“Assuming the best is essential for long-term learning and positive connections to take place in our classrooms.” (Smith & Lambert, 2008)

In order for students to succeed in the classroom and for teachers to succeed as well it is important to assume the best of our students. As a teacher, this can be particularly difficult when dealing with challenging students because sometimes it is just easier to say “it’s because they don’t care and they don’t want to learn” and contribute the student’s challenging behavior to them not wanting to learn and just brush it off. When in reality teachers should be doing the exact opposite.
Continue reading Success: Assuming the best →

“In particular, he researched a strategy called “Two-by-Ten.” Here, teachers focus on their most difficult student. For two minutes each day, 10 days in a row, teachers have a personal conversation with the student about anything the student is interested in, as long as the conversation is G-rated. Wlodkowski found an 85-percent improvement in that one student’s behavior.”

I was really interested in this strategy of behavior management because it would have never occurred to me. Not only would it have never occurred to me, I think I would actively try to avoid it. At this stage in my teaching career, when I’m still a little unsure of myself, I try to avoid my most difficult students, even in class. Now that I read about this strategy, it occurs to me that avoiding them might even make things worse, because it gives the bad students the impression that you don’t like them and/or don’t notice them, so they can continue to act up without any consequences. The two by ten strategy does the opposite – shows them that, even if you may not like them, you’re at least trying to like them, you’re believing there could be something about them to like, and you’re also showing them that you notice them, and everyone wants to be noticed. In a weird way you’re also admonishing them, letting them know, if they pick up on it, that you’re choosing to talk to them because there’s a problem, and you’re doing something about it, but they’re not totally sure what. It might keep them on their toes a little. I was astonished by the success rate of this method – 85%! The text also mentioned how it improved the whole dynamic of the class, because it enlisted the most difficult kids as allies – keep your friends close but your enemies closer, as the saying goes. This has to be approached in the right way – some kids might feel creeped out or patronized if this isn’t done correctly. They might be suspicious, and ask why you want to talk to them. You should have a good answer prepared, one that will brush that away and make them want to keep talking.

Classroom Behavior in Fires in the Bathroom
by Kathleen Cushman
reply by Shu Shi

“One behavior may carry a number of meanings. For example, students give a lot of reasons for putting their heads down on their desks: They may be physically ill, tired or sleepy, frustrated, angry or stressed, daydreaming, depressed, bored, or just confused”. —Cushman Continue reading Classroom Behavior Is Also The Top Priority →

“‘Don’t cross the line into insulting a student by the way you talk to them–the line can be fuzzy.’ – Alexis”

– Cushman, “Classroom Behavior” (p. 50)

I found the quotations throughout this book chapter to be spot on representations of how I experienced middle school teaching. I was thankfully trained and certified in middle school methods during my undergrad, so I was very much so aware of the ramifications of publicly shaming a student. Still, some things you don’t really understand until you are in the trenches and experiencing it for yourself. I found out it’s possible to insult or embarrass a student by accident, so not only did I have to remember not to actively shame a student, but I had to be hyperaware of my word choices and responses to ensure they always contained a positive reinforcement and could not be misconstrued by a sensitive ego.  Continue reading Avoiding Public Shaming →