Early in the 2013-2014 school year, my walkie-talkie crackled to life with an urgent call to a classroom. In the hall I passed a girl, new to our school, who was yelling threats and trying to break free from the grip of our security assistant. I could not immediately tell who she was threatening.
One of the adults who had been present in the hall when the incident started, Roberto A., started to tell me the story by expressing his amazement. “Jack, I’ve never seen anything like this in my entire life.” He related that the new student was convinced that someone was looking at her “wrong”. Offended, she stood up and started shouting at Michalia, a student who had been at Gamble since 7th grade. The shouting is what prompted him to enter the room and to call for me on the walkie. Michalia stood up and shouted back “I don’t have any beef with you.” As Roberto moved closer, the new student punched Michalia, who took one step back and said, “Somebody better get her. Somebody needs to tell her that’s not what we do here.”
“That’s not what we do here.” This is a most remarkable response to being punched. Many people would say that being hit would excuse Michalia if she chose to fight. I know that once upon a time, Michalia would have fought for less. I know that she felt immense social pressure to solve the problem by fighting, and that each year a small number of students make the other choice when in a similar situation. I also know that many times, parents defend and even encourage this response. That’s why her decision was hard.
Michalia resisted all of this, and accepted – trusted – that the adults in the school would act on her behalf and she did not need to fight. In doing this she was also showing tremendous grace toward her antagonist.
“Somebody better get her. Somebody needs to tell her that’s not what we do here.”
This post was originally published on 9/19/16; however it reflects the commonality of our fall camp experience each year. This year our camping trip takes place the weeks of 8/28 and 9/5. In order for every student to participate, we are actively seeking donations for student scholarships. If you are interested in helping, please contact me at firstname.lastname@example.org
We say that the best learning is experiential. We say that it’s critical to take students out of the classroom, so they can truly understand the implications of the work.
What if I told you that this was true for teachers as well?
Fall camp is always remarkable, and I have written about it previously. Each year, this camping experience provides many stories about witnessing the best in our students, and somehow the themes of these stories are always the same – inclusivity, belonging, helpfulness, kindness, generosity, challenge, perseverance, and leadership. While these are things that are difficult to teach in the classroom, they are lessons that seem to occur spontaneously at camp.
I knew this already. I knew that camp inspires students to rise to challenges. I knew that camp provides teachers with the opportunity to witness strengths in students that don’t appear in the classroom. But, for the first time this year, camp opened my eyes to something new. This year, camp taught me about poverty.
If, when you hear this you begin singing, “with the kids jingle belling and everyone telling you be of good cheer,” then you are not a teacher.
Staples has ruined this traditional Christmas carol for teachers forever. I can nearly guarantee that every teacher hears the next line as “They’re going back!”
Back to School that is.
Ahhh, back to school. A time of year fraught with emotion for students and teachers alike. Here in Ohio, the back to school advertising frenzy begins on July 5th. Yes, July 5th – the day after Independence Day.
We’re not even quite halfway through summer vacation when we are told to start gearing up for the return to school.
This is particularly cruel as I’m not sure a teacher exists who doesn’t experience back to school nightmares. These are quintessential anxiety dreams that generally involve being late to class or unprepared – no lesson plan, no attendance list, no materials, etc. In the really terrifying versions of these nightmares, the teacher is also naked – talk about waking up in a cold sweat!
Back to School is such a tumultuous time of year. Although many decades have transpired since the long summer days of my childhood, they still evoke powerful memories, and when I think of the end of summer, the loss I feel is reminiscent of those summers:
Long afternoons that melted into evenings where it stayed light until 9:30 — which was about when our parents started calling us to come inside,
Carefree summer days when we held contests to see who could stand barefoot on the hot asphalt the longest,
Evenings spent catching lightning bugs in a jar that we kept by our bedsides overnight,
Even the air was redolent with exuberance — full of the sounds of cicadas by day and crickets by night.
This romanticization is perhaps equaled only by my powerful memories of the first days of school each fall:
The smell of fresh floor wax that seems to be the same in school buildings everywhere,
The anxiety and excitement of meeting a new teacher and entering a new classroom,
The thrill of a full set of brand-new school supplies,
The joy of seeing your name carefully written on a sticker on your desk, perhaps accompanied by a number line whose ends had not yet started to curl up.
That classroom was waiting for you. Waiting expectantly full of optimism and hope of a new beginning, a fresh start.
It was these nostalgic first day of school images that flashed through my mind when, this summer, I came across these words written on a Facebook page of a teacher group I belong to:
“Has anyone done ‘work to rule’ at the start of school? I’m the VP of our union. Need ideas to motivate elementary teachers to not set up classrooms before school starts. Looking for ideas of how to survive the first day in boxes, success stories or ways to start school with a blank slate.”
“Work to rule,” meaning only do what is explicitly stated in the contract – nothing more.
“Work to rule,” meaning that if you aren’t directly paid for time spent setting up your classroom, then don’t set it up.
I have always been a fiercely proud union member. I believe in the importance of unions, and have served in various union roles throughout my career. But this statement left me feeling sad and embarrassed and disappointed all at once.
To be fair, the person who posted this does not belong to my local union and doesn’t even live in my state. I know that there are teachers elsewhere who are struggling with low wages and excessive requirements that are far beyond anything that I have ever had to deal with. I am slow to judge because there may be extenuating circumstances, of which I am unaware, that require such drastic action.
What bothered me perhaps more than the post itself was that within just a few hours, this statement had 141 comments from teachers all around the country, most of which were supportive of this strategy.
I simply can’t get past my mental image of the children who walk into a classroom that hasn’t been prepared. A classroom where materials are still in boxes. A classroom that is simply not ready for the students’ arrival.
A classroom like that cannot possibly evoke the expectant hope and optimism that I remember so vividly from my own days as a student.
Not only does this lack of a prepared environment do the students a disservice, it does a terrible disservice to the teacher of that classroom as well, for an unstructured, unwelcoming start of the school year bodes ill for the months that follow.
Starting the school year off on the right foot is critically important, and having a well-prepared classroom environment is a major contributing factor for this. Every classroom is unique in how it is set up, and there are many right ways. Each teacher spends countless hours getting it just the way he or she wants it, with every item carefully in place prior to the ringing of that bell that marks the initiation of a new school year.
There is reason to believe that this intentional and thoughtful classroom design has significant benefits. A recent study funded by the Engineering and Physical Sciences Research Council found that 16% of the positive or negative variations in student learning outcomes could be attributed to the physical characteristics of the classroom. Of this, 25% of these achievement differences were attributed to individualization and flexibility in the environment, and another 25% was linked to an appropriate level of stimulation (complexity and color) in the classroom. This is good news as these are elements of the classroom that are completely within a teacher’s control.
The results of this study indicate that students learn better in classrooms where there are a variety of available learning spaces and where student influence is observable through displays of work and student-created decorative elements.
Additionally visual stimulation should be neither too high nor too low. Décor should be limited to approximately 50-75% of wall space. Calming background colors with the use of complementary or bright colors as accents was found to be most effective.
Creating a classroom best-designed for learning is a relatively simple and effective way to make teaching a little bit easier. The short-term investment of time, effort, and money has long-term gains.
Whether your school year is yet to begin or whether you have already done most of the heavy lifting of classroom preparation, it is important to examine the design of your classroom to ensure that it best meets your needs and those of your students.
And, yes, I know that for many of us our rooms are overcrowded, our furnishings shoddy, and the extra touches that create a welcoming atmosphere typically must be paid for out of our own pockets.
Is this fair? No, of course not. But it is the reality for many, perhaps most, of us. Consider the number of hours each day that you and your students will spend in your classroom. Generally, this amounts to about 50% of one’s waking hours. Making that space more pleasant is worth it for all parties involved.
As part of my research for this post, I perused the book What’s in Your Space: 5 Steps for Better School and Classroom Design. It’s a drool-worthy book – sharing images of a high-end, high-tech, student-centered new construction.
The pictures in that book look nothing like what exists in most school buildings.
As a result, I initially set the book aside as an impossible ideal, but then I returned to it, turning directly to the section titled, “Find Ways to Make This Shift Even When Budgets are Tight.”
I found this important message, “Only a handful of schools in the world have an unlimited budget with which to redesign learning space. Educators with small budgets can begin with one corner of a classroom.”
Consider your classroom. Which corner do you want to start with?
Spend some time mentally re-visiting how last year went. Is there an area in your room that felt congested? Or cluttered? A space in which students tended to be off-task or at loose ends? Or perhaps an area that students intentionally sought out for silent work or regrouping that you would like to make more inviting.
Begin with one of these spaces.
Consider adding lamps, plants, a rug, or different seating options. If routines or procedures were an issue, think about what you can design to help make this more structured.
There are infinite ways to make classrooms more inviting, more comfortable, or more functional. Here are a few of my favorites provide by teachers at Gamble Montessori to help you get the creative juices flowing.
(Tremendous thanks to Krista Mertens, Olivia Schafer, Tori Pinciotti, and Beau Wheatley for inviting me into their classrooms at Gamble and allowing me to take photographs of their beautifully designed spaces.)
A place for everything and everything in its place
If clutter or organization is a concern in your classroom, consider purchasing simple containers and labeling them.
Materials to support classroom procedures
If you had procedures, such as tardiness protocols or classroom jobs that didn’t work so well last year, think about materials you could design that would better support and reinforce your expectations.
Morning meeting structures to build community and promote classroom cohesion
If you struggled to develop a positive classroom culture, you may benefit from adding a well-structured daily or weekly meeting to your routines.
Nontraditional student work areas
If you found that students struggled with focus and engagement, consider creating student-friendly work spaces that may look very different from the standard desks and chairs.
There are innumerable ways to design a beautiful and functional prepared space for student learning. However, to do so takes significant time. Ideally, teachers would get paid for this time; the reality is that few of us do.
So, yes, advocate for more paid time to prepare your classroom. Advocate for professional development days to be moved to later in the year to allow for more time for classroom set up in the critical days just before the start of the year. Advocate for getting reimbursed for the materials you have to purchase out of pocket to beautify your space. (That $250 federal income tax credit doesn’t go very far!)
But to leave your classroom unprepared for the arrival of students on that first day is a set up for failure. Students are already worried and anxious about the changes that lie ahead. Quite frankly, so are most teachers. It helps everyone to begin that pivotal day in a space that reflects readiness of the exciting journey that you and your class are about to embark upon together.
Your students are worth it. So are you.
 Lynch, Matthew. “Study Finds That Well-Designed Classrooms Boost Student Success.” The Edvocate. May 10, 2016. Accessed August 02, 2017. http://www.theedadvocate.org/study-finds-that-well-designed-classrooms-boost-student-success/.
In 2010, money was tight in Cincinnati Public Schools. Principals were asked to take steps to save money by reducing our largest expense: cut back on staffing. I convened a meeting of the Instructional Leadership Team to examine the bleak prospects of eliminating parts of our music program in order to balance the budget.
The wisest thing I have ever heard a person say about grading came from my friend and sometimes co-worker Barb Scholtz. A long-time teacher of math and English and life, she taught my son in middle school at Clark Montessori. It was years later, in her role as a teacher educator, that she worked with a team of teachers who were doing an independent PD on differentiation at Gamble. (Read more about that here.) Here she asked the basic question that shook my thinking about failing grades. “If a child is learning, how can they be failing?”
This is more than a question. It is a revelation. We have to move past thinking of a grade in a gradebook as immutable truth, an unswayable bedrock fact which must be reported.
This article assumes you are in a situation where you are required to report a single letter grade, and perhaps a percentage, to sum up 10 weeks’ worth of effort, practice, improvement, success and failure on a multitude of social and academic skills. I’m sorry about your situation. I’m here to help.
There appear to be two philosophies among teachers when discussing grading. One camp asserts that grading is a time-consuming but relatively simple process – you set up your gradebook, assign different point totals for different types of assignments, set up weighting or assign more points to emphasize the more important work, and average it all out at the end of the quarter. The other camp suggests that grading is a laborious and challenging activity, where you try to find ways for students who are improving to demonstrate that growth without becoming discouraged or complacent, and the rules seem arbitrary so you change them relatively often to try and better match the growth you see in your students.
It is a fair bet that those of you who read this blog are not in the “grading is easy” camp.
I am not here to convince you that it is, though my message is simple: The best thing you can accomplish with a grade is to keep a student invested in her education. But how?
An education for a year for sixteen girls in underprivileged countries.
My students made that happen, and they did so much more.
As teachers, we are taught to “begin with the end in mind.” When planning any unit, we are told to start with the intended learning outcomes. Design the assessment first, and then teach students what they need to know.
But sometimes, that’s just not how it goes …
And on this occasion, if I had begun with my anticipated outcome in mind, I would have sold my students’ determination, passion, and creativity far short of what they were ultimately able to envision and achieve.
originally published 11/14/16; re-published with edits 7/17/17
by Krista Taylor
Jake fist-pumped the air with a gigantic smile plastered across his face, as he loudly and repeatedly declared victory. To the casual observer, this may have looked like “excessive celebration,” but our students were delighted by Jake’s jubilant behavior. Jake is a student with autism, and he had just been wildly successful at one of our most popular games.
Few sentences carry so much uncertainty in the workplace. There are many unknowns in this invitation. Questions spring to mind. Why? For how long? When? And frequently, there are deep, unasked questions, like Will it be worth my time? Magazines like Forbes and Harvard Business Review frequently feature articles on improving meetings, maximizing meetings, shortening meetings, or avoiding meetings altogether. These topics are nearly guaranteed to drive readers to the site.
Meetings are not all bad, but we all have been in bad meetings. So our experience is tainted, and we are understandably wary. Even folks who understand that a lot can get accomplished at a meeting have to offer incentives and promises to get people to show up at all.
-by Jack M. Jose, originally published July 4, 2016, revised July 2017
I am bad at vacations. Really bad. Classically bad. I have trouble scheduling them. I dislike planning for them. I pack well enough, but I put it off to the moments before we leave. On occasion I vow, “This vacation will be different.” I claim I will get away from work for real, but it always creeps back in, usually through an open door. A door that I propped open. After sunset we return to the hotel room, and I sneak a glimpse at the computer. Or perhaps I take a quick look at my phone and handle an email discreetly while waiting for a table at a restaurant. I then look up into my wife’s disapproving stare.
During breakfast, on the final morning of leadership camp, I noticed a chaperone from another group standing near our tables. After a few moments, she walked over and said something to several of my students. By their reactions, I could clearly tell that the conversation was disciplinary in nature.
My first response was to be defensive. My students know how to behave when we’re out of the building. I hadn’t observed any misbehavior. Why was she redirecting them?
Camp Kern runs multiple school programs simultaneously – a leadership program for middle school students and an environmental program for upper elementary students. As is the case every year, there was a second group at camp while we were there. Invariably the other group is always much larger than ours, comprised of younger children, and made up of predominately white students.
My students are adolescents and predominately students of color.