Be a Lean, Mean, Teaching Machine

Most would agree that gratitude should be expressed as flowing rivers to educators, for they are the lifeline of our society. Bringing and inspiring knowledge to learners of all ages, genders, and intellectual, emotional, and physical abilities is an awesome task. The task of teaching, currently classified as a hybrid of an art and a science, is rarely perfected. However, because of the love of it, many teachers strive every semester and school year to reach the pentacle of its high standard.

            Before embarking upon the checklist of becoming a lean, mean, teaching machine, the reader must take into account his or her personal situation and adapt the following suggestions accordingly. Teachers, like individuals in any other profession, often work while juggling the curve balls that life throws their way. As federal mandates such as the No Child Left Behind Act (2001) take a firmer grip on local school districts, fewer accommodations for teachers dealing with life challenges are being made as quantified test scores are made the priority. 

Gone are the days when teaching was a comfortable, reliable profession whose tasks could be repeated annually with little improvements. The rigors of federal mandates also do little to allow for personal situations such caring for a chronically or terminally ill child, spouse, or elderly parents; dealing with mental illness; nor familial or financial crises. Therefore, it is imperative that teachers become proactive in this increasingly demanding professional environment and do their job extremely well.

The following checklist does not target the teacher who is solely concerned about his or her paycheck, but the dedicated teacher who has developed a love of the profession and would do many of these things for the benefit of their students, themselves, and their professional colleagues regardless of being offered lucrative incentives or social acclaim. May this checklist serve as inspiration and validation of your efforts in being the lean, mean, teaching machine that you aspire to be!

___ Become certified in one or more content areas. Doing so increases your staying power in a profession that now requests proof of adequate education and training before it acknowledges your years of experience.

___  Seek and obtain advanced degrees in your subject area or in education. This increases your comfort level in delivering classroom instruction and signifies to students, parents, and colleagues alike that you are an authority on the subject and more serious about your subject area than the typical college graduate who may have chosen that area after two or more years of being indecisive.

___  Continuously develop an organization system for your instruction, classroom setup, student assignments, parental contact, and professional development. The more organized you are, the less frustrated and overwhelmed you will become under stressful circumstances which are sure to occur regularly. Students, parents, administrators, and colleagues will notice this and view you as someone who is in control of their classroom and competent in relaying instruction.

___  Join one or more professional organizations. However, only join as many as you in which are able to be active.  Joining a professional organization has benefits such as giving you “heads up” on proposed legislative action, giving you the opportunity to be proactive, sharing innovative ideas with you, and providing opportunities for professional advancement.

___   Require your students and parents to take ownership of their educational experience. As a teacher, you are required to be accountable, but who requires students and parents to be accountable? YOU DO! Take care in generating your parent letters and syllabi at the beginning of the school year. Be clear and concise about your expectations and requirements and then, BE CONSISTENT. Create an interactive class website or blog which publicize homework assignments, links to instructional and research resources, test and quiz dates, project requirements, grading rubrics, deadlines, and procedures. Reiterate student responsibilities to both students and parents EVERY chance you get (orientations, parent conferences, assemblies, or during casual meetings around town).

___            Think of your teaching career in terms of a business. Create a “new edition” of your classroom design and instructional strategies by planning and implementing “layers” of improvements each year. These layers may include an interactive bulletin board, a new learning station, a new and improved class website, new classroom organizational structure or procedures, or new technology in the classroom. By consciously making an effort to create a “new edition” you will inspire your students and spark excitement within yourself in watching the positive effects the “new edition” has on your overall instructional strategy.

___  Assess your professional weaknesses and strengths at the end of each school year. Create a feasible plan to improve your professional weaknesses and create a strategy to market your professional strengths for professional advancement.

___  Invest in the development of your professional career. Identify your professional goals and plan to participate in at least one event/professional development/training to move toward your professional goal. This will boost your morale and help keep you focused on your long-term goal(s).

___  Network with local, regional, national and/or international colleagues who are sincere in their profession and keep in touch! (“Keep in touch” = your name is immediately recognized by your colleague

__  Weed out “distracters.” Avoid non-mandated meetings, excessive social events, and gossipers, etc. that whittle away your time, energy and focus from your short and long-term professional goals.

___  Take yourself on personal field trips yearly (without your students) to build your knowledge and resource base in your subject area. Summer is the best time to do this for most teachers.

___  Read non-fiction books in your subject area and be sure to share pertinent information with your network of colleagues.

___  Be proactive! Periodically evaluate your professional support system. Bring both your concerns and any possible solutions to the table in departmental and faculty meetings. You are only as effective and efficient in the classroom as the instructional support team allows you to be.

___  AND MOST IMPORTANTLY…stay happy and healthy! Be sure to enjoy a belly laugh or two as often as you can. Give and ask for hugs from family and friends during stressful times. Be sure to include plenty of fruits, vegetables, and whole grains in your diet and avoid overloading on fatty and high-calorie foods. Do not skip annual doctor appointments. Set aside time to exercise two or three times a week. (Tip: doing 50-100 sit-ups or walking around the block does not require gym membership.) A happy and healthy teacher is a much more effective teacher in the classroom!

Visited Martin L. King Jr. Memorial - August 25, 2011

Photography by Darrell S. Nabors

First Week of School

My first week of school was quite eventful!

On Monday I was met with the faces of Juniors and Seniors eagerly anticipating a year of learning...and that made my day. It was a smooth day of operation as syllabi were distributed, rules and expectations were reviewed simultaneously with firmness and humor. Student interaction proved to be golden as students related their unique life stories and personal descriptions.

On Tuesday, I encountered a student who entered my classroom purposely tardy and watched this student's disposition morph from one of being surly and opportunistic in creating humorous mischief to sitting in anticipation of new information to learn and share with others. I smiled within as I noticed the change. I wanted to be able to reach especially that student who seemed as though he secretly yearned to be successful in the classroom, but previously resorted to being the class clown. An earthquake interrupted my 4th period class, but my students listened to and follow the directions and students were dismissed from school efficiently a few minutes early.

Wednesday, an unexpected day off from work, was restful as I visited the newly opened Martin L. King, Jr. Memorial on the National Mall in Washington, DC.

Thursday, was a day of diagnostic testing as students were exposed to psychological concepts and expressed their interest through probing questions. Very impressed, I was!

And then on Friday, as teachers and students mentally prepared for Hurricane Irene over the weekend, the tasks of diagnostic testing and the issuance of textbooks were top priority.

Three meetings were attended, lesson planning was completed, and preliminary organization was further developed. All in all, this week was rewarding as the shine of anticipation in the eyes of my students sent a surge of energy through my psyche...causing me to "believe I'll run on to see what the end's going to be..."

How Do You Deal?

I am a student of human strategies in dealing with conflict. This is a study that never bores. The benefits of the study yield wisdom and conserve energy in forging relationships, making the time spent in this endeavor worthwhile. The following are descriptions of the strategies that I have observed. As with anything, there are pros and cons to each strategy.

The Brute

This strategy is simple....mess with this individual and be physically attacked. Say the wrong thing and promptly receive a thorough thrashing. Laugh at this individual only if you have the speed of a Tasmanian devil. This individual has not been introduced to the methods of compromise, negotiations, civil dialogue or simply has not bought into this idea. Conflict is quickly dealt with using fiery words that quickly lead to threats of physical altercations. There is no doubt that this individual intends to fulfill his or her threats and has an extensive record of doing so. Most people are truly fearful of interacting with this person on any level and avoid conversations beyond a polite greeting.

The Raging Activist

This strategy is highly effective in getting the point across. Usually this individual quickly identifies and shoots for the Achilles' heel of the offending person, group, or organization without thinking through the consequences of their actions. This no-joke approach tends to ostracize the offender and the offended alike and often creates high levels of tension, very similar to the duels of old. Fiery or sharp words are the tools of choice, but may well escalate to physical actions if deemed necessary to make the point. Once this strategy is implemented once or twice, the offender rarely repeats the offending behavior as the "shock and awe" effect is quite effective.

The Passive Activist

This strategy is quite effective as well, but avoids the havoc that the Raging Activist seeks to create. This individual tends to remain calm but quite alert to the events taking place. This individual quietly observes and rehearses the steps they should take to reach the desired goal(s). This strategy is quite logical, deliberate, and sure. Some may refer to this strategy as "slow-walking" the offender. Once this individual has reached their desired goal(s), he or she will resort to their previous meek and humble disposition. Fiery or sharp words are rarely utilized as it expels excessive energy. Rather, the individual's words are more deliberate and firm in nature, backed up by promised actions to prove his or her sincerity.

Wheel and Deal

The goal of this strategy is survival and quick return to normalcy. This individual rarely stops to assess long-term effects of the offensive behavior. His or her concern is fixated on returning to normal routine and quality of life. Therefore, compromises, political trade-offs, and superficial exchanges of good intentions are the words of the day. This individual tends to get along with most who work closely with them, but is rarely trusted when the issues really matter.

Anti-Pioneer

This strategy is used because of the fear of blazing paths in unfamiliar territory. This individual's strategy is to wait things out. He or she allows others to blaze trails in the unfamiliar territory and assess their success. Once the most successful trail has been identified, this individual then...calm and reassured...will speak or act with confidence and smoothness with an aura of being in control of the situation at hand. To others at first glance this individual appears to be a leader, but he or she is actually a follower whose main concern is saving face.

The Complainer

This strategy is ineffective in reaching the desired goal but very effective in annoying others. This individual is gripped with fear. He or she is sure of one thing...that he or she is indeed miserable and they are very eloquent in their on-going description of their calamities. Few manage to escape the whines and incessant complaints of this individual. When this individual is challenged to enact their rights or to take steps to right the wrong, more excuses fly that the feathers of a plucked chicken...leaving the complainer claiming their halo of learned helplessness.

The Tag-Along

This strategy is to identify the activist of the group who is sure to take action and get the job done. The idea is to join the activist for the ride while avoiding one's name being mentioned to those who might retaliate. This individual allows fear to both motivate and hinder their actions as he or she zig-zags his or her way to the desired goal.

The Avoider

This strategy is to be a "no-show." This individual would rather stick  his or her head in the sand, so to speak and wish the conflict away. When directly questioned or approached, this individual will resort to babbling gibberish to confuse others as they back away to safety. Others tend to throw their hands up in disgust to those who use this strategy as hopeless individuals who are afraid to face the music.

The Whimpering Wimp

This strategy tends to be embarrassing even to the individual who chooses it. This individual tends to speak boldly of their intentions and and past and future actions. However, when the rubber meets the road, this individual is nowhere to be found or is barely audible when speaking up really counts. This individual, however,  is usually quite prepared to loudly explain their lack of action away as soon as the anticipated event is offically over.

The Not-Involved 

This strategy is utilized to avoid anything that is deem unneccessary stress or trouble by this individual. If this individual feels that a conflict does not directly involve them, he or she will opt out stating loud and clear their preference to not get involved. This approach is effective, however, this strategy is used without long-term vision. The individual using this approach may feel dismayed by his or her previous decision to not get involved when it is his or her turn to face direct conflict and no one wants to "get involved" and support them.

Pull-Strings 

This strategy relies heavily on political ties. The individual spends a great deal of time investing in networking with the big and powerful within a group or organization. Some ties are made public and some connections are made quietly and only exposed to others during critical times when the individual needs a "favor." This individual tends to always fare well in the most stressful and dire situations and causes others to wonder why this individual is always calm and assured. This strategy tends to fall apart, however, when there is a major shift in leadership or organizational structure or if the establish ties shift their alliances. Since these ties are not guaranteed, much time and effort is given toward assuring the strength of those ties in complex or sticky situations. Once a major change occurs, this individual is seen openingly politicking and brown-nosing to re-establish his or her quality of life.

Throw and Hide

This individual musters enough courage to do something and then quickly returns to their innocent stance. For example, if a wrong has occurred, this individual may immediately produce incriminating documentation or evidence to prove his or her case in private, but will insist publicly to others around them that they are ignorant of the findings or unfolding events. This approach leaves others guessing and may produce a negative kick-back as others becoming suspicious of his or her insistence of ignorance.

Forever Meek-and-Humble 

This individual simply goes along with what he or she is given. The idea behind this approach is learned helplessness. The individual tends to feel as though he or she is not in control and will never be in control of the situation and therefore goes with the flow with hopes that others will see them as a non-threat and be relatively kind to them. This If-You-Can't-Beat-Them-Join-Them approach makes this individual seem like a useless wimp to the activists and a push-over to everyone else. Most do not respect individuals who use this approach because of the belief that "if you won't stand for something, you will fall for anything."

Getting Your Classroom Organized

As a new school year commences, I have begun the task of organizing my classroom for the school year. I have always been a fairly organized person. My parents and siblings can all attest to that. But organizing a classroom can seem quite an overwhelming task. Honestly, it takes several years of experience to even know the minute details of your instruction and classroom that needs to be organized. Then it takes a series of trial-and-error attempts to perfect your system.

Every teacher and teaching situation is unique and there are factors that have to be independently considered. However, there are some tips that I would offer my brand-new as well as veteran colleagues in organizing their classrooms.

1. Attack your task of organizing in layers. Conquer the main things first (i.e. set-up of student desks, location and position of teacher desk and work area, bulletin boards, etc.). Then consider school and class procedures (i.e. where should you place your school/class rules, time-out area, clipboard/roster for fire drill for easy access). Then consider your instructional strategies, storage areas, supplies, learning centers, etc.).

2. Organize all forms, charts, and directories into designated folders or notebooks. and place them in a convenience location for yourself.

3. Keep a calendar for your own professional deadlines, meetings, events, etc. Make sure this calendar is posted or kept in one area consistently for easy access.

4. Establish a routine to throw away unnecessary papers regularly. Personally, I do this at least one day a week. A messy desk and work area breeds confusion, frustration, and feeling overwhelming. Keeping your area neat gives you the feeling that you are in control, not the other way around.

5. Work on staying focus on one task as much as possible. That is nearly impossible for teachers, since we have to be master multi-taskers, however starting and finishing a task before moving on to the next task reduces the likelihood of becoming unorganized.

"When Inches Become Miles" by Sarena Chipman James

I wanted to share another great blog from Sarena Chipman James, a mother of an autistic son who is learning more about the learning process as she observes her son's progress daily.

http://onaisle9.wordpress.com/2011/08/15/when-inches-become-miles/

"The Judgment Free Zone" by Sarena Chipman James

Many thanks go to my cousin, Sarena Chipman James, a blogger, who shares fascinating and life-affirming recounts of her life experience as a mother of an autistic son. I am sharing the link to one of her many blogs that may encourage parents of exceptional children and enlighten teachers to the struggles of the exceptional child and their parents.

May this article bring you insight, hope, and fill you will renewed resolve to operate in the fullness of your purpose as parent or teacher....

http://onaisle9.wordpress.com/2010/08/22/the-judgment-free-zone-2/#more-25