Some things we communicate intentionally. And sometimes when we fail to communicate intentionally, we send a message that we didn't mean to send.
Here are 11 things you might unintentionally be communicating to your students.
1. When you don't wait for all students to get quiet and give you their attention before you start talking, you might be communicating that it's not really important that they listen to you.
2. If you complain about the school, other teachers, or the way things are, your students will probably think it's okay to be negative about the school, other teachers, and probably your classroom too.
3. When you pass a student in the hall or they enter your room and you don't say hello or call them by name, they may think you don't really care about them.
4. If you give a grade for every assignment or activity and talk about how "this or that is going to be on the test," your students may think your class is more about grades than learning.
5. If the questions you ask have just one correct answer, there's a good chance your students will think your class is all about right answers, not about being better thinkers.
6. If you only recognize the 'A' students or celebrate the kids who have high test scores, that may communicate that only the 'smart' kids matter and that growth is not valued.
7. If you make mistakes in front of your students and then act defensive or embarrassed, you might be sending the message that only perfection is accepted and risk taking is not appreciated.
8. When you break a school policy or act like the rules are no big deal, you might send the message you don't really value a culture of respect and shared responsibility.
9. If you aren't intentional about making your classroom innovative and future driven, you may be sending the message to students that what their parents learned in school will be good enough for them too.
10. When you come in dragging, lack energy, or just don't give your best, you might be communicating to students that it's okay to try hard only when you feel like it.
11. If you don't give students choices in their learning or opportunities to pursue their passions, they may view learning as more about compliance than actually being about...well...learning.
We have to be very careful about what we are communicating. Kids are always watching. They want to see alignment between our words and actions. They are looking to see what we really think, what we really believe, and how much we really care about them.
What is being communicated in your school unintentionally? I think that's a good question to consider. I want to hear from you. Leave a comment below or share on Twitter or Facebook.
This summer I heard Ron Clark speak and tell his story of how he became one of our nation's most celebrated teachers and ultimately founded the Ron Clark Academy. It's truly an inspiring story for educators.
He came into education almost by accident. He was only going to teach temporarily until something better came along. But then he started to love it. And the kids loved him. And he was having unbelievable success, even with the most challenging students. He was setting very high expectations, and he was creating learning experiences that were irresistible.
And then the principal of the school came to him and said, "Why are you being so showy? You're making the other teachers very uncomfortable."
He was getting fantastic results. He was bringing passion, enthusiasm, and energy to the classroom. Kids were learning. Kids were having fun learning. Test scores were skyrocketing. You would think everyone would want to replicate what Mr. Clark was doing, right? You would think they would want to learn from him, right?
Wrong.
Years ago, after I had given a suggestion to a teacher about a practice another teacher was using, I was surprised by the response.
"Oh, she runs circles around all of us."
The teacher said this with a measure of envy and a touch of self-defeat. It seemed like she was saying she could never do that. I hadn't intended there to be a comparison between the two teachers. I was just sharing that so-and-so tried this one practice and it seemed to work.
Average minds want other people to have average minds too. They feel threatened by the boldness and daring of those who want to do something great. How dare you try to be great? You're making us look bad. You're making me uncomfortable.
So what kind of dreams do you have? What kind of difference are you trying to make? If you want others to be comfortable and accepting of you, maybe you should keep those hopes and dreams just a little smaller.
When you dream big and want to do more, be prepared for opposition from mediocre minds. There will always be naysayers who want to protect the status quo. They want to retreat to average and aim for nothing greater.
But you are different. You have gifts that you want to use. Everyone has gifts if they are willing to take the risk of using them. You aren't going to waste them. Don't waste your gift!
People may not always appreciate your gift, but don't let that stop you from using it. Don't let someone else keep you from pursuing excellence.
Find those people who will allow you to change, grow, develop, expand, and be great. Better yet, find those people who will challenge you and encourage you to be great. Be around people who lift you up and want to see you dream big.
Keep dreaming big.
If you want to be a difference maker, you have to be a risk taker. Your students will reach their potential only if you are willing to unleash your own potential. It's never a competition to be better than the teacher down the hall. Everyone has greatness in them.
They should want to be great too! We want them to be great too!
We should all be pursuing greatness together, cheering each other on, celebrating each other's successes, and learning from one another.
That's what we are ultimately pursuing. We want collective greatness. We want to create a school where excellence is everywhere. Not just pockets of excellence. We want a school where kids are experiencing learning that will literally change the course of their lives.
What can you do to further your dreams and help your school find collective greatness? I want to hear from you. Leave a comment below or respond on Facebook or Twitter. Be great!
The current generation of students is dealing with more stress and anxiety than ever before. I'm sure there are many reasons for this, but regardless of the causes we must work to help address the reality.
Here are the stats as reported in an article from Time:
A study of national trends in depression among adolescents and young adults published in the journal Pediatrics on November 14, 2016 found that the prevalence of teens who reported an MDE in the previous 12 months jumped from 8.7% in 2005 to 11.5% in 2014. That’s a 37 percent increase. (An MDE is defined as a period of at least two weeks of low mood that is present in most situations. Symptoms include low self-esteem, loss of interest in normally enjoyable activities, and problems with sleep, energy and concentration.)
We hear the stories every day of kids fighting depression, feeling overwhelmed, struggling with problems with friends, parents, or both. There seem to be more kids than ever who are no longer living with parents at all.
And here's the thing, if you are depressed or filled with anxiety, how are you going to focus your energy on learning? You probably won't unless you shift your thinking. Or unless something in your environment helps you shift your thinking.
One of our teachers commented, "I want my class to be an oasis for students. For the time they are in my class, I want it to be so good they forget the problems on the outside."
So how do you do that? How can you help kids shift energy from a focus on problems to a focus on learning?
Here's what won't work.
"Class, yesterday we worked on such and such and today we will do such and such. So let's get started."
Ready, set, go.
It's an abrupt attempt to start learning. That won't work because a bunch of kids in class are still thinking about how bad they feel, what was said to them that's hurtful, or how they are going to deal with that personal problem. They are distracted. They aren't emotionally in a good place to learn.
I believe every learner would benefit from more 'right-brain' directed starters in class. Lead with something that helps them access positive emotions, creativity, empathy, and connection.
It might take a few minutes to plan and execute these strategies, but it will be well worth it. In the end, there will be more learning by helping students get the right focus. Start class by shifting the energy. Get kids in the right mindset first.
So here are 9 possibilities to make this happen. Find ways to open your class with one or more of these. And, look for ways to have these things show up throughout your class, too. It will help to inspire learning.
1. Humor - Tell a joke, make fun of yourself, or do something zany and off the wall.
2. Music - Play upbeat music as students are coming into class. It's amazing how the right music can put us in a different mood.
3. Relaxed Breathing - Slow, deep breathing and quiet relaxation can help students to calm body and mind.
4. Imagination - Have kids write or share with each other on topics that require imagination. What if you could time travel? What time would you visit? Why?
5. Drama - Create some fun drama in the class. Have a debate about something ridiculous. Launch an investigation. Make it absurd. Be over the top.
6. Play - Toss a ball around the class. Have a quick game. Nothing too competitive. Just bring some whimsy and playfulness to class.
7. Movement - Stand up and stretch. Give a high five to someone. Or go for a quick walk outside of class.
8. Sharing Gratitude - Ask students to share something they're thankful for. Help them be grateful for the little things.
9. Stories - Share stories real and imagined. Find out what's going on in their lives. I always had some winning stories that I told just about every year. Kids were on the edge of their seats.
These techniques are not intended to treat anxiety or depression, but they can temporarily relieve the symptoms. Of course, students who have depressive disorders need professional help. But for the time they are in your classroom, maybe you can help them focus on learning by using these strategies.
What do you think? Do you have other ideas for shifting the energy in your classroom? I listed several general categories. I would love to hear your specific ideas. Leave a comment below or respond on Facebook or Twitter.
What stands in the way of a brighter future and better schools?
Well, mostly people.
People who tell others they can't or won't.
People who crush dreams and steal hope.
People who won't be parents to their kids.
People just showing up and going through the motions.
People who want higher test scores more than inspired learning.
People who cling to the past like it's a security blanket.
People who protect the status quo.
People making decisions for schools who are removed from the realities of what schools face.
People who spew hate and discord.
People who don't make kids a priority.
People who are selfish.
People who turn on each other, or a good leader, when something goes wrong instead of battening down the hatches.
People who make performance in sports or academics or anything more important in a kid's life than being a person of high character and respect.
People who make their own comfort their primary concern.
People who are petty.
People who complain about other people. I hate that!
People who are negative, pessimistic, or who go on rants. Rants are the worst!
Well, that felt good. But the problem is the more I think about the items on my rant list, I realize I'm probably guilty of many at some time or another. Like complaining or ranting. Ha!
As they say, it takes one to know one. In fact, someone suggested the things we tend to like the least in ourselves, we often magnify in others. In other words, we're more likely to see faults in others in areas we too have struggles.
And here's the other thing, it doesn't do any good to complain about what other people need to do. We need fewer excuses and more solutions. We need less focus on problems and more focus on actions. It starts with us. I cannot control another person, but I can control me.
I can encourage.
I can reach out.
I can step out.
I can lead up.
I can lift up.
I can never give up.
I can be the change I want to see.
I can set the example.
I can keep growing and giving.
I can dream of a better future.
I can work to be stronger myself, cause I have plenty of room to grow and learn.
I'd like to hear from you. Leave a comment below or respond on Twitter or Facebook.
I remember a post from George Couros about a teacher sharing how innovation had helped with improving classroom management. The educator reported that "the more innovative I have become, the less classroom management I have to deal with."
It was a great post, and I think the idea definitely has merit. Recently, I've noticed another thing. It seems like educators who have the inclination to take risks, innovate, and empower students, seem to have more energy and seem more satisfied in their jobs.
It seems like innovative educators are happier. They seem more optimistic. They seem to have more hope.
When they face problems, they see lots of possibilities to address the issue. They are willing to try different solutions. They aren't always expecting something outside of their control to change. They look to themselves first or partner with colleagues to find solutions instead of expecting a different structure, schedule, program, etc. to make the difference.
There are so many highly committed educators working extremely hard, putting in a ton of effort, who seem to be carrying the weight of the world on their shoulders. Sometimes they are trying to 'will' students to learn, but the methods they are using are the same ones they used last year or the year before that. They are just pushing harder with the same methods.
The innovative teacher will ask, "What might work with this group of students?" The innovative teacher is willing to try just about anything to reach these kids, all of them. These teachers are working hard too, but they are willing to change and be creative and step way out of their comfort zone to help kids learn.
They aren't just working harder. They are becoming more flexible in their thinking. There might be a better way to do this. They look for ways to make learning work better for kids instead of trying to force kids to adjust to how learning works in this class.
But why do they seem happier? More satisfied?
I think it's because they are hopeful for the future. They believe a better outcome is possible if they keep growing and learning. Other teachers are attached to their methods, their way of doing things, and when it keeps failing, well, that's quite disheartening.
The happiest teachers are the ones who are connecting, learning, trying new things and believing that even though things might be tough now, things can and will get better.
So what do you think? Are innovative people happier? Leave a comment below or respond on Twitter or Facebook.
The teacher asked her students to make some decisions about the direction of the learning. The lesson required independent thought and initiative.
But one student resisted, "Isn't it your job to teach me?"
Have you ever heard a question like that from one of your students? It's a question that was asked by a student in our school. And to me it illustrates the way many students have come to believe that learning is a product of their compliance with a teacher.
Just tell me what I need to know. Tell me what to do, what to learn. Teach me. Isn't that YOUR job?
Another student said to me, "I just want to take notes and then have a test." This comment came from a student in a classroom where students are expected to own a considerable amount of the learning and develop original thoughts. Learning in this class is demonstrated through projects and authentic activities.
I don't blame these students for thinking this way. I think, at least in part, they are simply a product of a system that has conditioned them to be passive learners.
So who owns the learning? The student? The teacher? Both?
How would you respond if you heard these words from your students? Leave a comment below or respond on Facebook or Twitter.
