure that we didn’t get as detailed with vocabulary as I might have a few years ago.

But they were all with me. It may not have been their favorite subject nor their favorite class….but they were with me. And this was a group with a number of kids that, in other years, I would have lost. Not numerically…they would have slid by with a 66 or a 67…but they would have played the game to get through…not really acquiring language. Yet, by going slowly, I was able to see them continue to grow and acquire through the very last week of school.They were interested.

They were willing to show concern about victims in Chile.

They were willing to listen to nearly any song that was presented to them and frequently came to me with songs that they had scouted out on Youtube or Itunes.

They came in with questions….things that they had seen, or heard, or thought about overnight or over the weekend and wanted to know more about…or wanted to understand.

They encouraged each other. They really developed, and utilized, a sense of humor using the language. And the students who, if I had gone more quickly, would have kept up with me?

They still rocked the house with their insights, their skills, their applications and their level of acquisition.

Going slowly allowed me the time and the freedom to do more differentiation than ever before. By letting go of the idea of getting more done, I was able to do better. What is differentiation if not a form of academic personalization?

I hope that I make the time this year to not only honor Time…but to record in more detail what I was doing and how so that I can continue this…and to share it with you all in more detail.

With love,
Laurie

All content of this website © Embedded Reading 2012-2014 or original authors. Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited. Examples and links may be used as long as clear and direct reference to the site and original authors is clearly established.

What Do I Want? Archived Post 9.1.10

Posted by: lclarcq Posted on: November 30, 2014 , , , , , , , ,

(Originally 9/1/10)

I was talking with my colleagues and trying to explain what I wanted my classroom to look like. Not the walls/decorations classroom….the real stuff happening in the classroom part.

I want it to be in a state of quality interaction.Not constant chaos…although if you don’t know Spanish it might look that way…

Not constant action…sometimes we need to give the brain time to process….

Not constant lecture….it’s too easy for students to “leave” the room…..

Not constant production….besides being poor pedagogical practice, I simply cannot monitor everyone at the same time…

Not constant input….I need to know how much is going in and how much is just flowing over their heads or around their bodies…

Not even constant interaction…..we have all seen areas in our lives where more effort more does not always mean more results.

Instead…I am hoping to create quality interaction.

Much of the time the interaction will be between me and the class….sometimes between classmates and sometimes between the students’ brains and the language….but it should be visible, if not measurable.

I think that the two main differences between acquiring a first language as an infant, and acquiring a second language later on are these:

● The ability to communicate is greater. The older the student is the greater the ability he/she has, not only to communicate, but to see the purpose of communication.

● The ability to reason. The older the student is, the greater the ability he/she has to think, to plan, to anticipate, to wonder, to put the mind, not just the brain, to work.

● The ability to read. It provides not only another mode of input, but also another mode of interaction.And what both “acquisition groups” have in common is that both, when acquiring a language,interact using the language.

Now certainly there are students who will acquire without quality interaction…..but frankly, those students don’t need me for much anyway. :o) Academically at least. But in order to create a safe place, an encouraging place, a challenging place, an appropriate place for my students to acquire language and to experience life, I need to focus on the quality of interactions in my classroom.

Discussions that are choreographed so that each student is part of the conversation.

Conversations that are modulated for speed, clarity, accent, rhythm and direction for each member of the class.

Class activities that flow in and around every corner….not just from the front (or the screen) towards the back so that by the time they reach the back corners only the foam is left behind.

Behind every interaction, a purpose: connect, connect, connect, connect.

Connect student with material, material with instruction, instruction with language, language with love.

Love, grace, honor, power, responsibility in every interaction.

Interaction. Quality interaction. That is what I am striving for……

With love,
Laurie

All content of this website © Embedded Reading 2012-2014 or original authors. Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited. Examples and links may be used as long as clear and direct reference to the site and original authors is clearly established.

Teachers Must Model Behaviors Archived Post 8.20.10

Posted by: lclarcq Posted on: November 30, 2014 , , , , , , ,

(Originally posted 8/20/10)

The kids really need to be able to trust each other in our rooms. Getting to know each other really makes that easier when that process is guided by a trusted, caring and thoughtful teacher. Again…as in most of what we do, it’s not WHAT we do, but HOW we do it that makes the difference. Letting other kids “in” to their world creates an enormous minefield for many students…and some will not just balk, they will just shut down completely.Some thoughts…after reading these, knowing many of you and having worked very hard at this in my own room for long time….

a) The teacher needs to model EVERYTHING. We cannot take for granted that kids know how to get to know other people. The fact is ….they have little experience in this..very little. What do we need to model?

* the appropriate kind of information to share (short, detailed, but nothing that will make other people uncomfortable to know!!)

* the appropriate way to share it (w/o innuendos, sarcasm, self-deprecation)

*when to share it (in an activity or in order to connect w/someone else)

*how to listen w/caring and genuine interest when other people share

*how to respond to other people when they share

*how NOT to gossip about what has been shared (it may seem advantageous to share tidbits about students with other classes but it’s a trust-buster…)

*how to gently step in when the sharing is going the wrong direction

*how to ‘hook into” the information/feelings that have been shared so that it becomes part of the relationship within the class.The other thing that I think is really important here goes back to a post that Ben put up a few days ago. Students need to believe that it is safe enough in your room to create a “Spanish class” Persona in order to participate. Not all kids need one. Some kids wear one around every day.

Some kids are naturally too “transparent” to even know what one is. But you will have at least one, and probably several students, in each class that will need some support in making this happen.

A student who is struggling w/his or her sexual identity or preferences will be very cautious about sharing anything. These students have learned that the slightest reveal can set off feelings in themselves, or reactions in others that are hard to deal with.

A student who is dealing with being the object of abuse: emotional, verbal, physical, or sexual has been “trained” for a long time to not reveal, anything.

A shy student may be totally overwhelmed by receiving that much attention, even for a few minutes.

A new student, very aware of how quickly first impressions can carve out a social existence, may need to welcomed with great love and care.

A student with a “I don’t give a crap” persona (which of course we know is usually hiding a “I care too much or I can’t afford to care” attitude) needs to be given the leeway to share without totally surrendering that carefully crafted “I don’t give a crap” masterpiece.

I’ll be honest…I teach in a district where everyone “knows” everyone (at least they think that they do). It’s a fishbowl kind of a world and attitudes are set pretty early on. Every year, but particularly senior year, I begin the year with a clearly-stated goal of each student working with, accepting and hopefully getting to know the other kids in the class (not liking, this is not required)

I work, every day, in every activity, in every interaction towards this goal. And there are some groups that fight me all the way to the end because their need to control their world is so strong.Don’t give up. Every moment is another opportunity to build those bridges. If no one crosses them, so be it. Not only did you give them the opportunity to cross bridges, you gave them the opportunity to see them being built.

There will come a time in their lives when they need to build a bridge. It may not come in the time that you have them in class….in fact, it probably won’t. Just as our students “unconsciously” learn language, they “unconsciously” remember the doors you have opened and the bridges that you have built in front of them. If the need is strong enough, and other factors fall into place, every single thing that you did in class will have made a difference.

The easiest thing to do when trying to get a class to bond…is to try to get a class to bond. No can do. So when it doesn’t happen the way, or in the time frame, that you would like, try not to take it personally. It’s not about you. It’s about a bigger picture. Our job as teachers rarely allows us to step back and see the piece created. It is our job to get in there with the brush and to keep painting…hue after hue, layer by layer….so that the piece will indeed exist.

with love,
Laurie

All content of this website © Embedded Reading 2012-2014 or original authors. Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited. Examples and links may be used as long as clear and direct reference to the site and original authors is clearly established.

Trustbuster #3 8.29.10

Posted by: lclarcq Posted on: November 30, 2014

(Originally posted 8/29/10)

NEVER DRAWING A LINE

Teenagers may want to be treated as adults…but they do not want to be THE adult. They want us to be the adult.

They will test us. They will push our buttons. They want to know exactly what the limits are and how far they can go…for reasons too numerous to mention here. That is how they are wired.

However, in the mind of a teen, a REAL adult,…..an adult they can count on, look up to, lean on and learn from…knows where the boundaries are and isn’t afraid to enforce them. They find it very hard to trust, or respect, someone who doesn’t.

If we know ourselves as adults, as teachers, we will know what our boundaries are. We will know what we will tolerate, what we will accept, what we will encourage….and what we won’t. Our students know that about us…even if we don’t. Remember the adage: What you allow, you encourage.

That doesn’t mean that you shouldn’t strategically pick your battles. Drawing a line in the sand for everything will just leave you spinning around in circles erasing your own lines with your footprints.

Remember that students may have nine teachers, several coaches and a complicated assortment of parental figures ….each with his/her own set of boundaries to deal with.

So think about your boundaries. Figure out the essential ones. Communicate what is really important ahead of time. Communicate everything else as needed. Stand firmly when necessary.

For yourself. For your students.

with love,
Laurie

All content of this website ©Hearts for Teaching and/or original authors. Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited. Examples and links may be used as long as clear and direct reference to the site and original authors is clearly established.

Trustbuster #4 Archived Post 8.12.10

Posted by: lclarcq Posted on: November 30, 2014 , , ,

(Originally posted 8/12/10)

PREDICTING THE FAST FOOD FUTURE
It has become a stock phrase in many American classrooms: “Do you want to end up flipping burgers for a living?!!” Used at just the right time, in the right place, with the right kids it seems very funny. It’s not. Ever.

Sarcasm is the tool of the weak folks. I can get away with saying this because, personally I am really good at sarcasm. I used it frequently, in my younger days, as a classroom management tool . It shuts kids up. It also gave me a way to be popular with kids who appreciated my witty ability to make other people look and feel like losers. Bottom line is….sarcasm produces shame.

That is why it works. I had to train myself to stop using it.Just because I think I am intelligent does NOT give me the right to make other people feel stupid.

Stopping sarcasm opened up many amazing doors for me with my students. Most importantly, I try to become a role model for other ways of handling frustration, communication problems, and basically BEING OUT OF CONTROL OF A SITUATION. You see, Sarcasm is a bright person’s way of taking control of a possible out-of-control situation. But that is another blog….

The reality of the Fast Food Future is that it isn’t the worst thing that can happen to folks. In many families, an adult working in fast food is what puts food on the table and health insurance within reach. Do we really have the right to insult that?

In some families, working in fast food is a far better alternative to what is presently going on….especially in this economy. Let’s face it: working in fast food is WORKING. It’s showing up every day, leaving smelling like French fries, putting up with uppity know-it-all fast food eaters, and getting a paycheck. There is nothing wrong with doing a day’s work. Anywhere.I know, I know….that isn’t what you mean when you say it. You want kids to realize their potential.

You want kids to aspire to wearing a necktie or a stethoscope or at the very least, not smelling like French fries at the end of a long day. But frankly, what you mean when you say it doesn’t really matter. It’s what THEY HEAR when we say it that matters.

What they hear is:

Teachers are smart and you kids are stupid. (and they all know that folks with the same degrees we have are making much more money somewhere else so they don’t quite buy that)

Teachers have the power to insult and students have to take it. (and they WILL find ways to get their power back, trust me on this….)

Teachers are completely disconnected from reality and shouldn’t be taken seriously. (ouch)

Sarcasm is allowed, accepted and encouraged when you are in charge or more educated. (and they will take advantage of that and spread their own sarcasm on the less fortunate whenever the opportunity arises.)

Teachers have a dim view of people who are lower-income and less-educated than they are. (and Teachers think that they have the right to be that way)

Now I know that many of us use those phrases with love and humor. We truly believe that the kids “get” what we mean and that they know that we aren’t putting anyone down. I’m going to challenge you on that. I think that they get the message loud and clear….no matter what kind of we put on it…and that it is the wrong message to be giving our kids.

We MAY think that fast food is a great place for teens but not a future to aspire to. There is nothing wrong with that. But using Fast Food Future sarcasm and insults to control classroom behavior or motivate our students will destroy any chance that we have to create strong relationships in our classrooms. We need to drop that line and find other ways to open doors for kids.

With love,
Laurie

All content of this website ©Hearts For Teaching 2009-present or original authors. Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited. Examples and links may be used as long as clear and direct reference to the site and original authors is clearly established.

Trustbuster #2 Archived Post 8.11.10

Posted by: lclarcq Posted on: November 30, 2014

(Originally posted 8/11/10)
PLAYING FAVORITES

This is a tough one. Nearly every teacher I know SWEARS that they don’t have favorites. And nearly every teacher I know has them…..and the kids know it. Kids are not only perceptive, they are smart. They not only observe, they watch, and they see.

Which students are our favorites?

The students that make us feel like good teachers. (they do the homework, ace the tests, produce amazing projects, sit in the front row….you get the idea.)

The students that think like we do. (they like the same sports, the same teams, the same t.v. shows, the same jokes, the same colors…..you get the idea.)The students that suck up. (they notice when we get a haircut, offer to get papers from the office, answer the phone, pick up books…whatever makes our lives just a little bit easier)

The students that like us. (they laugh at our jokes, say hi in the hall, wish us happy birthday, tell their parents they like our class…whatever makes our lives just a little more pleasant)

The kids don’t mind so much that we HAVE favorites. That is life. They get that. What they mind is when we PLAY favorites. When we show by our actions and our words that some students matter more than others. It may be natural, and it may be human, but it is (although I put it #2 on the list) the number one way to alienate students and destroy any chance of building strong relationships in the classroom.

When we have “relaxed” conversations before class with the kids we “like” and not with everyone….we are playing favorites.

When we allow some kids to “get away with” smart remarks, sarcasm, eye-rolling etc…but reprimand others for putting their heads down or using headphones….we are playing favorites.

When we go to football games and don’t go to see the musical….we are playing favorites.

When we have a participation point system that rewards the hand-raisers….we are playing favorites.When some students are allowed to come in late without a pass and others are not…we are playing favorites.

When we only get physically near some students when they are disrupting class…we are playing favorites.

When we allow students who are “unpopular” to hide in the back corner of the room….we are playing favorites.

When we reward our friendly students with smiles and wait for our quieter students to smile first…we are playing favorites.

The best way to see how teachers play favorites is to watch another teacher teach. You will notice it as easily as the students do when you are on ‘the other side of the desk.” The best way to see if you play favorites is to videotape yourself and watch…..your tone of voice, your facial expression, your body movements will tell you a great deal.

We all have students who warm the cockles of our heart…kids we would adopt in a heartbeat or let date our daughters. We also have students who, if truth be told, make us grit our teeth or make our hair stand on end. If we work hard, our students will never know the difference. It might actually be the hardest part of the job…it might also be the most important.

With love,
Laurie

All content of this website © Hearts For Teaching 2009-present and/or original authors. Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited. Examples and links may be used as long as clear and direct reference to the site and original authors is clearly established.

Trustbuster #1 Archived Post 8.11.10

Posted by: lclarcq Posted on: November 30, 2014 , , , , , ,

(Originally posted 8/11/10)
DONT’ MAKE PROMISES THAT YOU CANNOT KEEP.

Carla asked me a fantastic question….What keeps trust from growing in a classroom? Wow. There are probably many things that can be “trust-stoppers” as Carla calls them….but this is the first thing that came to mind…..

One of the most powerful things that I have learned as a teacher and as a mother is that kids will take you at your word. If you can’t live up to that word, you are not only a disappointment, you are a liar. This is a heavy burden to bear. So I have learned to think carefully before saying, “I promise…” or even “I will….”.We are only human and there are times when we meant to keep a promise, we did everything we could to keep a promise and yet…were unable to see it to fruition. Truth be told, the world is not under our control. So we must be careful about the promises that we make.

Here are some promises that I have learned not to make:

I’ll have those papers corrected by ________________.

I’ll have your grades done by _____________________.

Since I rarely, if ever, get things done by the time I plan to….or if I do have them done I get distracted and forget to give them back….I have stopped making these statements. And those are easy ones…..
Other little promises slip out way too easily when I am not paying attention like….

We’ll watch a movie on Friday……

I’ll bring in cupcakes for the class…..

I’ll come watch your soccer game tomorrow….

A letter of recommendation by 8th period? Sure!

The list goes on and on…

Sometimes my promises are just “good ideas” without brakes. Other times they are my ego without brakes. Then there are the times that the kids catch me at a weak moment….

It happens to all of us.

But it destroys our credibility. Quickly.

There is nothing wrong with promises. I believe in the power of a promise….a promise kept. So before we make any promises…even what we may think are “little” ones in order to get on a kid’s good side or motivate a class to behave…we need to be very careful.

With love,
Laurie

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