A total of 58 responses were received. Nineteen teachers returned all three Post-It’s; or a few returned less than three. It appears some did not return any, left the workshop early or were apathetic. If apathy is the case, you may have staff members who feel they can’t make a difference or don’t know how. This makes everyone else’s job more difficult. You all really should work together to make your situation better and to accomplish your mission. Your job becomes easier and more productive when everyone is on the same page.

There were 20 areas identified as the “most important topic” at the in-service workshop. They are ranked in order of the most frequent responses. There were also three questions.

Observation:

Twelve responses to number one suggests there is an issue with students not complying with expectations. Also, that it is a building-wide concern that will take a cooperative effort from everyone (and a plan with teeth) to resolve. Is there consistent expectations, do the students know them, are the parameters high enough, and do the consequences cause students to change their behavior? If not, then a new plan is needed. If what you are doing is not working, do something else – CURFF Policy, commit to the 21 Day Plan, straighten a few spines, and be assertive with parents in getting involvement/support. Your classroom, your rules, your comfort zone, your domain!

Try to ignore the small stuff with a shake of the head, rolling of the eyes, or by calling first names – “Johnny,”- unless the disruptive behavior impacts the lesson flow, don’t give it too much attention. Determine if school-wide consequences are effective. If not, tighten things up. Classroom rules should be compatible with school rules. If what you’re doing is not working, step it up a notch. Let parents know you’ll accept nothing less than the child’s best effort. Remember, change is difficult for students, parents and you as the teacher. You have to be committed and take the time to make new initiatives work. With #’s 2, 3 and 4, remember you need a starting point and restatement of expectations – end of the quarter, first of the year, etc. Students will respond to your attitude and persistence. You must convince them, “This is how it will be, nothing less!” A new plan could be developed using the “Post-It Prioritizing” process.

Questions:

1.       “How do we get respect from Jr. High students who have parents who don’t know what to do either?” First, see observation comments above. Respect is taught and can be learned by children. Start using, “Please, Thank You, Yes Ma’am, No Sir,” on a regular basis and don’t grant any privilege to students until they return the same (21 Day Plan and CURFF Policy). Do not permit disrespectful comments toward other children. Develop a partnership with parents and don’t take “no” from them or, “I don’t know what to do.” Teach parents what they should do – give them some of the handouts you received. They obviously have given up power and control. Communicate regularly, be persistent, and develop school-wide (6-7-8) consistency. It will take a lot of work but mutual respect can be developed. No one said teaching would be easy. Have a plan with enforceable, meaningful consequences. Remember, kids will give you grief if they perceive you as giving them grief. Change your style to fit their needs. “Snot” your job you say? – then welcome to more of the same.

2.       “How do we get uninvolved/apathetic parents to become involved in the child’s education?” First, you have to ask them and then provide some kind of tangible evidence that you value their involvement. There are reasons why parents don’t get involved – remember? To get them on board, teachers will have to go to parents and gradually pull them in. They won’t come to you! Use regular contact, phone calls, “Come see me” notes and weekly reports. Seek their input but be selective. Interim and end of the grading period contact won’t get it done. Many points in #1 apply to #2. Extra time and effort will be required as well as stepping outside the box.

3.       “What should teachers do when constantly stopping the class to remind students of expectations day after day?” Assert yourself as the authority figure in the classroom and regain power and control. Do not ignore inappropriate behavior. Restate your expectations at the top of each day, and then follow through. Perhaps you are not clear or are inconsistent (hot/cold.) Say what you mean, mean what you say. Are your consequences effective? Do you reward good behavior? Do what it takes to make it easier for students to comply rather than disobey. Sounds like this could be a building issue and/or ineffective/inconsistent consequences. Do the students know what you want? Be a bear, straighten up a few spines. Review expectations, parameters and implement the 21 Day Plan, supported with the CURFF Policy. Establish new guidelines and accept nothing less. Call the parents to explain your concern. Insist on their support. If necessary, give the kid more grief than he gives you to change his behavior. If you can’t create win-win situations, then you as the teacher must get the upper hand on confrontations. Know that you will be tested by some students – be ready. Sample statement when a student has crossed the line: “Why are you disrupting this class? What I’m doing and what the students are learning is important. How dare you be disrespectful and selfish with me and your classmates? There is no room for nonsense in this class! Stop it, now!” (I have more – give me a call.) Speak similar statements with conviction.

I hope this feedback provides helpful information. Please feel free to call or email me with further questions. Don’t forget, there is an article each week on the website, www.oldeducator that contains a message for students/parents/teachers. The article to be posted on February 8 is about my visit to your school.

I enjoyed being in your school and spending time with you.

Glenn H. Honeycutt
The Old Educator
(937-842-2525)