If anyone doubts the power of listserv conversation to support teachers
and good teaching practice, they only need to read this string. This chat
began when Phyllis wrote about her struggles as a first-year teacher. As
the conversation progressed, the discussion turned
to talk of self-videotaping as a method of improving one's practice.
And a spinoff conversation took up the topic
of teacher induction and mentoring programs.
Here's what Phyllis wrote:
I am a first year teacher.... I am teaching 7th & 8th grade language
arts and I still have problems getting my classroom management down.
Sometimes I feel so frustrated and I get really down on myself for feeling
incompetent. My idea of having success is when I can keep everyone seated!
I use an overhead projector alot and that seems to be working, but that
classroom management - what a challenge. Please tell me all about your first
year so that I can feel better. (I hope that doesn't sound too awful...it's
just that I need to hear about others who have been in my boat. Thanks.
Phyllis
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Dear Phyllis,
I remember (my first teaching year) well, and it wasn't too long ago. My
passion is Language Arts as well. I just remember planning for the entire
day on Sunday, wanting to do so much, feeling nervous about parents, grading,
new reforms/renewals in our school system, coping with the attitude of traditional
teachers who said, "Don't smile until Christmas" (not very politically
correct!) - or, "You're a new teacher, that is why you have such high
ideals, work so hard, etc." Actually, you really need the first year
and all of its emotional upheavals for you to find your place, your zone
and simply to know who you are.
Your teaching style emerges and grows. You'll notice what other teachers
do well that you like and copy those approaches, yet put your own twist
on them. Or, more importantly, notice what you would never, ever do in a
classroom, which is a more powerful lesson.
I went through every method of classroom management--Lee Canter, marbles
in the jar, lights off, peace signs, coooperative learning for points- eventually,
I discovered the best classroom management was to have really engaging lessons
and be totally honest with the kids.
I walked in with expectations for them and we spoke about their expectations
from the teacher. Today, one middle school assistant principal told us she
swears by Harry Wong's "The First Days of School" and would give
one to every new teacher. Lots of great tips. I did use his "Give me
Five" concept. I modeled raising my hand, saying simply, "give
me Five" and that was their cue to stop chatting. In one class, I had
a piano and I hit a chord. Eventually, I just asked the kids what worked
best for them. I love those teachers who stand in front of the room and
say, "I'll wait." I keep thinking if I am the kid talking to my
neighbor, that teacher will just be waiting. So, first decide who you are,
what your belief system is regarding discipline and punitive behaviors (read
Alfie Kohn, Punished By Reward) - which, literally shifted my thinking on
punishments, rewards, etc. \
Kids, to me, reacted like Skinner's Rats. Yes, I did get them to stop talking
when I walked over to remove one of those marbels in the jar, BUT for all
the wrong reasons. Not for the intrinsic reasoning of knowing that it was
inappropriate behavior, but then were removing a marble that was bringing
them closer to a Pizza Party. Therefore, for me, that doesn't work. Yet,
again, you must decide for yourself what works for you and you need to try
them all on.
However, I would say that it is the talking, the venting, the questioning
and finding like-minded colleagues and even those that stretch your thinking
that helps so much. Do you have a mentor that you can call at any time?
I speak every Sunday and at least once every day in school to my first-year
teacher, who constantly berates herself for not being good enough. Grading
was agonizing for her as she realized that she had 22 students that were
either getting D's or E's - all across the learning community. No matter
how much she tried - they just didn't seem to care. This is what hurts her
the most.
Let me ask you what questions you have. If I were to give you a questionnaire,
what would you tell me were your greatest concerns as you venture through
these muddy waters? Remember, next year (if you can think that far ahead),
you will feel rooted. You will be able to say, "I know some of you
have difficulty with the theme of a story." - you know why? Simply
because you've already taught 'theme' and you know it is an abstract concept
for some students.
That first year gives you the legs to stand on, after you tried all the
tricks, lessons, etc., and it empowers you as a teacher. It really is akin
to being an intern in an emergency room--however, I would still like to
make this transition from the University or alternate route program easier
for the many new teachers who will face our classrooms each day.
Alexis Ducat
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Phyllis took advantage of Alexis' offer to respond to some of her "greatest
concerns" with these comments:
Alexis --
Thanks for all your wonderful comments about your own teaching experience.
I know that one of the biggest questions I have is how do I get my kids
to "shut up" long enough so that I can proceed with the lesson.
Sometimes I feel so inept and ineffective.
For example, a notice came around to give each class a spelling bee and
to send the names of the winners to the office by the end of this week.
This morning, I had a double period with one class and decided to hold the
spelling bee during the second period of that class. I had the first three
rows line up on one side of the room and the other 3 rows on the other side
of the room, (I have 34 students).
Well, it was practically impossible to keep down the noise. Each time a
student spelled a word, whether correct or incorrect, it gave them reason
to talk and talk and talk. I had forty minutes to come up with a winner
and by the middle of the period, I stopped. The class was not quiet. I proceeded
to give them a reading assignment with some questions.
Perhaps, it was not the best choice, but I felt they were totally out of
control and they were taking advantage of the freedom of this activity.
(Does that sound totally negative????) I do not have a winner for that class,
and feel that I shouldn't have to continue with this activity.
It seems like I really need to read Harry Wong's book and I will make a
point of getting it. I would love to know how to become an effective teacher
without second guessing myself all the time. I, too, have spent hours and
hours creating lesson plans. Sometimes, I feel like I'm getting nowhere
fast. I did get some good advice from a staff developer who told me to be
aware of things that are going right in the classroom. Sometimes I forget
that there are good things that go on, too. I want to be "perfect."
Whatever that means. I'm just hoping that I can survive my first year!
Phyllis
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My first year was horrendous. I had 39 fifth graders. And none of them ever
listened to me. The other teachers on the grade were mean. We re-grouped
for reading, so we shared each others kids every morning. One of the other
teachers used to stick gum in kids hair or on their nose if they were chewing
it and made the "bad" kids sit under her desk well. The other
teacher took away kids readers if they didn't do the work, and wouldn't
give them back for the year (and then failed them for not doing their work).
I couldn't control the class at all, but I wasn't disrespectful to them.
Once my AP told me to borrow one of the other teacher's lesson plans to
see how they were written. She refused to give them to me. Then when I didn't
have mine I had to explain that she hadn't lent them to me yet. So she cursed
me out in front of my class. My daughters remember that I went home and
cried every night.
I could go on, but why bother. The next year I was transferred to another
school, and they thought I had been teaching for 20 years. It does get better.
Now I run a wonderful middle school academy of 500+ kids. I tell the new
teachers my stories and they know there is hope.
The books that have been mentioned are great. Value the teachers and administrators
that are kind, ignor the others. Try to organize the classroom so that kids
can do work, even though you might not get them to listen to you for long
periods of time. (i.e., make up worksheets with clear instructions for assignments).
Good luck
Naomi from New York City
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Thanks, Naomi, for your encouraging words. My A.P. stopped in my room during
8th period, (the last period of the day), while I was trying to teach my
"worst" class. She made an angry face...looked at me and shook
her head. The funny thing is is that I'm not sure whether she was shaking
due to the class' behavior or due to my poor classroom management. I guess
I'll know more after my observation.
Phyllis
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Ellen Berg picked up on Phyllis' comments about Harry Wong's "The
First Days of Teaching":
Yes! Harry Wong's book has been a real lifesaver for me. He stresses the
need for routines and structures--classroom management over discipline--in
the classroom. Every year I find I need to go back and revisit some of his
suggestions. The most important thing is to have a very clear, consistent
plan that you share with the kids and practice.
Another book I'll suggest to you is Cooperative Discipline by Linda Albert.
She does a good job of explaining the goals of inappropriate behavior with
specific strategies that address them.
Don't be too hard on yourself. My first year of teaching I yelled every
day, and I had many of the same problems you described. It gets better as
long as you continue to think about what you are doing, asking good questions,
and seeking the answers. We're all here for you!
Ellen Berg
Turner Middle School
St. Louis, MO
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A fact to remember--a boy between the ages of 9-13 HAS to move some part
of his body every 3 seconds. That simple fact drives most of my instructional
design and classroom management style.
Mary Anne
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Phyllis,
Being perfect has its downside, too. About the spelling bee, you did what
you felt you needed to do in that moment. Remember that. On another given
day, the kids, the climate, your feelings, all might have contributed to
another resolution. There is not right or wrong way. Developmentally, 7th
and 8th graders talk--that is the name of the game.
When I studied with Eric Jensen, and his theory of brain-research, we would
meet every morning, spend the first few minutes talking with new people
we had met, get it all out of our systems, and then proceed with the lesson.
Also, talk to them about your feelings. There is nothing wrong with being
honest and get feedback from them.
I do believe you are doing great things in your classroom--you just can't
see it yet. Spend time noticing at the end of one week, what worked really
well for you - keep a journal (as if you had time to do that), give yourself
affirmations about your teaching and try to remember to be kind to yourself.
Again, know thyself and your kids will get to know you, too.
Also, was it totally out of control or just a concept that when kids talk,
it means its out of control? Sometimes, they are just having fun--go with
the flow. Play music, get them up and there isn't anyway you could hold
that spelling bee and have the kids enjoy the learning environment, if it
was totally silent. Think of yourself as a 7th and 8th grader.
Alexis Ducat
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To Phyllis -- the 1st year:
I know you meant your message for Alexis, but I'd like to add my thoughts.
I lived through my first year and lived to laugh about it and tell the tale.
:) I teach 7th grade, which is from what I hear... the toughest grade to
teach... I believe it!
I had a wonderful mentor (still have.. she won't let me go yet :P ) who
was willing to let me call her when I was crying at home about what to try
next, who emailed me almost nightly, observed in my room... etc. Seek out
a teacher you trust who is there for the CHILDREN, and ask him/her to observe
you and offer suggestions. My mentor really helped me with a horrible class
last year. She pointed out the kids who were causing a bulk of the trouble,
and offered strategies to get to them. She pointed out that the open praise
I wa giving one kid was making him act worse. I learned with him, I had
to praise him privately, and allow him to run errands. Once he knew I trusted
and respected him, he fell in line... of course he's pulling the same crap
this year in the 8th grade....
You're being too hard on yourself. As long as you're working on it, you'll
be okay. Don't give up on it--7th graders can sense fear and wishy-washyness.
:) I'm still feeling incompetent this year, but I'm trying to remember--this
is only my second year. I'm going to workshops, asking questions, and trying
multiple management systems. Sometimes I think the kids are horrible for
me, but I keep getting compliments on how well they behave in my room. We're
our own worst critics. You'll get it together. I remember last year, that
second semester was smooth sailing.
Dont hesitate to call parents. I called on one young lady today who was
openly argumentative, and was refusing to comply with simple requests. I
had warned, I had conferenced, etc. She REFUSED to stop talking. I had a
TA cover my class (we were testing) and called her mother. Turns out, the
mom has had a lot of trouble with her too. A few weeks ago her classmate
was killed in a car accident, and she is holding in a lot of anger. Once
I knew, the girl's behavior made a lot of sense.... she was angry. I told
her that we could develop a system that would allow her to save face. We
agreed I would tap her on the shoulder when she was getting out of order,
because my yelling just made it worse. She agreed, and looked relieved that
I knew what was bothering her.
Sometimes finding out what's beneath the behavior is necessary. I have lost
sight of that fact. Many misbehaviors are squelched when you call the parent
and express concern, especially if the behavior is a recent change. They
seem to appreciate knowing you are oncerned, and they will work with you.
Leighann Fuller
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Leighann, couldn't help but jump in on this one--again. Therein lies the
beauty of an advisory program. As an advisor I would have known about the
young girl's loss and spoken to her teachers who may have understood. When
you have 13 students to work with every day, you do get to know what is
going on in their lives. They keep journals, also. I loved 7th grade (which
I taught last year) and this year I am an advisor to 8th graders. They are
the kings and queens of the school--I still think they are all pretty cool
kids.
Alexis
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Leighann,
Been there. I wish I could be there with you. I remember going through the
same thing. I also asked my assistant principal my fifth year teaching (I
had come into a new district and new school in January) to please come and
observe me to see what I was doing wrong. I could not teach. The students
were so bad. She said I needed to be more consistant. If I say I am going
to put their name on the board, then do it. Don't keep warning them-do it.
Now 21 years later, I am still learning. I have since learned by trial and
error that fairness is a biggy, consistancy, and by all means become the
biggest tattle-tale on campus. Call the parents even if you have to call
them the next evening and tell them that the "talk they had with their
child did not work". I have used this tactfully as I can and it gets
their attention.
Parents will respond positively when you tell them that you care about their
child and that you want Johnny to succeed in your class. I have tried detention,
writing lines, isolation, putting the kid in the hallway etc. None of these
are as effective as working closely with the parent. I rarely have any problems
with my students anymore, I know you will reach this point.
Melba
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Melba,
Actually this is my second year, but I'm still going through the uglies!
I was reminded today about how powerful the parent contact is. Two parents
I had called came up to school to check in on their children. Once the team
had talked to the one parent, she learned that her daughter was doing things
she NEVER allowed (daughter was wearing makeup, talking back). The mother
was very happy we called, and thanked us for letting her know. When her
daughter tried to argue about what we said, the mother said, I believe them--it's
4 against one, and all of them said it.
The team conference is SO important! And, I'm remembering how my many hours
on the phone last year paid off. I need to get on the ball again!
Leighann
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Hi Leighann,
Thanks for your input. It's really helpful. I have been talking to many
teachers about my insecurities as a first year teacher. Unfortunately, I
do not qualify for a mentor because I was teaching in the school system
16 years ago prior to having children. I have been left to fend for myself.
I have asked a staff developer to come and observe me. I was so appreciative
when she came. I learned so much as she gave me several pointers concerning
classroom management and beginning the lesson of the day.
I just wish I could have someone observe (help) me on a more constant basis.
Phyllis
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Phyllis wrote:
>I just wish I could have someone observe (help) me on a more constant
basis.
Even though you are feeling overwhelmed at the moment, it's possible that
a peer visitation/observation pairing could be mutually beneficial. If there's
another teacher who'd be willing to sit in for you and vice versa, you could
choose one thing you'd like to work on and then give each other feedback.
Just having another set of eyes can really help.
The keys to success are the mutual trust, sharing and consistency. I have
found that opening my practice to this kind of scrutiny was very empowering.
The focus on one thing at a time should help to make things more manageable.
Last year I switched assignments and felt like I was brand new, all over
again! I was used to feeling pretty on top of things as a science teacher,
but as a tech person, I was scrambling. It was a rude awakening and it took
me a lot of time and quite a few false starts before I felt good about my
classroom again.
I found that involving the kids in some of the decisions about management
really helped.
Hang in,
Deb Bambino
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And then the conversation turned to videotaping:
Hi, Phyllis!
Have you considered videotaping yourself? One of the supports that I use
with my teachers is to video the lesson and then choose a ten minute clip
for us to watch together. Sometimes we watch as a team and talk about a
particular piece. It is alot shorter than an observation yet you can receive
the feedback you need!
Mary Anne
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We've spent the last three years working on specific classroom techniques
from the Saphier book, -The Skillful Teacher. Now I've asked several teachers
to video tape themselves and critique the lesson using a rubric that they
design . No one else will see the video but the critique will be the basis
for our 'observation' meeting next semester. Hopefully the next step will
be some sort of peer viewing and coaching.
Myrna Rubel
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It sounds a littly scarey, but I'm willing to try it. I guess I need someone
to videotape me while I'm teaching. Have you found this to be successful
with new teachers?
Phyllis
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Phyllis:
Yes! My first year teachers really like it. What it allows them to do is
to self-evaluate. Then, they choose a portion they want me to see and we
can focus on just one important thing that they choose--not something that
I have picked up on and think is important.
For example, I have one young teacher who has a very difficult class. She
has been working not on discipline--but on motivating her kids to learn.
So, the part of her video she wants to focus on is the lesson introduction--the
hook--if you would, and the kids reactions to them. Yesterday, we scheduled
a long meeting after school. She brought with her 3 videotaped sessions
( and another first year teacher whom she trusted and is having similar
problems with a gifted class that is "bored"). We watched just
about 8 minutes of each. She had focused the camera on the kids not on her.
We were really able to analyse the kids reactions to each introduction.
She had watched the entire video on her own and realized that the result
of the lesson was really based on how well it was introduced.
I really enjoy these sessions--they are my favorite part of my job! Most
of the time i just sit and listen.
Happy taping!
Mary Anne
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Phyllis,
I was videotaped in student teaching. It was an eye opener. I realized some
things were not as bad as I thought. I learned a lot. I highly recommend
it. I did however, realize I can be a *bit* monotone... But I worked on
it. :)
Good luck, and feel free to keep emailing the list with questions... there
are some awesome people on here!
Leighann
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Leighann - how was the videotaping set up? In my classroom, I'm afraid the
camera would get trampled on if it wasn't under constant guard.
Phyllis
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Borrow a camcorder and tripod set it up in the back corner and push record
and there you go no interruption from others in the class.
Ralph Issacs
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Leighann M Fuller wrote:
"I was videotaped in student teaching. It was an eye opener. I realized
some things were not as bad as I thought. I learned a lot. I highly recommend
it. I did however, realize I can be a *bit* monotone... But I worked on
it!"
I had to make two video tapes of my teaching for National Board certification.
They were eye openers for sure. I highly recommend it. I don't think you
need to show it to anybody but yourself. The important thing is to sit down
and analyze your teaching. These tapes do not need to be long either. You
will be totally amazed at yourself in a short period of time.
After 25+ years of teaching or 1 year of teaching, it is important to take
a good hard look at the things we do and say everyday when we are with our
students. After watching those tapes, I made some very specific changes
in the way I do some things. In my particular case, I had to look at how
I called on students (that needed to change and it has) and I had to face
the fact that in one of my lessons I totally blew a student's question in
order to keep the lesson going ( I never would have believed it!!)
Anyway since then I have taped myself a couple of more times usually I am
now looking for something specific, but again the experience has made me
a much better teacher.
Kathy Renfrew
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Hi - with regard to Phyllis's wondering about videotaping herself - I did
this and found that the kids were especially well-behaved when I set the
camera up in the back of the room and kept it rolling. They thought I was
videotaping them!
Actually I used the videotapes for an entirely different purpose. I taught
six periods a day of earth science. By the last period I was exhausted.
I would tape the five or ten minutes of the first period of the day when
I was explaining basic concepts, giving instructions, etc. Then I'd play
the videotape for my last three classes. The kids got a kick out of having
two "Mrs. Jollys" in the class at the same time and were more
attentive than normal.
Videotaping also worked well when I was going to be absent and I knew it
ahead of time. I would videotape a short lecture and explain the assignment.
It saved the subs a lot of headaches and I felt the kids had learned a little
more.
Anne Jolly
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I just viewed a video tape that I made of myself for my National Board portfolio.
Uggh!! It was painful watching myself. Aside from the fact that I need to
lose weight, I was struck by how mean I appeared when dealing with the students.
I was working with them in small groups and not a single comment the students
made actually came out audible in the viewing.
It was, in spite of the agony, quite helpful watching myself. I noticed
voice inflections, movements and gestures that I didn't know I was making.
Aside from that, it was interesting to be able to actually see the whole
class. While I was talking and focusing on one student, others were sitting
around, off task. It certainly gave me ideas for the next time I teach the
lesson. Food for thought...
Back to the drawing board!
Satinder Hawkins
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SB Hawkins wrote: "It was, in spite of the agony, quite helpful watching
myself. I noticed voice inflections, movements and gestures that I didn't
know I was making."
I was videotaped a couple of years ago and then I shared the tape with others
for peer feedback. It was amazing! Not only did I see things that I did
not realize I was doing, others picked up on dynamics that sent me reeling.
Because the camera was rolling, my kids were practically angelic, but the
way the conversation was all channeled through me was an eye opener.
Have you ever considered sharing the tape with any colleagues? Did you share
it with the students? I had to share it with the kids, it was part of the
bargain from the start. They just laughed and enjoyed teasing each other.
Now I wish I had asked them to give me feedback too.
Deb
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I'm not adverse to sharing video tapes of myself. I still need to master
the art of creating a tape in which one can actually discern what students
are saying. I'm quite used to being observed. I work at a wonderful school
and we are always getting visitors in to observe our methods. I've learned
not to be shy!
Satinder
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The video taping sounds like a good idea. I may even try it. I have been
teaching for 26 years, but maybe I can learn something from it. My second
period class (the after lunch group) is not progressing like the other two
classes. Perhaps video taping, will give me some insight.
Melba Smithwick
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There has been lots of early discussion about videotaping as a possible
way of self assessment and self improvement. I think it is an excellent
tool for this purpose. I had to make two video tapes for my National Board
certification process.
The first thing I had to deal with was how I looked on the tape. My perceived
self image and what the camera saw were two very different things.
I then had to make a twenty minute tape of community building in my classroom.
Actually that tape didn't focus as much on me , except in the role of a
facilitator of groups. The other tape was of me teaching a math lesson...the
whole focus was on me, what I said, what I did, what I didn't say, etc.
I then had to analyze and reflect on those tapes. I had to look at my self
through the standards, see what I like and what I needed to improve. Well
there was quite a bit that I wasn't real impressed with. But I don't think
I ever would have known some of the things if I hadn't had the experience.
I looked at these by myself but I think if you have established trust, these
could be viewed in a CFG or collaborative study group.
Kathy from Vermont
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Wow!!! Thanks so much for your advice. I have learned a lot since September.
I know my classroom management needs work, but I think I'm improving, somewhat.
If you have any other suggestions, please let me know!
Thanks.
Phyllis