Methods courses? What methods courses!

After a few years as a principal in different schools, I began to notice that my novice teachers had no idea what I meant when I asked about their college methods courses. It wasn't long before I started receiving complaints from veteran teachers on how ill prepared their new students were. A closer look revealed that a good number were coming from our novice teachers. Sound familiar to you?

I discovered that our colleges and universities no longer taught educational methods courses. Therefore new teachers have no idea of what room environment is or the role it plays in good instruction. They had no training on penmanship, much less how to teach to mechanics of writing or letter formation in the early grades. When they "taught" physical education they would sit on the bench and students were on their own: no rules of the game, no teaching of skills, no sportsmanship taught. They were never taught how to teach literature, math, art, music, principles of student discipline, the role of classroom environment or much less the ethics of the profession. No wonder new teachers had no idea what I was talking about when I mentioned "methods courses"

Do you ever wonder when Johnny started on the downward trend? Yep!... right about that time. So what's a principal to do? Well... I would suggest start teaching methods courses during your professional development time; how to make sociograms, where, how and why you sit students in groups, which students need to be closer to the teacher, who needs to be closer to the board, why you shouldn't sit students facing bright windows, who will be student helpers and so on. The courses not taught leave other questions unanswered like, "Is it important to maintain a clean safe, structured classroom? or " why must a teacher model good penmanship with large letters"? These new teachers may not know how to line students up when entering and leaving the classrooms or why there are assigned line up and play areas out om the yard... and we haven't covered how to teach reading, math, art, music, science and citizenship.

Fortunately every school has some excellent teachers on staff. I call them the upper 25%:they are the gate keepers and they take their profession seriously . They expect only the best from themselves and their colleagues. They are your instructional leaders. They know how to lead and guide. Cherish and support them. You can count on them to help our new teachers and those who need re-tooling. They are the ones who are always alert to new trends and improvements in their profession.

I have encountered many of these continuous learners during my years in the schools. They teach more, teach better, get better student results and, yes, they should be paid more.
I had the pleasure of meeting "some" of these teachers at the last school I worked in for a short time as an itinerant principal. By the way, my experiences tell me that every school has this 25% of competent, caring, hard working, educators. The examples that I recall include a young man deeply committed to his students; anytime I walked into his classroom he was engaged in the teaching learning process. I also fondly remember an experienced teacher who refused to waste any instructional time. She would remind me to cut down classroom interruptions, or the mentor teacher who demanded excellence not only from her students but from other teachers. These are the ones who can help you change your school culture. Seek them out. Support them and use them as a resource to improve the school culture as a whole, before they come looking for you.

The following poem was shared with me by a student poet, a fourth grade student, at one of the schools I worked in LAUSD as interim principal. The reader can judge the results of good instruction.



Stay tuned for the bottom 25%...

Do you have classroom disruptors?

In every school in which I have ever worked, I have always encountered students whom teachers identified as classroom disruptor or problem students. These students disturb other students or classroom instruction on a number of ways. When called upon they give absurd or silly answers almost always followed by laughter, they drop books, make noises, pass notes. They bother students who are busy at work or create arguments. At times these students can become aggressive. Therefore the sooner you address these students, the sooner you'll be able to manage their behavior and teach.
In order for a teacher to work towards changing this behaviors, she/he must recognize that these type of students have some needs that aren't being met. They are seeking attention and successful experiences. More often than not, they have trouble getting along with their parents, siblings and friends because they find it difficult to compete or lack confidence. That is why it's important for a teacher to understand how to best deal with the disruptor. A teacher can not respond to this student's inappropriate behavior by rejecting him or her. They have been dealing with rejections for years. Rather, give them responsibilities which will will force them to have a closer involvement with you.
In your daily planning, you need to provide positive experiences to meet the students primary needs: achievement as well as the secondary need, social status. On-going open communications with parents and active listening to the student will help you respond to the students underlying feelings in influential ways.
Be aware that getting these students to talk rationally when counseling will be difficult. They will usually be quiet until you give them a way out by asking "What can you do about this?" "How can we handle the situation?" "How would you handle this problem?" Your goal is to produce constructive dialogue instead of obstinate silence. These students must be able to experience success. When counseling students much success is gained not by what you say, but by how you phase it, for instance, "John come and sit sit by my desk" is not as effective as "John, please sit here by my desk where I can help you more easily" by adding a benefit to the phrase makes it more affective and you ll create better relationships. Keep in mind you are teaching not only the academics but also teaching your students to have success and improving both classwork and relationships. Remember teachers... all activities in your classroom require good management and problem students are no exception. The best way to reduce behavior problems is by preventive maintenance, action on your part is always necessary in solving them. Finally keep in mind when you send the disruptor to the Principal's office with out planning for their success and improvement you have lost the student, not only in his/her eyes but in eyes of the rest of the students. They will all know that you have given up on one student and you might give up on them all. They will quickly realize that someone else, not their teacher, is in charge of their behavior.The result of this tragedy is that they will more than likely cause more problems is your classroom.

I advise you don't give up on your disruptor. If you need help ask your principal for assistance it's his/her job to assist, not to take over. Never let your students know that you are not in charge. Years into the future these students will be the ones who will remember you with warm thoughts and respect because you cared. You... their teacher.

Instructional Vampires

After three years in retirement I was asked to take a positions as an interim Principal for about six weeks. I was hesitant but exited of getting back to some stimulating interaction with other professional educators. I figured that it was just like being a grandparent; your grand children come to visit for a while but them you give them back to their parents. Right?


I made it a point to visit the school and principal before she went on leave. I wanted to know what were her priorities, concerns and I wanted to reassure her that I would take good care of her students, staff and school.

The most difficult part for me was getting used to LA freeway traffic again, but after a few adjustments in routes and timing I got it under control.

The first thing I needed to do was to meet the parent and staff. My mornings were taken up greeting students at arrival to school, being accessible on the yard at recess and lunch periods, visiting classrooms through out the day. This gave me an insight into the culture of the school.

Fortunately I was very familiar with the instructional programs in reading, math and English Language development used in this District. I asked the instructional coaches to provide me a set on teachers guides for each grade level to take along on my classroom visits. It was important to get to get a sound footing and gage if all teachers were following the programs and pacing plans and preparing their student's for their quarterly assessments. I reviewed the student's data, formulated and prioritized my course of action.

After my first week on the job I had a very good idea of what needed to be done; I could either sit in the principals office and wait for problems to come to me, pass half of them to the assistant principals or I could seek out the needs and work towards solving them. I chose the latter

I quickly identified a number of school and classroom activities which take up too much time out any school's instruction. I baptized them Instructional Vampires these are constant procedures that need to be completed to meet adult agendas, if left unchecked they will suck the life out of your instructional program. Lets discuss a few:

Morning business - teachers take as much as 10 minutes taking attendance each morning. They call the student's name wait for the answer "here" this is repeated 24 times daily. After attendance is taken the cards are sent to the office with two students who in turn take five minutes before returning to class. Next; flag salute, collecting homework, sharpening pencils, etc. by the time the teachers starts a reading lesson as much as 20 minutes of instructional time have been wasted. 20 minutes X 24 students=480 minutes lost in one classroom each morning before instruction begins.

What's a teacher to do!

A successful teacher know that he/she must teach procedures at the beginning of the school year. Attendance procedures; Have the attendance cards placed along the chalk rails, when students c0me in each student picks up his/her card and puts it in the office envelope. Card left on the rail are absentees. Notes from parents regarding previous absences are also put in the attendance envelope, the office will record excuses. As the class goes out for recess a student monitor takes the cards to the office then proceed to the designated play area.

Homework: After each lesson given you know what homework will be going home simply drop it in the "homework box", students will automatically pick their homework assignment from the box at dismissal time.

Returned homework: Have a designated "returned homework box" perhaps different color from the homework going home box, where students simply drop in their papers upon entering the classroom. When you get ready to check the work just pick up the box take it to your desk and go through their work.

Pencils: Have student sharpen their pencil a minute before lining up for dismissal Placed the sharpened pencil in the pencil box. Then you will all be ready in the morning.

Flag salute: it's more meaningful to have a lesson on the meaning and reason why we pay homage to our Country's flag once that is learned, if you wish, have the flag salute on Mondays only.

Following these simple procedures will give you at least 15 added minutes of instruction each day.

If you are familiar with some instructional vampires, share with our readers how you got rid of them. And how you increased you instructional time.

Stay tuned.