“For me, the United Leaders way of thinking has made me see the world in a new light. I’m much more gritty than before and much more willing to be brave and courageous and to try new things.” – Adalira
This was a student’s response to the prompt, “How do the ideas of grit and growth mindset impact you?” I expected to hear words about perseverance, grit, and optimism. References to courage and bravery surprised me.
Courage. And bravery.
Courage and bravery don’t always look like martyrs facing down veritable lions or tigers. Sometimes they look like an adolescent working on a math problem.
A few weeks ago, I was walking through one of our high school hallways at the bell change. As teenage bodies spilled out of doorways and began making their way to their next class, I was quickly surrounded by former students looking for hugs. After wrapping my arms around the first two or three, I heard an approaching student ask, “Can I get one, too?” I laughed and replied, “Of course. You belong to me.” This was immediately followed by a deep voice coming from down the hallway, “What about me? Do I belong to you, too?” I looked to see who the speaker was and saw Malcolm, a senior football star, who I had taught four years earlier in the eighth grade. “Yes, absolutely,” I began to respond, when I was interrupted by a different voice coming from the other direction, “I get one first. I belonged to her before you did.” Ethan, another senior, was right. I had taught him in the seventh grade. He had, indeed, belonged to me first.
They all belong to me. I suspect that most teachers feel this way about their students. After all, we spend time with them every day for most of a year, or in the case of Montessori teachers, for two or even three years. Our students belong to us because we know who they are.
And knowing who they are is critical for understanding what they need from us. What they need from us in order to make academic gains. What they need from us in order to develop personal responsibility and leadership skills. And what they need from us in order to get through difficult situations or interactions.
Being aware of the importance of knowing my students left me in a quagmire, however, at an important moment in my career.
In the 2015-16 school year, Gamble Montessori earned a chance to participate in a groundbreaking new theatre program through a competitive application process. The Educational Theatre Association (EdTA), a large national actors’ guild, had initiated a program called JumpStart. Designed to help schools develop drama and theater programs, JumpStart targets schools that have no drama program. They provide training for teachers, access to modified musical scores which are tagged with the label “Jr.” (e.g. Once on This Island, Jr., or Annie, Jr.), and a structure for staging your own middle school musical in the spring.
In order to be selected for JumpStart, the school must first verify their dedication and determination to establishing an ongoing drama program. This is determined through interviews, where our responses to a series of questions were investigated to make sure we had the resources and initiative to accomplish the work. Once a school was selected – Gamble was one of three in this inaugural round – JumpStart provided support throughout the process.
Following the successful staging of Once On This Island, Jr. at Gamble Montessori in the spring of 2016, I was asked to speak at a fundraising breakfast to a group of EdTA donors. Other speakers from EdTA spoke about how the program came about, and between each set of speakers a professionally produced video was shown. Each video featured snippets (like this one) from the training or the performances, and interviews with those involved, myself included. Below are my remarks, edited for clarity.
Sixty-seven percent. That was the number I was banking on. I was running discipline data, and I already knew that 67% was my golden number – the percentage I didn’t want to exceed.
But . . .the results were yielding something different.
90%, 87%, 85%, 90%, 82%, 84%
These numbers weren’t just above 67%; they were way above it.
As I ran quarter after quarter of discipline data, I kept hoping to see something different, a change in the trend, or at least an outlier or two.
But that wasn’t the case. Every quarter, the same pattern emerged: our Black students were involved in disciplinary infractions at far higher rates than any other racial group, and at far higher rates than their representation in our population would indicate – 67%.
As Gamble’s Positive School Culture Committee Chair, I had begun this process because we were curious about a blip we saw in the student survey data related to school climate. When we disaggregated the responses by race for the questions that dealt with fairness of consequences, we noted that our black students felt that consequences were less fair than our white students. The rest of the responses were fairly consistent across racial demographics, so it caught our attention when we saw that 52% of our African-American students felt that consequences for misbehavior were seldom or almost never fair; whereas only 34% of our white students felt this way.
It wasn’t a huge gap; it was just bigger than anything we had seen in response to the other survey questions. However, it caused us to pause and reflect on what it might mean. This survey question was about student perception, but we realized that if we disaggregated our discipline data the same way that we had for the survey data, that we would be able to compare reality to perception.
Which is how I found myself repeatedly staring at my computer screen in disbelief and horror as every quarter showed nearly the same thing about our discipline data – our Black students were markedly over-represented.
I shouldn’t have been so shocked. These results aren’t different from what has been widely reported nationally: students of color face harsher and more frequent disciplinary consequences than their white counterparts. In fact, the national data shows a significantly wider discrepancy than the data at Gamble. Proportionally, our data notes that every 1.3% of high-level consequences were assigned to 1% of our Black population; whereas nationally 2.3% of high-level consequences were assigned to 1% of Black students.
Doing better than the national average is not, however, something to celebrate. The cost of these high-level discipline responses is high. We know that suspensions and expulsions lead to a decreased likelihood that students will graduate from high school and an increased likelihood that these students will wind up incarcerated. On average, one out of every three African-American males will be incarcerated during their lifetime.
None of this was new information for me. I just didn’t want any of it to be true at Gamble. I wanted my school to be different. I didn’t want us to be culpable. I wanted my students to be protected. Unfortunately, that’s not what our data indicated
Schoolhouse Rock taught us, “Knowledge is Power.” Now that we had the knowledge, what were we going to do with it?
Turns out, it’s easier to compile the data than it is to address what it shows. There is no quick fix solution.
We decided that the first step was to be transparent — to share the data and to acknowledge our concern about it. To this end it was shared on teacher teams and at PTO; some of our high school teachers shared it with students as well.
Those of us who teach junior high chose not to share it with students. We didn’t know how to craft the conversation in such a way that it would be structured and pro-active, and we didn’t know how to guide our students toward recognizing both the gravity and the complexity of the situation.
So, for more than a year, we did nothing.
Although, I suppose, it wasn’t really nothing. It weighed on all of our minds as, tragically, during the same time frame, police shootings of black males – another example of implicit racial bias – was repeatedly in the public eye.
Eric Garner, John Crawford, Michael Brown, Ezell Ford, Dante Parker, Akai Gurley, Tamir Rice, Rumain Brisbon, Jerame Reid, Tony Robinson, Philip White, Eric Harris, Walter Scott, Freddie Gray, Brendon Glenn, Sam DuBose, Gregory Gunn, Philando Castile, Terrence Crutcher …
It is not possible to see this list of names and not worry which of my students could join them.
We knew that we had to talk with them about all of this, but the prospect of that was so intimidating. I know there are other teachers, like this one, who were braver than I. There were teachers all over the country who were having these difficult conversations with their students.
It wasn’t that we didn’t want to have these discussions – we did – we just wanted to make sure that we did it “right” – that we found the right materials, that we structured it well, that we prepared students correctly, that we tied the content to our cycle of study, that we identified the perfect time to have the conversation, and that we did everything within our power to ensure that it was a productive conversation, rather than a damaging one.
While each of these factors is important, waiting for this confluence of perfection was, of course, a subtle kind of avoidance. Waiting on perfect, allowed us to do nothing.
But, finally, this October, we began to find some traction. Our second quarter novel, After Tupac and D. Foster, included thematic undercurrents of racial bias. In light of this, Beau, my teaching partner, also assigned a reading about a study of implicit racial bias in preschool classrooms: Implicit Racial Bias Often Begins as Early as Preschool, A Study Finds by Yolanda Young.
With this assignment, the die was cast. Although we didn’t even realize it yet.
We didn’t yet know how profoundly this beginning would impact the entirety of the quarter, but we did know that we needed to be very conscientious about how we prepared our students for engaging in this conversation. Because we wanted all students to receive an identical message about the expectations for how we talk about these sensitive topics, we arranged the room to accommodate both of our seminar groups at the same time.
As we do before any seminar, we reminded students to keep their comments relevant to the text, to disagree with statements rather than people, to give everyone opportunities to speak, to not form alliances, and to be open to changing their minds.
But this time, because of the emotionally-charged subject matter, we had to provide additional guidance. We had never before explored such challenging content with our students. This type of careful preparation is critically important before embarking with students on any topic that is likely to elicit strong reactions.
We instructed students to give each other the benefit of the doubt. To be careful of their words but also to be honest and to risk making a mistake. To recognize that we might inadvertently hurt each other’s feelings and to be willing to share these feelings and question one another as a means of seeking understanding.
And then we began. It felt a bit like jumping off a cliff.
But, like in most things, our students rose to the challenge beautifully, and we had a powerful and engaging discussion. We hadn’t planned to bring up the school discipline data, but in both groups, the conversation naturally led in this direction. When that moment appeared, (and it happened nearly simultaneously in both groups), we openly shared the disproportionate percentages, and explained why they were concerning.
The students’ response was flabbergasting. I was prepared for them to be angry. I was prepared for them to be indignant. I was prepared for them to blame us.
I was not at all prepared for them to discount it entirely.
“That used to happen at my old school.”
“My teacher did that last year. I always got in trouble just because I am black.”
“I have a friend who says that happens at his school.”
And most notably, “Well, that probably happens in high school.”
The closest they came to seeing the data as personally impacting them was by claiming that if it was a problem in our building, it must be something that happens in our high school program and not about junior high … or them … or us.
Their interpretation is simply not true; the data contains no indication that there are differences between grade levels, and I am still dumbfounded as to why they responded in this way. Perhaps, like us, they simply needed more time to process it.
We hadn’t intended to make the concept of implicit racial bias and its impacts the subject of all our seminar discussions for the quarter, but the deeper we delved into the subject, the more there seemed to be to discuss. We decided to run with this idea, and each week throughout the quarter, we seminared on a different aspect of racial bias.
At times, our conversations were uncomfortable.
When reading about “Stop and Frisk” policies, a student asked whether that meant that every police officer who engaged in this type of policing was racist. That’s a touchy question to answer, but it helped us examine the difference between individual racism and societal racism, as well as the difference between overt racism and implicit racism.
During one discussion, a white student courageously noted, “Somewhere, deep down inside, everybody is at least a teeny, tiny bit racist.” This comment elicited strong reactions, but it helped us to turn the lens on ourselves.
On several occasions during the quarter, when given behavioral redirection, students accused us of racial bias. That felt terrible, but these challenges helped us to reflect carefully on our reactions and responses to student behavior.
It was through this process of self-reflection that I realized that we had made a mistake – we had skipped a step.
Maria Montessori said, “It is not enough for the teacher to love the child. She must first love and understand the universe. She must prepare herself, and truly work at it.” This is one of my favorite quotations, and yet I had forgotten it here.
The teacher must prepare herself. It was not just our students who were impacted by these difficult conversation; we were experiencing this, too. We had been guiding them, but had failed to use our resources to prepare ourselves.
Confronting the societal demon of racism in a mixed-race group of colleagues is a daunting task. We agreed to commit one meeting a month to discussing this topic through the lens of a variety of resources that we would take turns providing. Like we did with students, we established special meeting norms for creating a “Courageous Space” in which to engage in these conversations.
This work is an ongoing process, but so far we have watched Bryan Stevenson’s video Confronting Injustice and read John Metta’s article “I, Racist” and engaged in rich conversations on each.
None of this is enough. None of it marks our ending place, but taken together, it is our beginning. We have embarked upon this journey. It is a complicated one, and it requires us to be brave. And to be humble.
It requires us to take a hard look at both what is happening around us, and what exists within us. Next week’s post will detail the initial work we did with our students to help them synthesize their learning and their experiences, and to guide them toward activism.
 U.S. Department Of Education Office For Civil Rights. “Civil Rights Data Collection Data Snapshot: School Discipline.” CIVIL RIGHTS DATA COLLECTION 1 (2014): 1-24.Education Week. U.S. Department of Education, Mar. 2014. Web. 1 Jan. 2017. <http://blogs.edweek.org/edweek/rulesforengagement/CRDC%20School%20Discipline%20Snapshot.pdf>.
 Amurao, Caria. “Fact Sheet: How Bad Is the School-to-Prison Pipeline?” PBS. PBS, n.d. Web. 01 Jan. 2017.
At my Kenyon College commencement address, Lamar Alexander, the Secretary of Education under George H. W. Bush, quoted Alex Haley: “Find the good, and praise it.” At the time, it meant little to me. Although it is the only thing I remember from the entire speech, I have no idea why I remember it. I was not impressed by having Mr. Alexander as our speaker — he simply represented conservative politics to me. I was not excited about his role as Education Secretary, since I was definitely not going to become a teacher. Additionally, I was not a person who was naturally drawn to seeing the positive in things, so I didn’t think this phrase was even particularly applicable to me.
Except somehow it was. “Find the good and praise it.” I still remember it after all these years, and there is little that has impacted my teaching more. It seems like such a simple practice, and yet it is not nearly as easy as it sounds.
At many schools, the last day of the school year tends to be kind of a wasted day – a day spent packing up boxes, watching a video, or talking about summer plans. Attendance is often sparse as many students chose to begin their summer vacation a day early.
In Gamble’s middle school classrooms, however, the last day of school serves as both our fourth quarter cycle wrap-ups and our wrap-up for the year as a whole. Rarely are students absent.
Last year, on the last day of school, my students wrapped up our “Change” cycle with a school-wide carnival fundraiser. You can read about it here. While the carnival was truly an amazing experience, holding it on the last day of school made me a bit worried.
Would we be able to clean up everything in time to hold our traditional end of the year ceremony? Would we be able to capture students’ attention after such a high-energy experience? Would we, as teachers, be able to shift the tone and focus of the day after the exhaustion of managing a carnival for several hours? After all the fun and excitement, would students even be interested in sitting down for a closing circle?
As usual, I shouldn’t have worried.
Many students approached me throughout the day and asked questions like, “Are we going to have time for a closing?” “We are going to end in circle, right?” and “We’re not just going to dismiss from the carnival, are we?”
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/.
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.