M1A2 - Things that matter most EDC 256

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Thing That Matters Most Related to Effective Classroom Management Rationale 1. Great teachers never forget that it is people, not programs that determine the quality of a school. Yes Whitaker (2020) states that programs can certainly encourage or support the improvement of people within our school, but that we must never look to them expecting them to solve all our woes (p.6). It is how teachers implement these programs and how we teach our content and run our classrooms that will determine the quality of a school. 2. Great teachers establish clear expectations at the start of the year and follow them consistently as the year progresses. Yes Wong and Wong (2009) reinforces the importance of having positive expectations for students (p. 38). Wong and Wong (2009) also emphasizes the important of consistency from the first day of school (p. 83). 3. Great teachers manage their classrooms thoughtfully. When they say something, they mean it. Yes Emmer and Evertson (2017) stress the importance of consistency, i.e. retaining the same expectations for appropriate behavior at all times and for all students (p. 168) When teachers say something, they have to mean it, and apply it in all situations. 4. When a student misbehaves, great teachers have one goal: to keep that behavior from happening again. No Of course, our goal as teachers is to avoid misbehaviors from happening in our classes, but more importantly than preventing that behavior from happening again, I think teachers’ goals should be to determine the underlying cause of the behavior, so that a student can be helped. Once the root cause is determined, only then can teachers/parents/counselors work with a specific student to resolve said issue. Once the issue is resolved, then the behavior will stop as a result. 5. Great teachers have high expectations for students, but even higher expectations for themselves. Yes According to Marin Schools (n.d.), a classroom is a reflection of the teacher. Hence, high expectations of the teachers themselves will result in improved student learning as instruction, classroom management, and professional behaviors rise to level teachers expect from themselves. 6. Great teachers never forget that it’s about more than relationships. Relationships are important but are not magic beans. Great teachers work hard to deliver consistent, engaging instruction. Yes Johnson (2013) states that great teachers not only devise ways to give students an urgent reason to learn skills or knowledge, but that they also keep students wanting to come to school just to see what interesting things they will explore and discover each day. 7. Great teachers are aware of three modes – business, parent, child. They understand how to be in business mode most of the time since that’s what we expect of students, too. No According to Whitaker (2020), great teachers consistently and intentionally establish a business mode in their class, which allows for maximum student learning. If a teacher starts by working to establish relationships in child mode the first day of school, that becomes the expectation. Being in business mode consistently helps model to students which mode to be in, which helps improve student learning. 8. Great teachers know they are the variable in the classroom. Good teachers consistently strive to improve, and they focus on something they can control: their own performance. Yes Great teachers are lifelong learners. Like technology, the field of education evolves so fast that techniques, skills and technologies become obsolete within five to 10 years. That is why being a lifelong learner plays an important role in the educational process. It helps educators incorporate new tools and strategies into the learning process to boost their students’ learning development. (Eastern Washington University, 2018).

9. Great teachers focus on students first, with a broad vision that keeps everything in perspective. Yes In Tell Me About...An "Unmotivated" Student Who Turned Around , it is all about how students were able to turn their academic performance around based on teachers who focused on them as a person first. This means that focusing on students first can have the biggest impact of all on students. 10. Great teachers create a positive atmosphere in their classrooms and schools. They treat every person with respect. In particular, they understand the power of praise. Yes Research indicates that behavior-specific praise is a highly effective strategy that teachers can use both to increase positive behavior and decrease problem behavior (IRIS Center). Moreover, the use of behavior-specific praise is linked to increases in student on-task behavior and compliance (IRIS Center). Finally, behavior-specific praise is most effective when delivered more frequently than reprimand statements (IRIS Center) 11. Great teachers consistently filter out the negatives that don't matter and share a positive attitude. Yes According to studies performed by Ulug, Ozden and Eryilmaz (2011), when considering the effect of the teacher’s positive attitude on performance of the student, 91.2% of participants believed that a positive attitude from the teacher increased their student performance. 12. Great teachers work hard to keep their relationships in good repair to avoid personal hurt and to repair any possible damage. Yes Emmer and Evertson (2017) list listening and empathic responding as a way to take students’ viewpoints into account in order to reach a satisfactory solution without escalating the situation. When the teacher shows openness to the student’s perspective, there is a better chance that the student will make a commitment to change. Conversely, a teacher who shows no interest in the student’s feelings is more likely to encounter defiant behavior and an unwillingness to cooperate or to accept responsibility. 13. Great teachers have the ability to ignore trivial disturbances and the ability to respond to inappropriate behavior without escalating the situation. Yes Emmer and Evertson (2017) list listening and empathic responding as a way to take students’ viewpoints into account in order to reach a satisfactory solution without escalating the situation. When the teacher shows openness to the student’s perspective, there is a better chance that the student will make a commitment to change. Conversely, a teacher who shows no interest in the student’s feelings is more likely to encounter defiant behavior and an unwillingness to cooperate or to accept responsibility. 14. Great teachers have a plan and purpose – intentionalness – for everything they do. If plans don’t work out the way they had envisioned, they reflect on what they could have done differently and adjust their plans accordingly. Yes Reflective teaching is important. Teachers who take time daily to reflect on what worked in class and what didn't, can better assess areas for improvement and begin to make necessary adjustments (Collins, 2021). Purposely planning and reflecting helps teachers identify what can be improved and allows teachers to adjust their plans accordingly. 15. Before making any decision or attempting to bring about any change, great teachers ask themselves one central question: What will the best people think? No According to Whitaker (2020), “if we teach to the middle, we sell our best students short” (p. 97). While that may be true, I can’t help but wonder: if we teach to “the best” people, aren’t we selling our middle group short? Plus, how do you define what “the best” students are? The most motivated? The best grades? From my limited experience, I can already tell that these to things don’t always go hand in hand – I have students who are extremely motivated, but struggle, and students who have amazing grades, but only because they are smart. The central question should be: what is best for all?

Or how do I adapt to be best for all. 16. Great teachers continually ask themselves who is most comfortable and who is least comfortable with each decision they make. They treat everyone as if they were good. No While I agree that treating everyone as if they were good will make some people feel uncomfortable and will make them change their behavior as a result, but I do not believe that this is an absolute truth. For one, some people don’t realize when they are not following expectations, or are not able to for some reason. In the first case, these people will not feel uncomfortable. In the second, all we have done is make people feel uncomfortable without the opportunity to change. As such, I don’t think this is the best approach all the time. Sometimes it is best to let people (individually) know that they are in the wrong and that they need to change their behavior. 17. Great teachers have empathy for students and clarity about how others see them. Yes An article written by The University of Washington reinforces that gathering information from students about their experience as learners in your class is a valuable way to assess your teaching. Clarity about how others – students, administration, parents -see you can give you valuable information that teachers can use to improve their practice. 18. Great teachers keep standardized testing in perspective. They focus on the real issue of student learning. Yes A lot of my students – especially post- COVID, are behind. For them, standardized testing is not a good representation of what they have learned. A better way to assess their learning is by entrance and exit tickets (for example), where they can show what they knew before and what they know now. But giving them a 7 th grade standardized reading test when they are reading on a 5th grade level is not a representation of what they have learned with me, it just tells teachers and students that they are behind – which at that point, we already knew. 19. Great teachers care about their students. They understand that behaviors and beliefs are tied to emotion, and they understand the power of emotion to jump-start change. Yes Emmer and Evertson (2017) list listening and empathic responding as a way to take students’ viewpoints into account in order to reach a satisfactory solution without escalating the situation. When the teacher shows openness to the student’s perspective, there is a better chance that the student will make a commitment to change. Conversely, a teacher who shows no interest in the student’s feelings is more likely to encounter defiant behavior and an unwillingness to cooperate or to accept responsibility.

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References Collins, M. (2021, January 4). The Benefits of Developing a Reflective Routine. Edutopia. https://www.edutopia.org/article/benefits-developing-reflective-routine Eastern Washington University (2018, October 11). Why Good Educators Are Lifelong Learners. Retrieved from https://online.ewu.edu/degrees/education/med/adult-education/good-educators-lifelong-learners/ Emmer, E.T., & Evertson, C.M. (2017). Classroom management for middle and high school teachers (10th edition). New York: Pearson. IRIS Center. (n.d.) Behavior- Specific Praise – Fundamental Skill Sheet. Retrieved from https://iris.peabody.vanderbilt.edu/wp-content/uploads/misc_media/fss/ pdfs/2018/fss_behaviro_specific_praise.pdf Johnson, B. (2013, June 8). Great Teachers Don’t Teach. Edutopia. https://www.edutopia.org/blog/great-teachers-do-not-teach-ben-johnson Marin Schools (n.d.). High Expectations – Part 1: The Teacher. Retrieved from https://resources.finalsite.net/images/v1525208719/davisk12utus/rzldsvn5vro4u1qjg0bd/MicroPD-ExpecationsTheTeacher-LeaderNotesAutosaved.pdf Tell Me About...An "Unmotivated" Student Who Turned Around. (2014). Educational Leadership , 72(1), 88-90. Ulug, M., Ozden, M. S., & Eryilmaz, K. (2011) The effects of teachers’ attitudes on students’ personality and performance. Procedia - Social and Behavioral Sciences 30 , 738 – 742. University of Washington. (n.d.). Gathering Student Information. Retrieved from https://teaching.washington.edu/topics/assessing-and-improving-teaching/ gathering-student-feedback/ Whitaker, T. (2020). What Great Teachers Do Differently: 19 Things that Matter Most (3rd ed.). New York: Routledge. Wong, H.K., & Wong, R.T. (2009). The first days of school: How to be an effective teacher (4th ed). Mountain View, CA: Harry Wong Publications.

M1A2 - Things that matter most EDC 256

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