I rewrote Theodore Roosevelt’s “The Man in the Arena” for teachers because I find it inspiring and increasingly relevant as teachers come under continual assault from those courageous enough to do the job.
I rewrote Theodore Roosevelt’s “The Man in the Arena” for teachers because I find it inspiring and increasingly relevant as teachers come under continual assault from those courageous enough to do the job.
A guest post by Frankie Wallace
From notes, calls, and personal meetings to full-blown parent-teacher conferences, there are many different ways that parents can get involved in the education process. While this can often be for the better, it can also cause quite a bit of friction at times.
That’s why it’s crucial that educators are aware of the dynamics of the relationship between teachers and parents and understand how they can affect classrooms. Learning how to foster these relationships can take potential causes of stress and conflict and turn them into productive tools that can help everyone involved, especially the students themselves.
It’s no secret that parents and teachers don’t always agree. But the issue doesn’t always revolve around incompatible differences nor diametrically opposed opinions — even if they can often feel that way when we’re talking with our student’s parents. If you can step back and look at the bigger picture, it becomes a lot easier to stop pointing fingers and begin to understand where each party is coming from.
Chances are you’ve been in that uncomfortable situation where your teaching methods clash with the opposite party. This can be on a broader scale, such as a teaching style based around serenity versus one of passionate intensity, or it can be on a smaller scale, such as the specific way you approach a subject or the amount of homework you expect students to be assigned. Either way, it’s perfectly normal that disagreements will arise from time to time over how students should be taught everything from tying their shoes to algebraic equations.
While differences are a normal part of the parent-teacher dynamic, an oft-overlooked piece of the puzzle revolves around the goals of everyone involved. Often a heated discussion over methods can completely obfuscate the fact that everyone genuinely wants the same results. This consistency of goals should always be looked for, as it can prove a common point from which to ground the conversation.
While finding common ground to work from is a critical factor in healthy parent-teacher relationships, doing so doesn’t necessarily resolve the issue of meeting the goals that are agreed upon. That’s where communication comes into the picture. The benefits of proactive and comfortable lines of communication between parents and teachers cannot be overstated. Research has directly linked positive communication (along with the relationships that it fosters) between parents and teachers to better prosocial behavior as well as academic success in students.
Of course, being aware of the benefits of good communication doesn’t automatically make one skilled at the craft — and it is indeed a craft. Teachers can benefit tremendously from taking the time to study the different forms that communication can take. For example, even within the business world, a communications degree can be specialized for various roles, like communication pioneers and communication coaches.
Not only is it helpful to understand various forms of communication, it can also be immensely beneficial to know how to address conflict resolution. In the same way that a foreign diplomat needs to understand things like active listening, mediation, leadership, and relationship building skills, a teacher should be equipped to recognize a conflict with a parent and address it with the same ability and understanding.
Of course, the need for communication is two-sided, with parents needing to show a willingness to participate in the conversation as well. While parents must find their own ways to approach their children’s’ educators, there are some things that teachers can do to initiate a more positive relationship. Teachers often feel that we’re being pulled in a million directions, and it can be easy to allow the stresses of the job to creep into our communications with our students’ parents.
As teachers, it can be helpful to show respect to the parents by creating a structure for them to regularly communicate with us (even if it doesn’t mean you’ll drop everything to talk with them the second they send you a message). Simply provide a way to email, call, or text. Also, remember to treat parents as teammates rather than obstacles that won’t go away.
Finally, it can be helpful to keep in mind that a healthy relationship between parents and teachers, while time-consuming in the moment, can often end up lightening your load down the road. Good communication can help you understand your students better, help your students thrive, and allow you to focus on teaching more than anything else in your classroom. At the end of the day, the relationship is worth the time and effort.
So, the next time you’re feeling stressed out about a parent butting into your classroom — even if they vehemently disagree with the methodology that you’re using — remember that anger and frustration are simply symptoms of a deeper issue. Try to prioritize that all-important parent-teacher relationship and make an honest effort to communicate with one another. Put yourself in the other’s shoes, try to see things from their perspective, and work together to find an acceptable solution that fosters that classroom-family dynamic and keeps what is ultimately best for the student at the forefront.
A Guest Article by Angela Petteys
Sometimes, the best way to teach or to learn is by picking up a pen (or a marker or a piece of chalk) and physically writing something down. As important as computers have become in education, a good writing surface is still is one of the most valuable tools a teacher can have. But if it’s time for you to get a new writing surface for your classroom, it’s important to remember that not all writing surfaces are created equally. There are several different options out there and each one has its own benefits and drawbacks.
If you’re looking for an inexpensive whiteboard option, melamine whiteboards are one of the most affordable options on the market. Melamine whiteboards basically consist of a plastic laminate mounted to a board. Not only are they affordable, they’re very lightweight and easy to install. However, melamine surfaces are porous, meaning they’re prone to ghosting and staining because ink from markers can seep through the surface.
Melamine whiteboards also aren’t very durable and to get the most out of a melamine board, they need to be cleaned very frequently. Between the low durability and the porous nature of melamine, they’re not an ideal option for a board that gets a lot of use, such as the main whiteboard in a classroom. However, if you need whiteboards for other purposes in your classroom that wouldn’t be used as frequently and would be easy to replace as needed, melamine whiteboards might fit the bill.
Since whiteboards in classrooms get so much use, durability is a key factor to look for. Not only do you need one that won’t get stained easily, you need one that will stand up to years of heavy use. Although they’re not one of the less expensive whiteboard options, the durability and low-maintenance nature of porcelain whiteboards have made them one of the most popular types of whiteboard options, particularly for classroom use.
When written on, the surface of porcelain whiteboards allows markers to create crisp, defined lines that are easy to read. If you want to be able to display pictures or papers alongside the things you write on your board, porcelain boards are a great option to consider. Since porcelain whiteboards consist of an enamel surface applied to a metal backing, magnets can easily be used with a porcelain whiteboard to hang those extra materials up. Other types of writing surfaces might not necessarily be magnetic. Some glassboards are available in magnetic styles, but not all of them.
Glassboards have become a very popular type of writing surface in recent years. As the name suggests, they’re made of tempered glass and many people like them because they feel like they have a more modern look than traditional whiteboards. They’re also very durable and have a nonporous surface, so they’re easy to clean and aren’t prone to ghosting or staining. They’re not the most budget-friendly type of writing surface available, but their high durability means they’ll last for a long time, even in high-use environments like classrooms.
As you look for a writing surface to use in a classroom, it’s important that students are able to easily read what’s written on it. When glassboards are written on, the writing typically has a softer appearance than writing on a porcelain board. Glassboards are also more reflective than porcelain whiteboards, so things like overhead lighting and light from windows can produce glare and make a glassboard difficult to read. This also means glassboards aren’t an ideal solution if you’re looking for a surface you can use a projector on or if you like to take pictures of your notes for future use.
When you’re on a tight budget, finding a DIY solution can be a great way to help you get what you need in a way you can afford. In the case of writing surfaces, whiteboard paint can be used to turn entire walls into a big instructional tool or to turn other surfaces, such as tabletops, into whiteboards for students to work with at a lower cost than buying a ready-made whiteboard. As an added bonus, many students find the novelty of being able to write directly on a wall, or any other surface you’re typically not supposed to write on, to be really engaging.
One of the biggest downsides to whiteboard paint is that it can be difficult to apply correctly. For best results, whiteboard paint needs to be applied to a smooth, dust-free surface, so getting a surface ready can take some prep work. Getting whiteboard paint ready to apply can also take some effort to make sure it’s mixed correctly and that there aren’t any air bubbles left in the paint, otherwise you might have a hard time getting even coverage. Once your paint is mixed, you also need to be ready to work quickly since many whiteboard paints will become too thick to work with after about 40 minutes to an hour.
Since whiteboard paint has a porous surface and is less glossy than some other types of whiteboard options, surfaces painted in whiteboard paint can be more difficult to erase and are prone to ghosting and staining. As far as durability goes, whiteboard paint tends to become worn with frequent cleaning.
Even in the digital age, chalkboards haven’t completely become a thing of the past. While they’re less common than they used to be, they’re still being used in many classrooms around the world for a variety of reasons. Chalkboards and chalk are both less expensive than whiteboards and markers, making them an accessible option. In some countries, chalkboards are still a popular choice because the written language involves many intricate characters and many educators feel like writing in chalk better helps students to build strong penmanship skills.
Regardless of why you might consider adding a chalkboard to your classroom, it’s worth noting that the quality of chalk has improved over the years. With dustless chalk on the market, you can use a chalkboard in your classroom without worrying about it affecting the health of your students.
Each type of writing surface has its place in the world, but knowing the benefits each one has to offer will go a long way in helping you find an option that helps you better meet the needs of your students so they can make the most of their time in the classroom.
I sat in a meeting recently where an administrator reiterated the importance of having a “guaranteed and viable curriculum.” He shared this quote:
It’s one of those things teachers have heard a thousand times, and we all just nod our heads and say to ourselves that of course schools should know what students ought to learn and kids growing up in Minnesota should know some of the same, big, basic things as kids in Georgia. It’s uncontroversial to say that kids will learn more when they’re given the time and opportunity to do so.
But a question that isn’t asked is how our desire to provide students with a guaranteed and viable curriculum affects teachers, and whether or not we should care.
First, let’s define some terms. Kathleen Dempsey at McREL writes:
A “guaranteed’ curriculum is often defined as a mechanism through which all students have an equal opportunity (time and access) to learn rigorous content. This requires a school-wide (or district-wide) agreement and common understanding of the essential content that all students need to know, understand, and be able to do.
So far, so good. But the devil is in the implementation. Dempsey continues:
The word “all’ needs emphasis; a guaranteed curriculum promotes equity, giving all children equal opportunity to learn essential content, and to provide this opportunity, curricular materials and instructional approaches must be grounded in research, implemented with fidelity, and must include vertical as well as horizontal alignment.
Ah, there’s that damn word, fidelity. As a teacher, fidelity means my district leaders trust a program more than they trust me, and it means I should suppress whatever creative instincts I might have and just open the program they’ve purchased and teach the way it says to.
However, schools (through teachers) implement the curriculum, and, if implementation varies significantly from teacher to teacher, then student outcomes will also likely vary significantly from classroom to classroom.
Translation: If we could just get all teachers to teach the same stuff in exactly the same ways, then all kids would learn the same things at the same level. And if you believe that, well, there’s this bridge I know of…
Finally, Dempsey warns us about the dangers of teachers having choices:
These days, teachers have access to a variety of curriculum resources, such as open educational resources, playlists, digital textbooks, and teacher-developed curriculum. Having access to options is a good thing, but having many choices does not ensure all choices are well aligned to the school’s GVC.
Left unsaid: We probably shouldn’t allow teachers to decide what to use because they might choose unaligned resources. The logical solution then is for district leaders to choose so every teacher uses the same stuff, which allows the district to claim they have a guaranteed curriculum.
None of this sounds great from the perspective of a teacher. We’re going to be told what to teach. Because we can’t be trusted, we’re going to be told what to use to teach those things. Dempsey, no dummy, anticipates teachers’ objections:
Does this mean that a GVC is a scripted, rigid curriculum? No! Does this mean that students and teachers are confined to a lockstep process of teaching and learning? Absolutely not! Teachers must have the flexibility to meet student needs through different methods of content delivery, helping students dive deeper into their passions.
Which is a load of bull.
In practice, GVC all too often does mean a scripted, rigid curriculum. In fact, guaranteeing a curriculum all but demands a scripted, rigid curriculum. If your primary goal is for all students to have the opportunity to learn the same things, then you’re going to control to the greatest extent possible how instruction is delivered. You’re going to choose the curriculum teachers are to use and you’re going to demand they teach it with fidelity. You are going to confine your teachers to a lockstep process of teaching. And you most certainly will not encourage flexibility because as soon as teachers start deviating from your chosen curriculum, you open the door to the very thing you were trying to avoid in the first place, different teachers doing different things. The idea that teachers who work in a district that stresses a GVC are going to “help students dive deeper into their passions” is ludicrous unless those passions happen to align with the guaranteed curriculum.
We know that students learn more by having guaranteed and viable curriculums in their schools, at least theoretically. But what do we lose? We pretend, as we so often do in education, that there are no trade-offs. We should at least ask if what we gain is worth more than what we lose. And what we lose is teachers’ motivation for the job, which is no small thing.
Make no mistake, guaranteed and viable curriculums have led to the standardization of classrooms. That is, in fact, their aim. While in a perfect world, our guarantees would be limited and teachers would retain autonomy around the delivery of the content, in the real world, school districts, in their desire for guaranteed curriculums, have stripped away teacher autonomy. They’ve taken teacher creativity out of the classroom, and by doing so, they’ve destroyed teachers’ motivation.
No teacher signed up to be a worker drone. When the curriculum tells them, “Teach this stuff,” and their employers tell them, “Teach it just like this,” then it’s small wonder lots and lots of teachers show up to school with declining enthusiasm for the work.
Once upon a time, teachers were more restauranteurs than delivery drivers. At the very least, they were chefs. Classrooms, like pizza parlors, were different, not just in how the content was delivered, but sometimes in the content itself. Teachers would invest more time, energy, and passion into topics they found interesting. I still remember a fair amount about the Alaskan dogsled race, the Itidarod, because I had a fifth-grade teacher who created a multidisciplinary unit on it. I doubt much of it was aligned to the standards.
Guaranteed and viable curriculums ruined that. Common Core amplified the effect because now we’ve got thousands of teachers across the country teaching the same exact stuff from a handful of uninspiring programs. The sheer number of standards guarantees that teachers will never have time to go off script and indulge their passions or follow their students down a bird walk, or six.
School leaders took it a step further when they demanded fidelity to the standards-aligned programs their boards adopted in their quest to offer a guaranteed curriculum. They didn’t want to leave their districts’ reputations in the hands of teachers! Better to trust the so-called research-based programs. At least then, when things fell apart, they could blame some faceless publishing company, pick a new program by a different faceless publishing company, explain away their error by uttering some tripe like, “When we know better, we do better,” make new promises, and start the cycle over again.
In the meantime, teachers, no longer trusted to decide what or how to teach, stripped of their autonomy and bereft of motivation, keep walking out the door. Some of them stay away for good. Others return week after week, serving up uninspired instruction that they have no say in.
A guaranteed and viable curriculum guarantees that students will have a better chance of passing a standards-aligned test, but it also guarantees that teachers will continue to be disillusioned with what has become of their job.A guaranteed and viable curriculum guarantees that students will have a better chance of passing a standards-aligned test, but it also guarantees that teachers will continue to be disillusioned with what has become of their job. Click To Tweet
Richard Allen Overmyer
Children all over the world attend school to gain real-life skills as they prepare for their future. The academic and social skills they acquire will give way to their entrance to the workforce as citizens in society. With a growing trend of more parents working outside the home and increasing demand on highly qualified teachers to comprehensively prepare students for the future, we find ourselves looking to social-emotional learning (SEL) to help students navigate their way through school and life.
Social-emotional learning is the process by which children and adults acquire and effectively apply the skills necessary to improve emotional intelligence by managing emotions, creating quality relationships, and learning to work cooperatively with others to make responsible choices that affect others. One Casel study of Leader in Me, an in-school program that teach emotional intelligence, even leads to reduce disciplinary incidents. Social-emotional learning is a whole brain, whole child philosophy to helping a child become a healthy, happy, responsible adult.
The creative problem solvers of our world—-our teachers—are using the strategies of social-emotional learning to not only manage their classrooms, but to teach real-life skills to children to help improve academic performance. Many believe that if a robust emotional intelligence is developed and fostered in a child, then educating them becomes easier as they feel safe enough to take risks and push themselves beyond their preconceived limitations. Some forms of SEL are direct in helping students develop these skills, while other concepts are cleverly embedded in academic work to ensure that children receive the best possible outcome. If you are a teacher who is new to the idea of social-emotional learning, or one that is seeking to enhance the assimilation of academic content in your classroom, consider adding some of these easy strategies to implement social-emotional learning in your classroom:
Kids crave personal connections, and they don’t have to take long to do. A simple greeting, complimentary or affirmative words, or conversation around mutual interests is enough to let your students know that you are interested in who they are and what they have to contribute to your class. They will remember these connections with you and work to deepen relationships with you, which will inspire them to work harder to achieve the goals that you set together.
2. Use story time as a teachable moment
Stories are the perfect tool for teaching emotional competence in a way that is non-threatening to students. Using stories to explain concepts of fairness, dealing with disappointment, and showing empathy and compassion will allow you to build on existing SEL concepts without sacrificing time for curriculum.
3. Switch up the partnerships
Working with partners allows students to learn how to communicate, compromise, and work together toward common goals. Alternate between strategically choosing partners and allowing kids to make their own choices as they build confidence in their teamwork capabilities.
4. Invest time in building a teamwork concept
A chain is only as strong as its weakest link—kids need to know that they are part of a team and that they are all working together to maximize their learning while building valuable relationship skills. Celebrate moments where teamwork is going well, and use moments of struggle as opportunities for growth and change. Commit to working together to make your “team” stronger, and you will all experience more success.
5. Model and nurture kindness
The concept of “bucket filling” for kids is quite familiar in schools these days—when we do kind things, we fill each other’s buckets, while unkind words and actions rob us of a full bucket. Teaching this concept early in the year and then modeling it will ensure that your class demonstrates these core qualities even when the going gets tough.
6. Change your language
Positive words build up, while words of negativity and limitation tend to tear us down. Teach children that their words both to others and to themselves matter—replace words like “I can’t” with “I am trying my best,” or “I don’t like this” with “I am figuring this out right now.” You will be surprised at how quickly kids will learn to adopt this new style of speaking and thinking, and how transformative it will be in your classroom and beyond.
7. Create a peaceful space
Just like adults, kids get upset. We have different ways of coping with anger, sadness, and disappointment. Set up a peaceful area in your classroom for kids to go and air their grievances, cry for a bit, or sit quietly and release negativity and strong emotion. If children know that a place like this exists, they are far less likely to escalate to a point where they cannot handle the depth of their emotions. They will naturally learn to gravitate toward a place where they can calm themselves and find a resolution to their problems.
8. Teach concepts of peer mediation
There is no stronger testament to the acquisition of emotional intelligence than the ability to solve one another’s problems. Teaching kids to listen, to take turns talking, and to validate another’s emotions is a powerful tool that they can take with them as they grow into healthy, well-adjusted adults.
9. Display anchor charts in your room
For ongoing concepts to which you often need to refer, it is helpful to have an anchor chart explaining how these concepts work in your classroom. Covering topics like communication, calming techniques, how to deal with bullying, and the like will be great charts to refer to as these issues come up during the year. Rest assured, they will come up! If you prepare with a bit of forethought and planning, you won’t have to spend instructional time setting kids up for success when you can review a topic you have previously covered.
There is no better way to demonstrate emotional intelligence than by role-playing different SEL strategies in action when you practice problem-solving. Make it into a game, having kids reduce the seriousness of a situation by practicing what they would do if they were immersed in the problem. Soon, kids will be masters of their emotional responses as they learn to think through potential issues and their solutions.
Social-emotional learning is such a critical component of a well-rounded education, but it does not have to be an overwhelming process to implement for a classroom teacher. With these well-thought-out strategies and a few tips and tricks for incorporating them into your day, your class will be a kind, thoughtful reflection of you and your excellent teaching.