Entry # 12: New Beginnings --
Setting Up Classroom Routines
Last night my husband's band played out for the first time after a break
of two-and-a-half years. The band broke up for a number of reasons, notably
that some members of the group were interested in pursuing a different type
of music. The tension built, and after a great deal of bickering all agreed
that it was no longer enjoyable playing together. They broke up.
Of the original five members, three have returned to the group with two
new members along for the ride. The changes have been good ones. They are
more energized, interesting and dynamic than in the former incarnation of
the band. This new beginning shows promise.
Similarly, last Monday was a new beginning for my students and me in our
classroom. After hearing Harry Wong at the NMSA convention, I knew that
I had neglected spending enough time setting up the routines and procedures
in my classroom. As a result, I was frequently short-tempered and impatient
with my students, and they responded accordingly. This was especially true
with my "difficult" after-lunch class. Behaviors were becoming
increasingly negative with every consequence I threw at them. It wasn't
working.
The problems that I identified in my classroom were:
1. The level of noise during group work.
2. My difficulty getting the whole class's attention during group work.
3. Social behaviors when they sat at desk tables instead of straight rows.
4. Students out of their seats at inappropriate times.
5. Lack of focus during mini-lessons.
6. Demonstrating readiness to get on task.
These problems are common ones for teachers everywhere. Some accept it as
a natural result of teaching middle school children. I, however, refused
to believe that these problems couldn't be solved.
I told my children I had behaved inappropriately
My first task on Monday was to show my students how I wanted them to line
up outside of my door before coming to class. I walked down the line, showing
them the row of squares their feet should be in, and I complimented each
student on his or her ability to follow the procedure. We practiced the
procedure until I was sure they all understood.
I then explained the way I wanted them to come into my classroom, and I
reminded them that their warm-up was on the board. They were to come in
quietly, sit down, and get to work immediately. I worked extra hard to ensure
that the directions on the board were clear and concise. All other issues
such as questions about homework or make-up work would not be addressed
until the warm-up was completed.
What happened? They followed my directions. When students got up to talk
to me during warm-up, I repeated the procedure to them, and told them to
speak with me later. I got no pouty lips and no arguments as I might have
if I had jumped on them about not following the procedure.
After the warm-up and all questions were taken care of, I told my children
that I had been behaving in an inappropriate manner towards them and that
we would be making many changes in my classroom to ensure that we all knew
how to act and what to expect. I apologized to them for using my power over
them as an excuse for treating them with less than the utmost respect.
I know teachers who believe that they should never show a weakness to or
admit a failure to students, but I believe otherwise. True character education
(and education in general) begins with modeling from the teacher and other
adults. I want them to be able to see me as human. I want them to see that
we all make mistakes, and the only real failure comes from not learning
from your mistakes. As some of my students say, I have to "keep it
real" or be discredited as a phony.
Raise your hand and close your mouth
The next procedure I taught my students was what I would do to get their
attention. I told them I would raise my hand, and as they saw their classmates
or me they would raise their hands and close their mouths as they waited
for the class to come to order. Again, we practiced this several times until
I was sure everyone knew what to do.
This also was a huge success! Over the week I have used this procedure,
and it has worked every time. For those rare moments when I have begun to
try to speak over them, one or more of my students would look at me and
raise their hands, reminding me of the procedure. Isn't that marvelous?
We are helping each other out to create the type of community we want.
Another practice I have begun with my students is a short read-aloud just
after our warm-up. I began this in part to start easing elements of the
balanced literacy/reading workshop procedures into my classroom, but I discovered
a bonus effect. By the time I am finished, my students are relaxed and ready
to listen and focus on the mini-lesson for the day. Our readings have been
related to our theme of fairy tales, and it has been wonderful to watch
my sometimes too-wise students become children again as they listen to the
stories of their childhood.
I resolved to keep my mini-lesson to no longer than 15 minutes. I explained
to my students that in order to give them the most time to work on their
tasks it was important for them to pay careful attention during our mini-lessons.
I reminded them that I do very little talking to the group at-large, so
when I did take the time to give instruction, what I was telling them was
very important. As a result, I have no problems with students putting their
heads down or walking around the room. In fact, I've noticed that students
are asking more clarifying questions as we go through the lesson, signs
of real engagement.
We spent time creating and learning other procedures this week as well.
My classes created standards for sitting together in groups (instead of
straight rows), and we moved the desks back into tables. We figured out
when to sharpen pencils, how to ask questions, and many other day-to-day
occurrences.
Classroom life has been fantastic
How did it all turn out? From my perspective, life in my classroom has been
fantastic. I can honestly say that I didn't have to raise my voice once,
that I had more students on task, and very few behavior problems. Those
few problems that I did have were handled objectively and calmly, and all
were solved.
Although my opinion and observations are important, more important are the
observations and beliefs of my students. On Thursday, I asked them to journal
on the question, "What do you think and feel about the changes we have
made in our classroom this week?" Following are some of their responses:
"I kind of like the way we've been doing things this week because you
don't have to talk to people so much. Most of all, we caught on quicker
with the work being on the board instead of you explaining it." --Ally
"I am happy because of the changes. It makes it easier to learn and
more comfortable." --Tina
"I like how we have been reading after journals." --Kay
"The rules that we have are great. It prevents a lot of accidents from
happening." --Kate
"The read-aloud is a cool idea." --Patty
"I feel good about these changes that are starting to work out now.
It seems more fun when we're doing right." --Kent (a sometimes difficult
student)
"We know how to act, listen, we even changed our behavior. I like this
way better." --Larry
"I think we should have done this a long time ago. I think this helps
us from being the worst class in the sixth grade." --Curt (from the
class with a "reputation")
The confirmation from my students that what we are doing differently works
for them is all I need to continue. We are finding a way to create a place
that works for all of us, not just me. Yes, we are the adults, but that
doesn't mean we should get our own way all the time at the expense of students.
It is so much more rewarding when we seek ways to help our students succeed
in our classroom, to make our expectations explicit.
I'm looking forward to seeing their smiling faces on Monday. Here's to new
beginnings!
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