What do you do when you have a difficult class? Just ask Jim Gomes, a retired teacher from Windsor who has written an interesting article on What To Do When You Have a Difficult Class.He has included tips that are useful even at this later point in the year/semester.
If you know anything about strength-based practice, Jim's advice will make sense. He starts off by saying "Embrace them!" He suggests that every students wants to feel valued and you can do this by focusing on your students as people first and find ways to show them you care. The worst thing you can do with a difficult class is not want to be there. Kids need hope. If you want any significant change, you must first connect with your students and bring enthusiasm every day!
9 Principles of Strength-Based Practice (from resiliency initiatives)
Believe that every student has potential
Focus on what is strong (strengths), not wrong (labels)
Language we use creates our reality - be positive
Believe that change is inevitable
Authentic relationships are the catalyst for positive change
Start with their story, perception is reality
Begin with what they know to build confidence and comfort
Capacity building is a process so see challenges as a way to build capacity
Value difference and the essential need to collaborate
Need a little more inspiration? Three movies are references in the article; Beyond the Blackboard, Freedom Writers (Line Game scene), and Dangerous Minds (Choice scene). Jim has also written a book called Ready, Set, Teach! 101 Tips for Classroom Success.
During the holidays I started reading a book called The Gift of Failure by Jessica Lahey. My new year post was suppose to impress you with what had I learned...but I failed to finish it.
That doesn't mean I gave up... I am still reading. From the first few chapters I can tell you that The Gift of Failure is very well written with great advice for both parents and teachers. Lahey states that we have taught our kids to fear failure, and in doing so, we have blocked the surest and clearest path to their success. Instead, we need to allow our kids to fail and even enforce the mindset that it is okay to fail; that failure is good. Ironically, we often learn more when we fail. As educators we need to be mindful of teaching for autonomy, independence, and resilience or we will create students who refuse to take risks or stick with a task. Hence the recent focus on patient problem solving in math.
How many times have you rescued a student from potential failure or a "teachable moment"? It feels great to save a student but, unfortunately, what feels good for us isn't always what is good for our children. The failure, Lahey says, our children experience when we back off and allow them to make their own mistakes is not only a necessary part of learning; it's the very experience that teaches them how to be resilient, capable, creative problem solvers. Given support, love, and a lot of restraint, kids can learn how to engineer their own solutions and pave their way toward success that is truly of their own making.(Lahey)
Failure happens all the time, tweeted Mia Hamm. What makes you better is how you react. Elite athletes know this well. How failure is interpreted ultimately involves mindset. Students, just like athletes, need to know that failure is natural and an important part of the process, it is not necessarily the end. Competence comes out of our own efforts. We have to run our own race. Consider Michael Jordan. In his career he has missed over 9000 shots, lost 300 games, was trusted with the game winning shot 26 times and missed. Yet he says "failure makes me successful". His view of failure was a challenge to do better; productive not limiting.
It's time to get gritty - teach your students not to fear failure but to let failure fear them! Welcome to a new year. Rise and shine new teachers!
Okay, here is another list - because it's Christmas! This list is from a book called Unshakeable by Angela Watson. If Santa does not bring you this book, buy it. It is a GREAT read with practical advice and very little edu-babble.
20 Ways to Enjoy Teaching Every Day
Share your authentic self to bring passion and energy to your teaching.
Allocate your time and energy wisely through productive routines.
Establish healthy habits for bringing work home and decompressing.
Determine how to do what matters most and let go of the rest.
Go the extra mile for families (but don't take forever to get there).
Learn to say "no" without guilt and make your "yes" really count.
Do your part to create a positive school culture.
Take charge of your own professional development.
Let your vision define your value and measure of success.
Uncover the compelling reason fro every lesson you teach.
Create curriculum "bright spots" you cant wait to teach.
Incorporate playfulness and have fun with learning.
Build in periods of rest and downtime throughout the day.
Construct a self-running classroom that frees you to teach.
Motivate students to take charge of their learning.
Connect with kids and gain energy instead of letting them drain you.
Choose to love kids most when they act most unlovable.
Be truly present and look for the light bulb moments.
Re-write the story you tell yourself about teaching.
Innovate and adapt to make teaching an adventure.
Angela Watson also has great podcasts (I will add to the blog) if you are looking for something to listen to on your way to and from work or travelling over the holidays. Just do it!
A colleague just shared this article by Carrie Lam from Edutopia. Great site!
11 Habits of an Effective Teacher
Enjoys Teaching (have fun and feel the joy!)
Makes a Difference (make them feel special, safe and secure)
Spreads Positivity (bring positive energy and a smile)
Gets Personal (it is all about relationships)
Gives 100% (do your job for the love of teaching)
Stays Organized (stay on top of marking and planning)
Is Open-Minded (embrace constructive criticism)
Has Standards (only expect a lot, if you give a lot)
Finds Inspiration (make connections)
Embrace Change (be flexible, hit every curve ball that comes your way)
Creates Reflection (what could you do differently next time?)
There is always something positive to be found in every situation but it is up to you to find it. Keep your head up and teach happily for the love of education. Don't just stand in the field of teaching, adapt these habits and be outstanding. Just do it!
I read this interesting article on the Cult of Pedagogy blog called Marigold: The One Essential Rule for New Teachers. Here is the gist of it...
Many experienced gardeners use the companion planting strategy. They place certain vegetables and plants near each other to improve the growth for one or both plants. The marigold is one of the best companion plants because it protects plants from pests and weeds. In your school, the encouraging, supporting and nurturing teachers are the marigolds. They can help you grow! You can recognize them simply by the way they greet you - welcoming not questioning why you picked this profession.
Walnut trees are the teachers that will question your career choice and sarcastically wish you luck in the teaching profession. You can identify them by their negativity - they are negative about the kids, the school and the administration. The are poison. Keep regular contact with marigolds if you want optimal growth. Remember this is the grind - the battle between you and your mind. Marigolds will help you defeat the voice of self-doubt. Just do it! Surround yourself with good people - seek out the marigolds and beware of the walnut trees!http://www.cultofpedagogy.com/marigolds/
New teachers are defined as all teachers certified by the Ontario College of Teachers (OTC) (including teachers trained out of province) who have been hired into permanent positions - full-time or part-time - by a school board, school authority or provincial school to begin teaching for the first time in Ontario. These new teachers must receive:
orientation
mentoring; and
professional development
All boards must offer all three induction elements of the NTIP (orientation, mentoring, and professional development) to their beginning LTO teachers. Their participation should be included on the Individual NTIP Strategy form. If those teachers subsequently start a permanent contract position, boards may take their previous participation into account when determining which induction elements are appropriate.
Beginning LTO teachers are not required to receive two performance appraisals. Because occasional teachers are not included in the definition of "new teacher", they are not eligible to receive the NTIP notation until such time they do come within that definition. Teacher Performance Appraisal (TPA) results prior to becoming a "new teacher" do not count for the purpose of the NTIP notation.
In addition to the orientation, mentoring and professional development and training elements of NTIP, the performance appraisal process for new teachers has been designed to support and promote continued growth and development. New teachers will complete the NTIP when they receive two Satisfactory ratings in performance appraisals, usually in the first 12 months after they begin teaching. For teachers who do not obtain two Satisfactory appraisal ratings within the first year, the NTIP continues into the second year to provide additional supports to the teacher.
New Permanent Teachers - 2 TPAs with satisfactory rating and NTIP Strategy form Long Term Occasional Teachers - LTO Appraisal and maintain the NTIP Strategy form
For permanent teachers, the completion of the NTIP will be noted on your Ontario Teacher's Record Card by OTC within approximately six months of receipt, so usually between October and December if your NTIP was completed in June.
This blog was developed to support you as a new teacher and help you get the most from your participation in the New Teacher Induction Program.
Your first year of teaching will test you more intensely than just about anything you have known up to now. Like any good athlete, being a good teacher, takes a lot of determination, dedication and hard work. Just do it!
