Middle School Versus High School

Three months into teaching high school after eight years of teaching middle school, and I can't say I've looked back much except to say: teaching high school is amazing!  Middle school made me who I am, and I am grateful for all the experience I had teaching sweet sixth graders, trying-to-figure-it-all-out seventh graders, and already-grown eighth graders.  I have moments when I share with colleagues that "I come from middle school," as I count down for quiet, teach the students how to give thumbs up/thumbs to the side/thumbs down as a formative assessment, or instruct the class on clapping it up to celebrate an otherwise overlooked success.

And there are times when I say "I had a middle school moment," as I flashback to the sunflower seeds  (see post here) that I found on the plush carpet of the Lincoln Center theater where my sixth graders had just finished viewing a Shakespeare play, or when I think of the time when my scrawny, 11 year-old runner ran off into the crowd outside of the Museum of Natural History.  In those moments, I have to remind myself that the trauma of middle school is over and the beautiful parts-- the handmade decorations with stickers, markers and glitter; the apology letter in the form of an essay with a quoted piece of text evidence from the Bible that I got after a minor incident; and the Holiday gift exchanges and luncheons complete with table clothes and chip appetizers that we used to have in my self-contained days--  will forever be part of me.

Already there have been, and I am sure there will continue to be, many times when my middle-school-teacher skill set will serve me well.  I guess it's time for me to revise my four-word teaching story from "self-contained, six years" to something that does my experience justice more so than "I survived middle school."  Until then, I'm happy to be with students who are past that stage of intense hormones and figuring out all the newness that translates into unpredictable, stressful-for-adults behavior.   And I'm realizing daily that high schoolers are just as playful and wanting to learn as middle schoolers.  They also still tell it like it is, though they may be a little less mean harsh.  Nonetheless, I am grateful to continue having the opportunity to learn as I teach and to witness academic and emotional growth of many.

Love.
Miss M

Teaching High School: A Reflection

Two full weeks of high school under my teaching belt, and here's what I've noticed this far:

  

While I've joked that I can't escape middle school-- seriously, like when grown folk are having tantrums on the street or adolescents are turnt up rowdy on the subway-- teaching middle school will forever be the foundation from which I compare and understand my experiences. 

There are the 9th graders who remind me of my 6th graders with their sweetness, intelligent naiveness and overall bright-eyed newness; there are the eager-to-learn-and-question, playfully, 10th graders who are a larger version of the rambunctious 7th graders I have most definitely taught in my past; and then there are the awesome, slightly grown 11th graders who I have the pleasure of teaching and are reminiscent of a mature eighth grade group I had one year.

Also, there's also the fact that I recognize older versions of students  I've had along the way who made it through the often-struggle that is middle school into a good high school. And in some ways, I made it through too. I taught in places that seriously struggled to function in simple ways. Yet, there were always great educators-- some teachers, some administrators, some paraprofessionals-- who through their great work and support of me, helped me become who I am today:   An educator who was able to seamlessly transition from a school where behavior precedes teaching, to one where the kids are ready to learn (all kids want to learn) and teachers are given the autonomy to teach any way they please. 

I am truly grateful to have the ability to recognize that even in those who were strong in some aspects and weak in others, have something to teach me. That openness has allowed me to learn from many, many people and even more situations. 

On that note, middle school will always hold a special place in my heart, and as I've  always said, I'll say again: middle school is everything they say it is and more. Here's to new experiences and realizations as I continue on in my ninth year as an educator. 

Love. 

Miss M

Goodbyes and Letting Goes

I was digging through my keepsakes recently, and I came across a large, poster-size, good luck card that students and teachers at my first school made for me.  It was basically done yearbook style with each person writing a message to me before signing it.  Sigh.  A big part of teaching is saying goodbye and letting go.  Sometimes a student moves away midyear or switches schools.  Sometimes a student graduates and leaves for their next step, and sometimes a teacher decides to make a career change of sorts.  This affects not only the students, but also the colleagues.

It has been a while since I last reflected on the nature of a teacher's constant goodbyes.  A big part of teaching is forming relationships, working closely with colleagues and students, all with one purpose of academic and social-emotional success.

The things that my students wrote to me on that card were so touching and important to remember.  In the darkest moments of teaching, in the battles that are sometimes faught and when it seems like hope may not really be present, I am reminded of the lasting impressions made.  While I haven't been able to personally close the achievement gap, children have learned from me and I from them.  And just like the late, great Maya Angelou said: people will forget what you said, people will forget what you did, but people will never forget how you made them feel. 

As I reflect on the final day of this school year that I truly thought would never end, I am grateful once again. I have taught; I've reflected; and I've grown. Isn't that what it's all about?  While I have decided to move on to a new teaching position, I know that my last two years teaching sixth grade-- working with colleagues, problem solving culture issues and eventually trying new things-- contributed to my growth as an educator, and most importantly as a person.  With that, I will be taking all that I've learned and continue on my professional journey in a new setting, with the acceptance that a large part of teaching is saying goodbye and letting go.

Until next time,
Miss M

A Fever in my Classroom

"It's the end-of-the-year fever," Little Miss said after I called her to the front of the room after her class erupted during eighth period dismissal.  "Fever, huh?" I responded.  "I guess I need to get the doctor in here," I added as I thought to myself, because this is not going to work unchecked.  With two more weeks of school to go, it is a bit too early for a teacher to be comfortable with any kind of feverish actions in her classroom.

Ah, such are the challenges of teaching public school in Brooklyn.  While I appreciate her candor and wisdom-- seriously, there's a reason why I call her "Little Miss"-- I know that I have to pull out all my tricks to keep my students engaged, relatively quiet and doing the right thing.

Perhaps it was the rough, longer than usual NYC winter.  Or maybe it's the sudden and complete onset of summer with little warning.  Regardless, the children are ready for recess all day long, and that, unfortunately, is not an option.

In these moments, I have to remember to just breathe.  The fever will break subside, the children will learn how to end their first year of middle school successfully, and we will all celebrate when it gets close enough to the last day of school.

Love.
Miss M

Cords and Sneakers

Work has been crazy busy and I am looking forward to things calming down soon.  Here's what I wore last week to a Professional Development on PBIS, Positive Behavior Intervention Systems.  The PD was actually the only one I've attended in my career that focused on behavior. I really enjoyed it. The more I grow as an educator and develop my educational philosophy, the more I can confidently articulate that I believe in teaching the whole child. Educators often assume that students know or should know how to conduct themselves in the school setting and beyond. But they do not always, and if they do, they are easily swayed by peers. While teaching small classes, I always taught behavior. Now I'm realizing that students in the general education setting also need the same teaching. I digressed; this is an outfit post after all, so more about teaching the whole child another time.

I am enjoying my newish highlights!  And I am growing in my brows, they will soon be beautifully thick:-)

J.Crew Factory sweater, Old Navy chambray shirt, Gap cords

I'm loving my Gap 1969 thin cords. Love, love!  I also have them in hunter green.

I didn't realize I wore red and blue together until looking at these pictures.  I think the gold accents made it okay for me.  I typically avoid wearing certain color combinations that remind me of popular things, such as red and blue or orange and black.

J.Crew pave link bracelet, Guess watch

Yes, that's a snowman on my nail:)

Vince Camuto gold wedge sneakers

Happy Friday!

Miss M

Sometimes a Detective

On a recent morning, I had to put on one of my many hats.  Forget Miss M, I was Detective M.  

It was one of those days, having just retuned to school after a twelve day vacation, and I turned my back for ten seconds to edit something on the SmartBoard.  While I didn't see it happen, I knew immediately what happened. Or maybe I did see it-- they do say that teachers have eyes behind their heads.  Either way, I turned back as the class erupted with laughter.  That real bold laughter of sixth grade students returning to school after a vacation, no longer newly minted, but offically and comfortably middle schoolers.

It was then that I saw the candy, a purple Now & Later, on the floor in the front of the room by a student's desk.

"We are quiet in 3...2... and 1."  Maybe the students heard it in my voice, the it where they understand that I was not having it that day, because they quieted and returned to work.  "Until I find out who threw this, I will be keeping you all for detention tomorrow (nothing like Fridaay detention!). Before you leave here today let me know any information you have."

Whole class consequences do work, especially when it comes to getting information.  One student told me: "I think it was that side of the room.  So-and-so 1 or So-and-so 2." I wrote her name down. "One of you will be excused for information."

Then I looked at where the candy was and thought about trajectory.  With that I walked to the opposite corner and took a chance when I reached into So-and-so 1's  backpack and pulled out an open pack of Now and Laters. A match! I took the pack walked to front and said: "I found the culprit. You are all now released from detention, save for," I paused to look in the direction of the So-and-so 1, "the person who threw the candy."

I am truly a detective by necessity. In addition to investigating situations, I analyze handwriting (for neutral and questionable reasons), I ask "friendly" questions to gain information and I use reverse psychology to influence situations.  I can tell what a child was doing without even looking at her. I can hear things better in my classroom than I can in general, especially whispers. 

It's important that students see the teacher solve things especially when she didn't actually see it.  Half of the battle of everything teacher related is perception.  Maintain positive perception, and you're one step closer to maintaining classroom control. 

Love,

Miss M

Student-Led, Parent-Teacher Conferences

This is my first year doing exclusively student-led teacher conferences.  99% of students were forthright.  Parents are more receptive to hearing the truth when their child is the one saying it.  Some of the admissions I heard were: "I insult people," "I talk too much" and "I'm doing well because I've been a star scholar three times."  It was awesome.  Below are the steps I used during these student-led conferences.

Step one:  Greet the parent and student warmly; welcome them into your classroom. Step two: So-and-so, talk to us about how you're doing in ELA class. Or if scaffolding is necessary, how are you doing in ELA academically and in terms of your conduct, how you behave in class?  If student says one or two words, I ask for evidence, or a detail to support their claim (perfect way to once again practice using evidence). Step three: affirm in most cases what student said and connect to the grade received. Step four: if it hasn't been covered,  mention how student has improved, what she needs to improve upon and steps to take to get there. Step five: elicit from student, what she will do to improve or maintain grade. Final step: thank parent and student for coming.  

Now that I teach general education students and special education students in an inclusion setting, I have excellent parent turnout for conferences. In my past experiences teaching self-contained classes, I often got maybe six parents total during both afternoon and evening conferences.  This year, I got about sixty parents, or just over two-thirds of the students I teach.  As you can imagine, the time goes very fast because everyone comes to speak to the ELA teacher and to see how their newly-minted middle schooler is doing. 

To prepare for parent-teacher conferences, I do the following: One, make sure portfolios are in order and accessible for parents. Two, tidy up the classroom and make sure student work inside and out is current. Three, prepare for each student a positive comment, an area of growth, and how to improve their grade. Of course this was a lot easier with 24 student instead of 90, but just as necessary. It's important for a teacher to be and feel prepared; this is something that helps me feel prepared.  Four, have a notebook or paper ready to take notes quickly, as well as a print out of your grades. Five, make sure you're dressed well. Half of the battle preparation is presentation. Look ready, be ready. 

On that note, time for work. I'm heading in early to work on some of the things I said I would do for parents-- from compiling list of book suggestions for a Christmas Kindle gift, to sharing the list of upcoming class novels for the year as well as supplementary reading on the same topics, and updating our online grade book/parent communication tool with additional emails and phone numbers. Yup, a teacher's work seems never-ending. 

Until next time,

Miss M

Creating Balance

It is so important for a teacher to maintain a life out of work.  Those of you who know me well, know that this is something I am usually good at.  Ever since I reclaimed my life from teaching, balance is something I prioritize.  I usually maintain my social calendar, exercise several times a week, get eight hours of sleep and work on side projects.

However, lately between my second semester of graduate school for my administration degree and my second year working at my current school with a new co-teacher, I have been neglecting balance.  I did manage to see a good friend for happy hour in the middle of last week, but to only work and drink would be regressive and a little too much like my first few years of teaching.  I digress.

This is all to say, today I made it to the gym!  And yes, that deserves an exclamation point.  Despite running a 10K last month, without much training I should add, I have not been exercising during the week at all.  Today, I lifted before cardio, and during my sprinting portion of my 20 minute session of intervals, I found myself repeating the following mantra: I will teach <insert class section> and <repeat class section> will learn.  That came to mind as I ran hard, when I really wanted to be done with the day and at home already.  It felt good, and uplifting.  This particular section is challenging in ways, but they are learning and today was a good day. 

Something teaching has taught me is: take each day as it comes and count even the smallest successes.  The day a teacher gives up and stops trying, no learning happens and she, herself, is miserable.

On that note, time to write a paper as I watch Greys Anatomy on Netflix.

<3,
Miss M

"I Need You to Problem Solve"

Student, as he clumsily attempts to put up his chair and it gets tangled in the next chair: "Miss M, I need help!"

Me: "______, I need you to problem solve."

Student is clumsy for another 15 seconds before successfully untangling chair legs and putting up his chair. 

Me: "Now straighten out that desk."

No coddling here. We need to get these sixth graders ready for seventh grade and beyond!

Just another teaching moment after the last bell on a Friday.  Sometimes the only thing I can manage to say is: I so teach sixth grade!

TGIF.

13th Grade

How to deal with challenging co-workers.

I often joke that teaching is like being in the 13th grade. Things you thought you left behind in high school continue in the workplace.  And sometimes it's like we never left middle school.

Sigh.

The gossip: do you best not to partake. The same way you are including in the session, is just as easily you'll be the topic of discussion.  I never forgot when during my first week of my first year teaching, I was involved in a large gossip session at lunch. No one knew me and I didn't know them, but it didn't matter.

The competition: know that there is room for all of us to be successful. Address undercover negative comments with a question such as, "What do you mean by that?"  Or if you prefer to speak through actions, ignore attempts by others to engage you in unnecessary competition, and know it really isn't about you.  I have experienced competition dealing with whose class a group children like best to my teacher wardrobe. People will compete with you even when you are simply being yourself.

The sabotage: it's not all about stealing brooms, teacher books and even furniture, sometimes things get ugly. Learn from these experiences-- for starters, write your name on everything!-- but remain open though wiser. Most people won't go to the level some will. My second year teaching, also the year I begrudgingly taught science, a colleague gave me high school textbooks to use with my self-contained students. Months later, in my struggles, I showed it to someone else and we realized it was not a 10th grade textbook, and most certainly not what the general education 8th graders were using.  I've also had, in addition to the previously mentioned items, a projector stolen (and recovered) as well as personal bangles lent to a cultural exhibit for Black History Month (read about that lesson here).

The attitude: each day is a new day. It helps to be cordial with all but know that some colleagues will not return a greeting, and it is not personal.  My first few years, I greeted each adult I crossed paths with. Eventually I realized some were not responding to me, but actually giving me looks.  Fact is: there are many grumpy, unhappy-with-life people in the workplace; do your best not to become one of them.

And when it comes to middle school antics, like you're sitting in my seat when there are no assigned seats during department meetings or it's not my fault that I was invited on the trip when you're really discussing self-contained students being including on a grade-wide trip and not a party invitation, stay on the higher ground.  Keep it professional as you address what you must, and then let it go.  At the end of the day, you are the one who is putting your best foot forward at all times. Don't succumb to mean person or petty antics. And when it's time to leave the school building for the day, leave it all behind. You have a full life to live, so go forth and enjoy the second part of your day.

Love,
Miss M

TL: Students Deserve Honest, Yet Sensitive Feedback

The school year is off to a great start-- my new co-teacher is awesome, we're establishing consistent routines and procedures and my new curriculum is engaging, as well rigorous and thorough. In addition to rolling out our intense unit on the second day of school, we are also actively establishing our classroom culture as we revise, add on and re-teach expectations and procedures. It is a lot of work!  Sixth graders need structure, structure and structure.  It takes time to teach procedures so that they are rooted enough to last the whole year. Our challenge so far is to condense and teach lessons that are meant for longer class periods, as well as teach to our classroom culture. Nonetheless, are getting it done!

I'll post some classroom photos soon. Yesterday, I had a mini realization. I realized that students want honest feedback even if its something they don't want to hear. I was giving feedback during one of our many group discussion based lessons, and I focused on the positive about a particular group. They then self-assessed and shared their negative which is that a specific group member was not participating. I had noticed this and addressed it with little success.  While I didn't want to call out a specific student and focus on the negative when the rest of the group was great, they wanted and expected me too.

Teacher lesson: honest, though sensitive feedback is key. Likewise, when it came to the group that had conflicts most of the period-- from who would be the group manager and why to how the note taker was taking notes-- I addressed their struggles while giving them acknowledgement for getting it together in the end, as evidenced by the work they produced. 

I realize my tendency to focus on the positive is part who I am, and part six years as a special educator teaching 12:1:1 classes. However, in my new inclusion setting, the students are not as fragile and deserve honest, yet sensitive feedback.   

Love,

Miss M

Parental Involvement is Key!

I slept in this morning until 6:45!  This week I've been getting up at 5:25 to train for the Bedstuy 10k, but after yesterday's long day at work I decided to rest. Yesterday was parent-orientation at my school, and of course most of the teachers who showed were sixth grade parents. Awesome!  My estimate is that we say over one third of the sixth grade parents.

Having parental support is key for student and teacher success.  My co-teacher and I spoke to that as we briefly outlined our rigorous Common Core State Standards aligned curriculum, our first unit using Percy Jackson and the Lighting Theif in conjuction with Greek Mythology and informational texts, as well as our indepedent reading initiative. This year I am ecstatic to have a curriculum given to me. I've never had one before in my eight years of teaching, and this one is thorough!  One lesson is eight pages long, and includes relevant homework. That is where parental support comes in. Teachers need parents to sit down with their children, check their planners, make sure they complete their homework and read daily. 

Nonetheless, I find myself excited about this school year.  abeautiful teaching schedule-- I teach all periods of 6th grade ELA with my co-teacher, the grounds for successful inclusion model!-- strong routines in place, involved parents and so far sweet kids.

Love,

Miss M

Colorblocking: The Story of a First Day of School Outfit

Here are some quick shots of my first day of school outfit, just before I hurried off to work in my attempt to get there "early" and before I realized my bra was visible under my thin tee.  Ah, the tales of getting dressed in a ground floor, low-light apartment!  I am loving burgundy and pink together.  I'll be wearing that combo again very soon!

colorblocked: fuchsia lips, burgundy tee, mustard skirt, hot pink pumps

J.Crew Factory tissue tee, J.Crew pencil skirt, Cooperative canvas pumps From Urban Outfitters, leopard J.Crew tote.

MAC lipstick in "Girl About Town, H&M necklace

I'm One of Those Teachers

Someone asked me today when school starts up again.  I seriously sighed before answering: "in about three weeks."  Honestly, I would have to look up the exact date.  I'm one of those teachers.  I know when, but not exactly when.  I have another vacation-- up next, Jamaica! with the boyfriend and our mothers -- another week until the end of the month, two days of work after Labor Day and the students come in after our four-day weekend due to Rosh Hashanah.

In my last school, I always got a letter each year from the principal, welcoming everyone back and letting us all know when we could enter the building early.  I used to go in for a day or two with my colleagues and work on my classroom-- cleaning, decorating, putting up colorful paper, adding personal touches*, and of course organizing.  Last year, at my current school I went in for a professional week in August.  This year I will be doing none of those things. 

It took seven years, but as I begin my eighth year teaching, I feel confident that I can put together a room worthy of the "Best Classroom Environment" awards I used to win at my old school during our two days at work without students.  Even if that means I work through lunch in between professional developments and stay an hour or two after work.  Maybe this is me trying to hold on to summer just a little bit longer; regardless seven years has gifted me the ability to not worry about things that will get done.  Setting up a room, writing out a list of rules expectations and planning the first few days of school is the easy part.  Sustaining a thriving classroom with control**, classroom culture and actual learning is the hard part.

On that note, time to pack for my next vacation.

Love,
Miss M

* I love color and vibrant prints, so past classrooms have included curtains made from fabric purchased at discounted rates and cloth over the teacher's desk and other surfaces.

** In other words, control in terms of classroom management is when the students make the right decision without your prodding.  This of course is a result of teaching routines and procedures, giving consequences and the like.

End of the School Year Goodbyes

Sometimes the end of the year means saying goodbye. Goodbye to students moving on or saying goodbye to an old school for a new one.  Over the seven years I've been teaching middle school, I've said goodbye in several ways for several different reasons.

During my first year teaching a self contained class of all rough boys and one tough girl, there was the angry kid who was sent to a district seventy five school. It was only the third month of school, but already I saw him and could only hope as I said goodbye that he would be okay in life.

From then on I began to say goodbye regularly-- from graduating students leaving the school, to students moving in the middle of the year and preferred colleagues moving on to bigger and better, or just new schools. 

The hardest goodbye of them all occurred during the last week of my sixth year teaching.  Saying goodbye to my then group of eighth graders who I had taught for two years in a small setting, while saying goodbye to the school where I began my teaching career and where I truly grew as an individual and a professional was hard.  Yet,it was bittersweet because it meant moving on from a school where I felt stagnant. It allowed movement. Bittersweet because my students were also moving up and moving on.  It was the perfect transition.

And of course there are the students you teach and when you reach the end of the school year, you're happy that they've moved on to be taught by somebody else.  One particular student showed up in that July dream I always have after the school year is over about school, and I literally woke up from that dream to reject that encounter. 

So how does a teacher say goodbye? To students, with a hug or a handshake. Maybe an encouraging note in a student's yearbook and if your school allows it and it's been a particularly great year, with party. To colleagues, a hug if they're the hugging type, by sharing contacts, and with a smile and bittersweet words.


Love,
Miss M

Meet Students at the Door!

I left my class today, after letting my co-teacher know of course, to find eight missing students.  It was eighth period, and after having taught the class earlier in the day, I knew those students were either in trouble in their last class or straggling in the hall.  Either way, seven years of teaching has taught me that nothing good comes of a mass of late students entering at once, without the teacher filtering them in.  I cannot stress the importance of meeting challenging students, or simply needy students, at the door instead of allowing them to enter on their own.  Energy is real.

I found four of those students in the guidance office, one was being picked up early and the rest trickled in.  With ten days left, I am not interested in entertaining an even slightly-rowdy class.  Therefore, I am especially preemptive.  Meet them at the door, lights dimmed, greet with calm tone and keep them engaged.  And when a bunch are missing, go find them if you have the luxury.  One student has the power to set off a class, and more than one late student has the ability keep the class off-task for an entire period.

Love,
Miss M

Sixth Graders Are Strange!

One year of teaching sixth grade has taught me so much!  Sixth graders are just strange.  On Friday, a student crawled under his desk after going up to the SMARTboard for his turn during our Spelling Bee game challenge, and cried.  This was during a friendly, supportive activity, where students were partnered and could call on help.  Today, another student stumble-walked across the classroom wearing one chunky, Jordan-type sneaker and one Converse shoe with a very flat sole.  My co-teacher told her to walk properly and she hobbled.

I don't mind silliness at all, but lately I find myself wondering: how will my sixth graders fare in seventh grade?  Are they ready?  Will the tantrums, expectations of hand-holding, extra tears cease magically in September?  I hope so.  Prior to teaching sixth grade for the first time, I've never seen so much crying in school over little to nothing.  I also have never seen middle schoolers work so much and learn as much as my sixth graders did under the new Common Core Learning Standards.

More reflections to come as I wrap up this year and begin my seven summer vacation since becoming a teacher.

Love,
Miss M

The New Miss M

Apparently my students don't like the "new Miss M."  They let my co-teacher know this the period she teaches them without me.  Last week, also the same week as the new Common Core aligned state test, the students were atrocious.  I'm not sure how many detentions, both after-school and during lunch, that a teacher can give.  Something had to give.  So I gave. I changed.

I'm still myself-- it's not personal-- but, I am stern.  The students line up outside the classroom in two lines, one for boys and one for girls.  I filter them into the classroom, two by two by two.  There is absolutely no talking allowed, and I address every little thing from discreet gum chewing to getting up without permission.

Clearly, the sixth graders are not ready for seventh grade, so my co-teacher and I have to take it back to fifth grade for just a little bit.  And the students, they don't like it one bit.  But that is just fine.  A good teacher knows when she has to meet the students where they are in order to reach and teach them.

Love,
Miss M

The Children Will Learn

I lost my patience today.  I know that I teach sixth grade, and most of my students are actually eleven, but the tantrums coupled with a particularly disrespectful student was too much.  There are few things that get a rise out of me in the typical classroom.  One of them is when a student who is off task tries to either disrupt an on-task student, or even worse, attempts to instigate a situation between two other students.  It's one thing to sabotage one's own education, but it's another to do that to another.  Not on my watch.

I know this is a well-known story: A teacher frustrated by a student's lack of learning or distracting playful nature. We expect, hope the student sees the big picture, but often times they're too caught being ten, eleven, twelve, and thirteen to realize how today's lesson impacts their future. It all seems cliche, and not real. You're out to get me. You don't like me us. Regardless of how many times I say, I do, we do, they're just not ready to receive. Few are.

So with understanding, I continue on. Spewing my lessons, and occasional tirades, while doing my best to teach children who will learn.

TT: Address and Walk Away

The girl with the chip on her shoulder flipped me the middle finger today.  This was as she played with scissors nonchalantly.  She didn't expect me to catch it, but I did.  I addressed it privately and she denied it.  I always address and then walk away.  There's no sense in waiting for understanding when you're not likely to get it.

I then returned to her table twice. The first time, I told her to let it go and move on and the second,  I told her it's much easier to be pleasant. 

Teacher Tip: Address the situation, but don't always wait for acknowledgement or understanding. That way, students see you acknowledging the infraction, but you're not inviting opportunity for a power struggle.

Love,
Miss M