Addressing the Class

I would like to share a practice I use in the classroom, and why I think it can make a difference for you.

When I address the students in my classroom, or whatever classroom I happen to be in, I call them “Ladies and Gentlemen”.  I don’t use some of the other standard terms: boys & girls, students, class or HEY! (OK, I guilty of that last one on occasion.)  I won’t fault you if you do, it is just my thing.  I would certainly encourage you to use it, because I think it makes a difference in the behavior of the students.  I think it sets three things: a respectful tone, higher expectations and goals.

The most important of these aspects for me is the respectful tone.  It models how to be respectful to one another and acceptable ways to address one another.  The importance of respect speaks for itself when it comes to the classroom and everyday life.  It is certainly part of your character education program.  This is a simple and effective way to model the respect you are trying to teach.

Another aspect of this address is that it sets higher expectations for behavior.  Now, you will have to spell out this part.  “I call you ladies & gentlemen because that is the way I expect you to act at all times.”  You could also keep a list of identified behaviors of ladies and gentlemen as they come up throughout the year.  “Gentlemen don’t push”, “Ladies use inside voices”, or “Ladies & Gentlemen walk quietly in the hall” would be some examples.  You could then relate those back to the more general classroom rules.  Calling them what they already know they are only supports their status quo.  By calling them by these loftier titles, it reminds them you have a higher expectation of them and it will hopefully be taken to heart by them.

By raising those expectations, you set behavior goals for them.  When they take this to heart they say, “I WANT to behave like a lady/gentleman.”  By instilling this desire achieve that level of behavior, hopefully it will decrease off-task behavior.  It can be a measuring stick by which they can measure themselves and one another.  “Would a lady run in the hall?  How would a gentleman handle getting in line?”  Hopefully they will take these goals and behaviors beyond the classroom to become a lifelong way of living.

Maybe, by instilling these behaviors and goals, we can restore some much needed civility and old school respect to our society.  That would be a welcomed achievement if you asked me.  I hope you can take something useful away from this post to use in your routines.


Posted by on January 6, 2012 in Classroom Practices, Education, Management


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Community of Learning: Part 2

Sorry for the delay, I spent some extra time ruminating on that last post and some new experiences.

So, this is kind of the meat & potatoes of this concept.  The last one was more of a base building effort for the uninitiated.  Many in the education community likely found it filled with givens and few Earth-shattering concepts.  For this one, I hope to share some new concepts on how the community can support learning success.

The role of the community has been overlooked in most areas.  The relationship between the community and the schools is a reciprocal one.  Both would benefit from the kind of partnerships I will discuss.  Notice these groups in the graphic above do not directly touch learning, but that doesn’t mean they could not.  These groups should be active filling in some gaps at cash-strapped, time-crunched schools.  Their presence and work would feed benefits back them.  Ultimately this is necessary for the health, vitality and longevity of a community.

As I mentioned before, schools should aim at educating all students and the whole child.  That means meeting the academic, physical and emotional needs of those students.  Schools are continually being asked to do more with less money and fewer staff members.  This is where it becomes important to partner with the community.  For the school, it means meeting those whole-child needs and possibly more effectively reaching all students with less expenditure.  For those community groups it can bring unique benefits back to them.  I will lay out those responsibilities and benefits for each group.

Community leaders: This refers to both elected and unofficial leaders.  The definition of elected leaders speaks for itself.  Unofficial leaders would consist of politicos, active personalities (every community has them), neighborhood watch presidents, HOA leaders and even media figures.  These players are necessary in many ways.  They should be working towards betterment of education by supporting ordinances, laws and budgets that support learning in the community.  Elected officials should spend time with the principals and teachers to find out what laws best support learning.  Principals, teachers and other educational leaders should be involved in political arenas to support their schools.  Community leaders should also be involved in encouraging students to stay in school and encouraging parents to be involved.  Parents must also be involved in the political arena by communicating their desires and needs to community leaders.

Business leaders: This refers to business leaders of all levels.  Both small and large businesses should get involved in academics.  By supporting education through monetary or other means is beneficial for both institutions.  Why schools win is obvious. Businesses’ gains are two-fold.  An educated consumer base means better-paying jobs, which means more money to spend at businesses.  It also means less crime, saving them money on security needs and loss dollars.  Depending on local rules, if you can make your support visible in the school it would be great marketing.  Another good way to be involved would be internship or work-study programs.  Schools should be quick to facilitate these for students that are interested.

Faith-based/Non-profit Organizations: This is one area where the ball has been dropped.  These organizations claim to be watching out for the betterment of the community.  Yet many ignore this gaping hole of needs.  School is a place, perhaps the only place, where needs surface for those who have no way to express those needs.  Elementary students often don’t know or have a way to ask for basic needs like shoes or a new coat.  I think this would be a great reason to have a cache of basics available at school.  Bookbags, coats, shoes and some clothing would be a great start.  There could be a contact for the school to call to access funds or a stockpile of goods.  This is one good way of meeting the needs of the whole child.  If they can feel safe, cared for and their needs are met then maybe they can concentrate better in class.  By taking care of children in the community they fulfill their directives.  Doing so increases their presence and visibility in the community and would likely lead to more donations.

Creative Community: This is another way of meeting the needs of the whole child.  Members of this community could supplement or provide art and music programs for underfunded schools.  Preferably these would be during school, but after school would also be acceptable.  Even if it is not a full-fledged program they could reach out to offer assistance to teachers.  This could take the form of providing a lesson on a certain type of music that corresponds to a lesson or story.  They could also help with a craft project for a few days.  Whatever their talent it can be used to help students with their creative outlets.  This makes for healthier students and communities.

In the following weeks I plan to touch on each area in greater detail.  I am sure some communities may already be taking some of these measures.  I hope I’ve given you some good ideas on how to build a healthier community of learners.

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Posted by on November 27, 2011 in Education


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Community of Learning: Part One

I have a vision I want to share with you.  I don’t want to complain or whine about the state of education or the role of a teacher.  My goals here are to inform about the realities of today’s classroom, offer solutions and encourage discussion.  To be honest, I don’t know if what I’m saying is completely unique.  I’m hoping my perspective is one which calls issue to the forefront and makes us all think.  I can only say what I write will come from the heart and a desire to improve the world around me.  Some of this post is a bit common sense but it builds a basis for the next level.

Allow me now to present my vision of learning and the classroom as it needs to be.  One issue I feel needs to be addressed when it comes to learning is who is responsible for it.  What I’ve seen is that success in the classroom is too dependent upon the teacher.  I know what you may be thinking: “Wait a minute!  Isn’t that their JOB?”  Well, it is, but they simply aren’t supposed to bear this burden alone.  Yet, they are the only ones held accountable when students fail standardized testing.  I only point out failing because if the students pass it seems to suddenly become a team effort.

Relying only on teachers and students to make learning happen is like relying only on gas and tires to run a car.  Learning is a contractual endeavor and should be a team effort to achieve success.  All parties must agree to uphold their parts in order for the best learning to take place.  At the top of this post I’ve attempted to put my mental vision of this concept into a diagram.  Learning is at the center because it is the goal.  I know that is a bit “Captain Obvious” of me, but my goal is clarity on a complex concept.  Stating the obvious is a way for it not to get lost.

Let me discuss a few philosophical points about education.  First, all children can learn on some level.  Teachers and schools have an obligation to make learning accessible to every one of those children.  School should be a place where students should feel safe. (For some it may be the only place.)  That education should be holistic, speaking to all needs of the child: academic, physical and psychological.  Besides the three Rs an education should prepare them to survive in the rapidly, ever-changing future.  It should lead to students becoming life-long learners and contributing members of society.  In order to accomplish these goals with implications beyond the school walls, we need to look beyond the school walls for resources to accomplish these.

Before we look beyond the school walls we need to look at some issues inside of them.  An increasing amount of responsibility has been placed schools and teachers.  Employees must play nurse, psychologist, parent, consultant, referee, mediator, Oh! and teach them how to live in this world.  Students come to school hungry, hurt, ignored, improperly clothed or unable to do homework because there is no power at home.  Those are the things we must overcome before the first lesson gets taught.  It is simple, you can’t learn if your stomach is grumbling and your head pounding.  Children are growing up fast in this world as some are kicked into the proverbial deep end of life.  How can we expect them to participate in learning about adjectives when the ones used to describe their lives are so dark?

I have split this concept into two parts: School Level and Community Level.  Teachers, students, families and Administration & Support personnel make up the School Level and actually touch the learning sphere.  The “Community Level” involves elected, business, creative and faith leaders or organizations and how they play essential roles in making learning successful.  Today I will focus on the School Level.

School Level:  These are the people most directly involved in learning. Teachers must agree to use best practices and make sure all children are learning.  Students must agree to participate and contribute in classroom activities.  Families need to agree to support both teachers and students.  Administrators and support positions must agree do their best to create a safe environment and facilitate the extras that round out a complete education for all children.

Teachers: We have a responsibility to make sure learning is taking place for all students.  We are where the rubber meets the road.  Constantly researching and attending professional development in order to be up-to-date on issues, techniques, methods and philosophies is the crux of our position in this contract.  We must also be planning and adapting to meet students’ needs.  We cannot alienate parents!  We must recruit them to support the students by getting them involved in this process in as many ways as possible.  Effective communication is essential to accomplish this.  Let them know what is going on and what is expected (or needed) from them and the students.  To the school and district we owe adherence to policy and especially safety protocol.  We have to work with administrators and support personnel to make clear our needs and those of our students they need to help us meet.  We cannot be prideful and must utilize those resources wisely.  To students, we must be supportive and nurturing guiding them towards the goals set for them.  It is our duty to create a classroom environment most conducive to learning by being warm, disciplined and purposeful.  We are continually playing more and larger roles int heir lives.  They must know they are expected to succeed and that we are doing our best provide them with the tools to get there.  Modeling good behavior and lifestyle choices is also important.  (Those concepts will be a stand-alone blog at a later date so I won’t go too in depth here.)

Students:  Students perhaps have the simplest yet most difficult roles in this equation.  They must agree to try to learn.  They must follow the rules and not impede on the learning of others.  It does require submission to authorities of parents, teachers and other adults.  Participation in activities and support of one another are also essential to making sure learning is taking place.  For their own safety and well-being they should agree to trust that the teachers and adults at the school have set their safety as a priority.  They must feel safe and agree to bring issues of safety to these authorities.  Respect for others and for school property are also key ingredients to building success.

Parents:  Parents and other caregivers must foster attitudes at home which encourage the students to succeed and be concerned with learning.  Their attitudes should also foster respect for teachers.  They should support teachers with time or resources if possible, but at the very least with verbal support in front of students.  This relationship between parents and teachers has become strained in the past few years.  It is one that requires some repairs.  I’m not saying they can’t disagree with the teacher, but keep any badmouthing in private.  I hear of too many parents attacking teachers over grades, discipline decisions and assessments.  I once read an opinion that parents should treat a teacher’s opinions more like those of lawyers or doctors.  Teachers need to also remember they are being trusted with what should be a parent’s most prized treasure.  We must walk a fine line when handling them.  We must push them to grow while not pushing them so hard they fail.  We must provide discipline without degrading; allow them to fail without creating a failure.  We do have a responsibility to both sides.

Administrators and support personnel:  People in these roles must work to make the school a safe place for learning to happen.  They must also make the additional efforts and learning support needs feasible.  Helping to meet student needs and backing up teachers is an invaluable role to play.  Administrators should provide training for best practices.  Another important role is backing their teachers when it comes to matters with parents or central office officials.  Parents should feel free to approach administrators with issues dealing with both teachers and students.  This should include questions about methods, concerns about practices or help guiding the learners with issues of life (hunger, divorce, violence or abuse).

Let me also make it clear that all parties at this level should be learning, not just the students.  Teachers, we should be learning about ourselves and our craft.  Students should be teaching one another and helping the teachers learn about them.  Parents should be learning about new ideas and about their children or loved one.  Administrators and support should be learning about new methods or concepts in their respective areas.  All these things must feed into learning.

I will endeavor to finish the “Community Level” blog within the week.  Thank you!

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Posted by on November 2, 2011 in Education


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Why I am here

Two years ago, I started a new chapter in my life while closing out a comfortable one.  Working in the TV news business was a job in which I was moderately successful for more than a decade.  I worked my way up in the newsroom from camera operator to producer in a few short years.  However, my time in that world opened my eyes to a good number of truths and troubles.  One truth revolves around the importance of teamwork.  Without that simple concept things just don’t go as well.  Oh, you can get a newscast on air, but it just won’t have that element of “love” that gives it that extra something special.  I’m not just talking about the basic teamwork of everyone just doing their jobs.  I’m speaking of a communal effort to make sure it was the best product we could air.  I’ve seen shops excel in that department and shops fail, epically.


I also spent those 13 years hearing and seeing things I can never forget.  Things that still cause me to have a reaction of some sort to this day.  Ultimately it confirmed something to me I had long suspected: A good number of youth in this world face realities which I can not comprehend.  These realities are completely alien to me.  Besides those alien realities, I was also constantly hearing about the piss-poor state of our local education system and increasing troubles in our communities.  I could not help but wonder if these were not related.

On top of that, I was looking at what it meant to be a good father to my children.  In all these arenas the same theme kept appearing: Kids are failing in life because their fathers are failing them.  I felt a calling to the classroom.  This takes many forms, but the most popular is the absentee father.  Studies show the main indicator of a young person’s success in school is whether there is a strong male role model in his or her life. Now, I know I can’t be a father to these students, but if I can show them a little care or love, even for a while, maybe it will make a difference.

However, as I have seen these stats play out in the classroom and realized I can make that difference, another issue has slapped me in the face.  Learning is under attack on many fronts in our current system.  We must take back our classrooms and schools.  We must make sure our children LEARN!!  We must reclaim education from the many enemies hacking away at it.  I hope to present a few of my ideas (and those of others) on exactly how this may be accomplished.  A few themes are likely to appear as we journey through these possible answers and theories.  Community of learners, whole-child education, involvement, legitimate learning and assessment will be just a few of the issues I will attempt to address, advocate or improve.

Thank you for joining me, I value your input and hope you come away enlightened and encouraged to get involved.

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Posted by on October 30, 2011 in Introductions


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