Classroom Management Quotes

What it takes to do a job will not be learned from management courses. It is principally a matter of experience, the proper attitude, and common sense — none of which can be taught in a classroom... Human experience shows that people, not organizations or management systems, get things done.

We are more than role models for our students; we are leaders and teachers of both an academic curriculum and a social curriculum.

It is said, in a fire, everyone runs away from it save for the fireman who run towards it. When dealing with students, be the fireman.

Rules and consequences are not the best tools for classroom management. Giving students goals and rewards is more effective. It’s about putting systems in place that actively incentivize good behavior and passively decentivize bad behavior. In this way, as a teacher you can spend less time on managing behaviors and more time on educating and leading.

They are a testament not only to the Afghans' hunger for literacy, but also to their willingness to pour scarce resources into this effort, even during a time of war. I have seen children studying in classrooms set up inside animal sheds, windowless basements, garages, and even an abandoned public toilet. We ourselves have run schools out of refugee tents, shipping containers, and the shells of bombed-out Soviet armored personnel carriers. The thirst for education over there is limitless. The Afghans want their children to go to school because literacy represents what neither we not anyone else has so far managed to offer them: hope, progress, and the possibility of controlling their own destiny.

A classroom needs to feel like a safe place for both students and teachers. In order for creativity and higher level thinking to be present in the classrooms, a feeling of safety must first be present in the classrooms.

I can't think of one great human being in the arts, or in history generally, who conformed, who succeeded, as educational experts tell us children must succeed, with his peer group...If a child in their classrooms does not succeed with his peer group, then it would seem to many that both child and teacher have failed. Have they? If we ever, God forbid, manage to make each child succeed with his peer group, we will produce a race of bland and faceless nonentities, and all poetry and mystery will vanish from the face of the earth.

Good classroom management is the art of dealing with problems positively and looking for solutions together so that everyone is involved and willing to find a remedy.

You don't treat the so-called little people poorly, because we don't have any little people here! The trainers, the managers, the secretaries, the people who work in the dorms and cafeterias and classroom buildings are all professionals, and they're all important or they wouldn't be working for Michigan football.

To key to classroom behavior management is to have a structured system in place whereby good behaviors are actively and abundantly rewarded, and bad behaviors are promptly and efficiently punished. Rewards should be like the air, ever present and always lingering. Punishment should be like a thunderstorm that is obvious and inconvenient yet quick, temporary and not abusive. The predominant theme of classroom management should be good behaviors and continuous rewards.

The key to classroom behavior management is to have a structured system in place whereby good behaviors are actively and abundantly rewarded, and bad behaviors are promptly and efficiently punished. Rewards should be like the air, ever present and always lingering. Punishment should be like a thunderstorm that is obvious and inconvenient yet quick, temporary and not abusive. The predominant theme of classroom management should be good behaviors and continuous rewards.

Teachers who have the best managed classrooms are those who spend the first two weeks of class teaching and practicing their procedures and routines (Marzano, Marzano, & Pickering, 2003).

Allowing bullying in the classroom is equivalent to excluding learning from the classroom. If bullying is present in the classroom it causes the classroom to not feel like a safe environment, and people do not learn in unsafe environments - except for those things which they feel will ensure their present safety.

the assistant principal told me how he “loved to read a great novel and discuss the meaning of life.” He smiled, sighed wistfully, and then turned suddenly serious. “But we can’t do that at our school. We have to focus on basic skills and classroom management.

The educational process must again provide the opportunity for students to make choices and live with the consequences of these choices. Teaching is not simply telling people what to believe and do.

How many things would be different in everyone’s surroundings if we hadn’t lived? How a good word many have encouraged some fellow and did something to him that he did it differently and better than he would otherwise. And through him somebody else was saved. How much we contribute to each other, how powerful we each are-and don’t know it.

10 ways to raise a wild child. Not everyone wants to raise wild, free thinking children. But for those of you who do, here's my tips: 1. Create safe space for them to be outside for a least an hour a day. Preferable barefoot & muddy. 2. Provide them with toys made of natural materials. Silks, wood, wool, etc...Toys that encourage them to use their imagination. If you're looking for ideas, Google: 'Waldorf Toys'. Avoid noisy plastic toys. Yea, maybe they'll learn their alphabet from the talking toys, but at the expense of their own unique thoughts. Plastic toys that talk and iPads in cribs should be illegal. Seriously! 3. Limit screen time. If you think you can manage video game time and your kids will be the rare ones that don't get addicted, then go for it. I'm not that good so we just avoid them completely. There's no cable in our house and no video games. The result is that my kids like being outside cause it's boring inside...hah! Best plan ever! No kid is going to remember that great day of video games or TV. Send them outside! 4. Feed them foods that support life. Fluoride free water, GMO free organic foods, snacks free of harsh preservatives and refined sugars. Good oils that support healthy brain development. Eat to live! 5. Don't helicopter parent. Stay connected and tuned into their needs and safety, but don't hover. Kids like adults need space to roam and explore without the constant voice of an adult telling them what to do. Give them freedom! 6. Read to them. Kids don't do what they are told, they do what they see. If you're on your phone all the time, they will likely be doing the same thing some day. If you're reading, writing and creating your art (painting, cooking...whatever your art is) they will likely want to join you. It's like Emilie Buchwald said, "Children become readers in the laps of their parents (or guardians)." - it's so true! 7. Let them speak their truth. Don't assume that because they are young that you know more than them. They were born into a different time than you. Give them room to respectfully speak their mind and not feel like you're going to attack them. You'll be surprised what you might learn. 8. Freedom to learn. I realize that not everyone can homeschool, but damn, if you can, do it! Our current schools system is far from the best ever. Our kids deserve better. We simply can't expect our children to all learn the same things in the same way. Not every kid is the same. The current system does not support the unique gifts of our children. How can they with so many kids in one classroom. It's no fault of the teachers, they are doing the best they can. Too many kids and not enough parent involvement. If you send your kids to school and expect they are getting all they need, you are sadly mistaken. Don't let the public school system raise your kids, it's not their job, it's yours! 9. Skip the fear based parenting tactics. It may work short term. But the long term results will be devastating to the child's ability to be open and truthful with you. Children need guidance, but scaring them into listening is just lazy. Find new ways to get through to your kids. Be creative! 10. There's no perfect way to be a parent, but there's a million ways to be a good one. Just because every other parent is doing it, doesn't mean it's right for you and your child. Don't let other people's opinions and judgments influence how you're going to treat your kid. Be brave enough to question everything until you find what works for you. Don't be lazy! Fight your urge to be passive about the things that matter. Don't give up on your kid. This is the most important work you'll ever do. Give it everything you have.

getting the students to comprehend and achieve. There is no one right way to do this. Just like classroom management, there is no one right procedure for getting the students to do what you want them to do. There are many options, but they are based on core information.

Students want a safe, predictable, and nurturing environment—one that is consistent. Students like well-managed classes because no one yells at them, and learning takes place. Effective teachers spend the first two weeks teaching students to be in control of their own actions in a consistent classroom environment.

In the classroom, it was almost certainly the case that the women were managing a double bind that we face constantly: conform to traditional gender expectations, stay quiet and be liked, or violate those expectations and risk the penalties, including the penalty of being called puritanical, aggressive, and"humorless.

When people seek the help of a professional, they usually have certain expectations about how a competent one looks and behaves.

Student diversity in classrooms increases the need for diversity in teaching approaches.

It's always a kind of liberation to leave the classroom during a lesson, even just for a few minutes. As if you have managed to steal a little time for yourself, to take a break from reality

Conversations about grading weren’t like conversations about classroom management or assessment design, which teachers approached with openness and in deference to research. Instead, teachers talked about grading in a language of morals about the “real world” and beliefs about students; grading seemed to tap directly into the deepest sense of who teachers were in their classroom.

Though teachers pride themselves on having developed bionic hearing (the phrase “I heard that” is a common part of many teachers’ vocabularies), sometimes it is better to conceal such super-human powers.

In order for students to develop self-regulation skills, they need experience making choices. Unfortunately, some schools are in the business of issuing mandates that reduce choice in an effort to curtail misbehavior.

Establishing a pattern of reactive consequences can have disastrous effects on classroom efficiency and morale. Rather, a proactive strategy helps to give students an opportunity to demonstrate a positive contribution to the classroom community.

I walked out of the classroom and felt like dancing and singing. It all gave me hope. It gave me a little bit of joy. And I kept trying to find the little pieces of joy in my life. That's the only way I managed to make it through all of that death and change

model’s blind spots reflect the judgments and priorities of its creators. While the choices in Google Maps and avionics software appear cut and dried, others are far more problematic. The value-added model in Washington, D.C., schools, to return to that example, evaluates teachers largely on the basis of students’ test scores, while ignoring how much the teachers engage the students, work on specific skills, deal with classroom management, or help students with personal and family problems. It’s overly simple, sacrificing accuracy and insight for efficiency.

research suggests that all students are motivated to learn, as long as there are clear expectations, the tasks and activities have value, and the learning environment promotes intrinsic motivation (Wlodkowski & Ginsberg, 1995; Eccles & Wigfield, 1985; Feather, 1982; Kovalik & Olsen, 2005).

I guess that's what my dad did. Stopped agreeing with reality. I could do it for as long as it took me to get from my classroom to the office. He managed it for sixteen years. He must have had more mental discipline than me. Or maybe it wasn't that much of an effort to pretend that I didn't exist.

Zero-tolerance discipline policies, specifically the controversial category of willful defiance, have become a routine way by which to punish and marginalize Black girls in learning spaces when they directly confront adults or indirectly complicate the teacher’s ability to manage the classroom—not necessarily actions that pose a threat to the physical safety of anyone on campus.

I continued to find it much easier to assimilate knowledge within the structured military environment than at college, for at training sites such as Mare Island, outside influences were kept to a minimum.  All I had to do was make my bunk in the morning, show up at the appointed classrooms, and focus on the subject at hand.  Others took care of the daily routine of life while we hit the books.

Terrible as this is, there’s worse news. An article in the New York Times points out a statistic that should make our nation’s leaders tremble… suspension rates, kindergarten through high school, have nearly doubled from the early 1970s through 2006. Whatever is happening with our test scores, something else, something catastrophic, is going on in our schools. As countless teachers across America can testify, disruptive kids are hijacking our classrooms.

Fortunately, new platforms and technology have made homeschooling manageable on many fronts. Parents can do everything from accessing first-rate courses online to finding support from other parents in the same situation. The best part is that they can completely tailor the experience to the learning style and interest of their children and give them the attention that they would never get in the classroom. The results are striking. Twenty-five percent of homeschooled children are at least one grade ahead of their traditionally schooled peers. The homeschooled population, as a whole, scores exceptionally higher on academic achievement tests.5 This shift is perhaps the best glimpse of the future of education—mass customization alongside personalized attention. Like banking, it will return to a human-scale model based on relationships and personal needs, and it will be where much of the disruption in the economy and labor market occurs in the next few decades.

I am criticizing the professionalization of teaching children because these young human beings are not cogs in a machine, And I am trying to identify the root of the problem for all those wonderful adults who went into teaching thinking that they could commit to nurturing the lives of many children only to end up having the system squash their excellent motives. Our current school system replicates factories and requires classroom managers more than teachers. Teachers are appreciably frustrated.

The larger problem here is that many teachers are so desperate to keep their classrooms in order that they will do anything to maintain it. This is understandable—an “End justifies the means” mentality is at the heart of many explanations of how children are handled these days. Given some of the practically impossible situations confronting teachers today, it seems reasonable. But let’s be honest. It might be explicable. It might be effective. But it is not good teaching. We can do better. I know this because I’ve been there. I’ve fallen into the same trap. The simple truth is that most classrooms today are managed by one thing and one thing only: fear.

Microassaults involve misusing power and privilege in subtle ways to marginalize students and create different outcomes based on race or class. In the classroom, a microassault might look like giving a more severe punishment to a student of color than his White classmate who was engaged in the same behavior. Or it might look like overemphasizing military-like behavior management strategies for students of color. With younger children, it looks like excluding them from fun activities as punishment for minor infractions. Microinsults involve being insensitive to culturally and linguistically diverse students and trivializing their racial and cultural identity such as not learning to pronounce a student’s name or giving the student an anglicized name to make it easier on the teacher. Continually confusing two students of the same race and casually brushing it off as “they all look alike.” Microinvalidations involve actions that negate or nullify a person of color’s experiences or realities such as ignoring each student’s rich funds of knowledge. They are also expressed when we don’t want to acknowledge the realities of structural racialization or implicit bias. It takes the form of trivializing and dismissing students’ experiences, telling them they are being too sensitive or accusing them of “playing the race card.”

The aim is to get the students actively involved in seeking this evidence: their role is not simply to do tasks as decided by teachers, but to actively manage and understand their learning gains. This includes evaluating their own progress, being more responsible for their learning, and being involved with peers in learning together about gains in learning. If students are to become active evaluators of their own progress, teachers must provide the students with appropriate feedback so that they can engage in this task. Van den Bergh, Ros, and Beijaard (2010: 3) describe the task thus: Fostering active learning seems a very challenging and demanding task for teachers, requiring knowledge of students’ learning processes, skills in providing guidance and feedback and classroom management. The need is to engage students in this same challenging and demanding task. The suggestion in this chapter is to start lessons with helping students to understand the intention of the lesson and showing them what success might look like at the end. Many times, teachers look for the interesting beginning to a lesson – for the hook, and the motivating question. Dan Willingham (2009) has provided an excellent argument for not thinking in this way. He advocates starting with what the student is likely to think about. Interesting hooks, demonstrations, fascinating facts, and likewise may seem to be captivating (and often are), but he suggests that there are likely to be other parts of the lesson that are more suitable for the attention-grabber. The place for the attention-grabber is more likely to be at the end of the lesson, because this will help to consolidate what has been learnt. Most importantly,Willingham asks teachers to think long and hard about how to make the connection between the attention-grabber and the point that it is designed to make; preferably, that point will be the main idea from the lesson. Having too many open-ended activities (discovery learning, searching the Internet, preparing PowerPoint presentations) can make it difficult to direct students’ attention to that which matters – because they often love to explore the details, the irrelevancies, and the unimportant while doing these activities. One of Willingham's principles is that any teaching method is most useful when there is plenty of prompt feedback about whether the student is thinking about a problem in the right way. Similarly, he promotes the notion that assignments should be primarily about what the teacher wants the students to think about (not about demonstrating ‘what they know’). Students are very good at ignoring what you say (‘I value connections, deep ideas, your thoughts’) and seeing what you value (corrections to the grammar, comments on referencing, correctness or absence of facts). Thus teachers must develop a scoring rubric for any assignment before they complete the question or prompts, and show the rubric to the students so that they know what the teacher values. Such formative feedback can reinforce the ‘big ideas’ and the important understandings, and help to make the investment of

Teachers in general face common problems of practice. Their professional success depends on their ability to motivate an involuntary group of students to learn what the teacher is teaching. In an effort to accomplish this, teachers invest heavily in developing a teaching persona that enables them to establish a relationship with students and lure them to learn. Once they have worked out a personal approach for managing the instruction of students within the walls of their classroom, they are likely to resist vigorously any effort by reformers or administrators or any other intruders to transform their approach to teaching. Teacher resistance to fundamental instructional reform is grounded in a deep personal investment in the way they teach and a sense that tinkering with this approach could threaten their very ability to manage a class (much less teach a particular curriculum) effectively.

As already suggested, when the individual first learns who it is that he must now accept a his own, he is likely, at the very least, to feel some ambivalence; for these others will not only be patently stigmatized, and thus not like the normal person he knows himself to be, but ma also have other attributes with which he finds it difficult to associate himself. What may end up as a freemasonry may begin with a shudder. A newly blind girl on a visit to The Lighthouse [probably the Chicago Lighthouse, one of the oldest social service agencies in Chicago serving the blind or visually impaired] directly from leaving the hospital provides an illustration: „My questions about a guide dog were politely turned aside. Another sighted worker took me in tow to show me around. We visited the Braille library; the classrooms; the clubrooms where the blind members of the music and dramatic groups meet; the recreation hall where on festive occasion the blind play together; the cafeteria, where all the blind gather to eat together; the huge workshops where the blind earn a subsistence income by making mops and brooms, weaving rugs, caning chairs. As we moved from room to room, I could hear the shuffling of feet, the muted voices, the tap-tap-tapping of canes. Here was the safe, segregated world of the sightless — a completely different world, I was assured by the social worker, from the one I had just left…. I was expected to join this world. To give up my profession and to earn my living making mops. The Lighthouse would be happy to teach me how to make mops. I was to spend the rest of my life making mops with other blind people, eating with other blind people, dancing with other blind people. I became nauseated with fear, as the picture grew in my mind. Never had I come upon such destructive segregation.“ (p.37)

Montessori classrooms emphasize self-directed learning, hands-on engagement with a wide variety of materials (including plants and animals), and a largely unstructured school day. And in recent years they’ve produced alumni including the founders of Google (Larry Page and Sergey Brin), Amazon (Jeff Bezos), and Wikipedia (Jimmy Wales). These examples appear to be part of a broader trend. Management researchers Jeffrey Dyer and Hal Gregersen interviewed five hundred prominent innovators and found that a disproportionate number of them also went to Montessori schools, where “they learned to follow their curiosity.” As a Wall Street Journal blog post by Peter Sims put it, “the Montessori educational approach might be the surest route to joining the creative elite, which are so overrepresented by the school’s alumni that one might suspect a Montessori Mafia.” Whether or not he’s part of this mafia, Andy will vouch for the power of SOLEs. He was a Montessori kid for the

And here are some thoughts for parents. If you’re lucky enough to have control over where your child goes to school, whether by scouting out a magnet school, moving to a neighborhood whose public schools you like, or sending your kids to private or parochial school, you can look for a school that prizes independent interests and emphasizes autonomy conducts group activities in moderation and in small, carefully managed groups values kindness, caring, empathy, good citizenship insists on orderly classrooms and hallways is organized into small, quiet classes chooses teachers who seem to understand the shy/serious/introverted/sensitive temperament focuses its academic/athletic/extracurricular activities on subjects that are particularly interesting to your child strongly enforces an anti-bullying program emphasizes a tolerant, down-to-earth culture attracts like-minded peers, for example intellectual kids, or artistic or athletic ones, depending on your child’s preference

To implement these changes, the school initially followed a more typical, top-down strategy of reform: the state sent in a consultant to implement changes. “It was an outsider who came in and talked about the civil rights movement and did touchy feely group discussions,” Guthertz recalls. “Someone else came in and for one day taught behavior management strategies that focused on controlling and penalizing students versus making changes in teaching practices that would engage and support them. That blew up at the school. The administration got rid of that program.” The issues that come with this kind of approach to school reform—“do what the district, state, or consultants say”—have been a recurring theme in the long careers of Guthertz, Roth, and McKamey. “It comes off as an attempt to hijack the effort by the teachers to think about education,” McKamey comments. “It’s the deepest disrespect. The teacher has been teaching for ten years and someone is going to come in and say, ‘I’m going to show you something.’ Most of these people have never taught in the classroom.

Many college courses in the humanities focus on discussion over lecture. Students read course material ahead of time and have a discussion in class. Harvard Business School took this to the extreme by pioneering case-based learning more than a hundred years ago, and many business schools have since followed suit. There are no lectures there, not even in subjects like accounting or finance. Students read a ten-to twenty-page description of a particular company’s or person’s circumstance—called a “case”—on their own time and then participate in a discussion/debate in class (where attendance is mandatory). Professors are there to facilitate the discussion, not to dominate it. I can tell you from personal experience that despite there being eighty students in the room, you cannot zone out. Your brain is actively processing what your peers are saying while you try to come to your own conclusions so that you can contribute during the entire eighty-minute session. The time goes by faster than you want it to; students are more engaged than in any traditional classroom I’ve ever been a part of. Most importantly, the ideas that you and your peers collectively generate stick. To this day, comments and ways of thinking about a problem that my peers shared with me (or that I shared during class) nearly ten years ago come back to me as I try to help manage the growth and opportunities surrounding the Khan Academy.

Seventy-seven percent of teachers admit that their teaching would be more effective if they did not have to spend so much time dealing with disruptive students (Public Agenda, 2004).

Forty percent of teachers spend more time keeping order than teaching (Johnson, 2004).

It is certainly true that no child should be left behind. A greater truth is that no child should be permitted to hold other children behind. Our nation’s education experts are missing the point. Reading is not the problem. Math proficiency is not the problem. Test scores, which everyone obsesses over, are not the problem. The problem is that disruptive students are driving teachers batty. One third of all new teachers leave after three years; almost half bail out in five years. Every day, this should be the newspaper headline:

and attention is the necessary and sufficient condition for long-term memory storage to occur.’ The rest is noise. Indeed, from a cognitivist perspective, teaching might well be defined as the ‘management of attention for pedagogical purposes’. Managing attention means both drawing attention to the subject at hand, and drawing attention away from whatever might be a distraction. In the case of the latter, this might mean eliminating competing stimuli by shutting down peripheral channels. In other words, by unplugging the classroom.

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Differentiated instruction theory reinforces the importance of effective classroom management and reminds teachers of meeting the challenges of effective organizational and instructional practices. Engagement is a vital component of effective classroom management, organization, and instruction. Therefore teachers are encouraged to offer choices of tools, adjust the level of difficulty of the material, and provide varying levels of scaffolding to gain and maintain learner attention during the instructional episode.

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The number one tip I can give to any new teacher is to establish procedures from day one and stick them. Create procedures for everything. Throwing away trash, getting tissues, sharpening pencils, going to the bathroom, lining up, walking in the hallway, handing out paperwork, getting ready at the end of the day, settling before class, and anything else you can come up with. It might seem ridiculous to you, but after a couple times you suddenly realize that they are waiting to be told how to do something in a specific situation. This also significantly helps you with classroom management. Depending on your grade level, consider creating posters with important procedures so the students can reference them.” – Twenty two years, Illinois

Recall the teachers who have engendered the highest amount of love and respect from you. Were they the teachers with the largest personalities? Or the teachers who thought they were the coolest? Or was it a teacher who expressed a care or respect for you as a person?

I’m not doing it all. Who could? I can’t. You can’t. I decided what tricks belonged on my beam and dropped the rest or figured out a way to delegate. I love to write but hate web management. Off the beam. I could not juggle weekend travel, weeknight activities (times five kids . . . be near, Jesus), and a weekly small group, so as much as I love our church people, we aren’t in a group right now. (And I am the pastor’s wife, so let that speak freedom over your shoulds.) Off the beam. Cooking and sit-down dinners? Life-giving for me. On the beam. Coffee with everyone who wants to “pick my brain”? I simply can’t. Off the beam. After-hours with our best friends on the patio? Must. On the beam. Classroom Mom? I don’t have the skill set. Off the beam. You get to do this too. You have permission to examine all the tricks and decide what should stay. What parts do you love? What are you good at? What brings you life? What has to stay during this season? Don’t look sideways for these answers. Don’t transplant someone else’s keepers onto your beam.

Only in the classroom of silence can we gain the calm and clarity that allow us to know when to wait patiently and when to push forward impatiently, when to plan diligently and when to live spontaneously. It is in the quiet of our own hearts that we learn how to calmly manage the present and passionately create the future. It is this calmness and clarity that will allow us to realize what we are called to and what matters most. Finding our place in the world and beginning to fulfill our mission is then nothing more than a matter of time. A man or woman who takes time in quiet reflection sincerely seeking to find his or her place in the world will not be ignored. First will come the inner calm, then will come the desire to serve, and then will come a wonderful clarity of purpose. Guided by that calm and clarity, we begin to affect what we can affect, and only then do we truly begin to have an effect.

Creating the Weather in the Classroom As Haim Ginott suggests, teachers “create the weather” in the classroom:   I have come to the frightening conclusion that I am the decisive element in the classroom. It is my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture, or an instrument of inspiration. I can humiliate, or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child is humanized or dehumanized [p. x].

People are more motivated and confident when they believe they have more control over their environment. “People with low-power mindsets do less than they otherwise could,” said one motivation researcher (Rigoglioso, 2008). Inviting students to have a voice in classroom decisions—where they sit, what day a test takes place, in what order units are studied, or even where a plant should be placed in the classroom—can help them develop that greater sense of control. An added benefit to this strategy could be fewer discipline issues. William Glasser suggests that power is a key need of students, and that 95% of classroom management problems happen because students are trying to fulfill that need (Ryan & Cooper, 2008, p. 85).

Learning is the major process of human adaptation. This concept of learning is considerably broader than that commonly associated with the school classroom. It occurs in all human settings, from schools to the workplace, from the research laboratory to the management board room, in personal relationships and the aisles of the local grocery…Therefore it encompasses other, more limited adaptive concepts such as creativity, problem solving, decision making, and attitude change that focus heavily on one or another basic aspects of adaptation.107

A Teacher To significantly enhance the educational experience leading to an enriched and rewarding life for all students Improve reading and writing skills Establish classroom management and discipline Integrate real-life experiences into the classroom Introduce real-life experiences outside the classroom Serve as an effective student-parent liaison Work collaboratively with administration and peers Possess strong academic credentials Have nine years of experience supported by excellent references

The most skillful teachers know how to tolerate the ambiguity of experimentation. They also know when to step back and pretend they’re invisible. That’s why, whenever I observe in a classroom, I like to measure the ratio of “teacher talk” to “student talk.” When the ratio tips toward the students, it often means kids are testing their critical thinking skills. A noisier classroom is much harder to manage, but often more productive.

The findings suggest that the teachers should relax their control and allow the students more freedom to choose their own topics so as to generate more opportunities for them to participate in classroom interaction. Doing so might foster a classroom culture that is more open to students’ desire to explore the language and topics that do not necessarily conform to the rigid bounds of the curriculum and limited personal perspectives of the teachers (2010: 19). At the same time, this assumes a common denominator of shared community, a community of practice in which the learners all feel themselves to be members, with the rights and duties that such membership entails. This means the teacher needs to work, initially, on creating – and then sustaining – a productive classroom dynamic. Managing groups – including understanding, registering and facilitating their internal workings – is probably one of the teacher’s most important functions. But, whatever the classroom dynamic, there will still be learners who feel an acute threat to ‘face’ at the thought of speaking in another language. It’s not just a question of making mistakes, it’s the ‘infantilization’ associated with speaking in a second language – the sense that one’s identity is threatened because of an inability to manage and fine-tune one’s communicative intentions. As Harder (1980) argues, ‘the learner is not free to define his [sic] place in the ongoing [L2] interaction as he would like; he has to accept a role which is less desirable than he could ordinarily achieve’. Or, as he more memorably puts it: ‘In order to be a wit in a foreign language you have to go through the stage of being a half-wit – there is no other way.

I think mentoring is simply an inborn passion and not something you can learn in a classroom. It can only be mastered by observation and practice. I also realized that most mentees select you, and not the other way round. The mentor’s role is to create a sense of comfort so that people can approach you and hierarchy has no role to play in that situation. The mentee has to believe that when they share anything, they are sharing as an equal and that their professional well-being is protected, that they won’t be ridiculed or their confidentiality breached. As a mentor you have to create that comfort zone. It is somewhat like being a doctor or a psychiatrist, but mentoring does not necessarily have to take place only in the office. For example, if I was travelling I would often take along a junior colleague to meet a client. I made sure they had a chance to speak and then afterwards I would give them feedback and say, ‘You could have done this or that’. Similarly, if I observed somebody when they were giving a pitch or a talk, I would meet them afterwards or send them an e-mail to say ‘well done’ or coach them about how they could have done better. This trait of consciously looking for the bright spark amongst the crowd has paid me rich dividends. I spotted N. Chandrasekaran (Chandra), TCS’s current Chief Executive, when he was working on a project in Washington, DC in the early 1990s; the client said good things about him so I asked him to come and meet me. We took it from there. Similarly urging Maha and Paddy to move out of their comfort zones and take up challenging corporate roles was a successful move. From a leadership perspective I believe it is important to have experienced a wide range of functions within an organization. If a person hasn’t done a stint in HR, finance or operations, or in a particular geography or more than one vertical, they stand limited in your learning. A general manager needs to know about all functions. You don’t have to do a deep dive—a few months exploring a function is enough so long as you have an aptitude to learn and the ability to probe. This experience is very necessary today even from a governance perspective.

Effective one-to-one programs transform classrooms into places where students are determining their own learning paths and taking responsibility for their progress. Before such transformations can take place, teachers must understand how to plan, lead, and manage personalized, one-to-one learning.

Handout The Impact of Stress on Learning … When we experience strong emotions (fear, extreme sadness, anger, embarrassment, etc.), our bodies release the hormone Cortisol, known as the “stress hormone.” This activates the rapid, reflexive responses of the amygdala (located at the back part of the brain), and the thinking part of our brain (the prefrontal cortex where the executive function are), shuts down. Reasoning and decision-making become challenging, we have a hard time considering other people’s perspectives, and we have a harder time accessing our memory. The brain goes into survival mode, which is often experienced as fight, flight, or freeze. Without calm: No learning can take place No problems can be solved Empathy for others becomes difficult

The seeds of all violence is the (in)action of man.

I came to the realization that nearly all the social and emotional behaviors students need to learn are best developed through effective classroom management, group and partner work, and questioning.

Recent research has found that when empathy and trust-building become part of the disciplinary approach of the entire school, relationships improve and suspensions drop by as much as half in some schools. (Okonofua, J. A. et al., 2016)

Thus, teachers need to have cultural awareness and to work to understand the different cultures and expectations that students bring to the classroom and, as important, they need to understand the cultures they are creating.

The recommended time from most experts is 10 minutes per grade level, maxing out at 80 minutes for middle school and two hours for high school. Beyond that amount of time, homework does not have an appreciable positive impact on academics and may result in a negative attitude toward school (Xu, 2013, pp. 97-100).

Deci and Ryan identified three key human needs—competence, autonomy, and relatedness or personal connection. Students feel a sense of relatedness when they perceive that their teachers like, value, and respect them. They feel competent when they work at challenging tasks (Tough, 2013, pp. 74-5). These three feelings are far more effective motivators for students than “a deskful of gold stars and blue ribbons.” Deci and Ryan recognize that throughout the day, teachers convey to their students “deep messages about belonging, connection, ability, and opportunity” (quoted by Tough, 2013).

It is far more effective to arrange classroom furniture and move about the room while teaching in ways that ensures proximity to all students at various points in the lesson. This movement will proactively decrease acting-out behavior, rather than putting teachers in the position of reactively responding to inappropriate behavior. Marzano states that “desk arrangements should provide access to any student within four steps from where the teacher spends most of his time” (2007, p. 121). Students’ social-emotional development can be improved by proactively setting up the room for student academic and behavioral success. As we saw in the cycles of deficit mindset and growth mindset in Chapter 1, the fewer instances when we need to address misbehavior, the more we can affirm appropriate behavior, and the more likely we are to reverse the cycle of deficit mindset. Room arrangement and teacher proximity is an important first step in creating a positive learning environment.

Teachers sometimes view students with disabilities who act out because of their disorder as oppositional and defiant. Teachers who understand the cycle of fear, avoidance, stress, and escape (FASE) understand what “saving FASE” means. Teachers learn not to react to the behavior but to the underlying cause of the behavior. Teachers who understand FASE recognize that all human behavior sends a message. By looking for the message and reframing the behavior as a way of communicating, teachers can see the oppositional behaviors, frequent trips to the nurse, being unprepared for class, and frequent absences as attempts to avoid the shame of underperforming in the classroom (Schultz, 2011, pp. 137-142). For teachers to have success with managing their classrooms, it is imperative for them to understand that the students are not unmotivated or oppositional, but are sending a message about their need for help.

In addition, teachers who can manage their emotions are more likely to display positive affect and higher job satisfaction (Brackett et al., 2010). Thus, looking at their own emotional response helps teachers recognize the emotional nature of their work, identify and reflect on their emotions and their causes, and cope with difficult emotions through reframing, problem solving, and emotional management (Chang, 2009).

Jennings’ and Greenberg’s Prosocial Classroom Model suggests that teachers’ social-emotional competence and well-being affect the classroom management strategies they use, the relationships they form with students, and their ability to implement SEL programs and practices. These factors, in turn, can contribute to a healthy classroom climate that then leads to students’ own academic and SEL success (from Schonert-Reichel, K. 2017, pp. 137-155).

Educators’ lives are filled with opportunities to develop their own social awareness during student and adult interactions. They participate in work groups, such as co-teaching, professional learning programs, faculty meetings, team meetings, data analysis teams, developing common assessments, lesson-study groups, and curriculum development committees. The checklist in the figure below can be modified to fit any type of group activity. It can be reviewed by the supervisor or coach and the educator prior to the activity. After the activity, the educator can be asked to confidentially self-assess his or skills, thereby increasing self-awareness of his/her relationship skills and self-management skills.

As educators, we can best help our students by working to understand our belief systems as well as those of our students, our teaching team, our school, and the parents and guardians of our students.

At the heart of what determines a person’s behaviors related to self-awareness, self-management, responsible decision making, relationship skills, and social awareness is their belief system. This includes both their conscious and unconscious belief systems. Becoming self-aware of these beliefs is a prerequisite to changing a person’s social-emotional behaviors. As educators, we can best help our students by working to understand our belief systems as well as those of our students, our teaching team, our school, and the parents and guardians of our students.

4​Jones’s research (2007, p. 187) indicates that 80 percent of the student misbehavior in classrooms is students talking to their neighbors. Think how much easier classroom management would be if we could do away with this one behavior!

A good relationship between the student and the teacher is a strong motivator for positive behavior and academic achievement.

Impactful relationship is a term we coined for adult relationships that can positively “impact” a student’s academic success, social awareness, self-awareness, decision making, relationship skills, and self-management skills. These relationships result in the student having great respect for a person and valuing this person’s opinions and advice.

Robert Marzano (2007, p. 150) reviewed 100 studies related to classroom management. His metaanalysis found that “teachers who had high-quality relationships with their students had 31 percent fewer discipline problems, rule violations, and related problems over a year’s time than did teachers who did not have high-quality relationships with their students.” That means the outcome is 31% fewer negative interactions and 31% or more positive interactions with students—interactions that can include statements and questions that develop social-emotional learning. For

We can only reduce the stress in teaching if we have the self-awareness to know we feel negatively about one or more students and have self-management tactics to use cognitive override to change our behavior.

Students who lack social skills are distracted from learning by the tremendous amount of energy they expend trying to fit in. Teachers cite social skills deficits as the most frequent cause of classroom behavior problems (Brophy and Good, 2000). Marzano states, “The teacher must provide clear direction to students and generate an atmosphere in which all students feel valued and intellectually challenged” (Marzano, 2011, p. 85).

smile is a subtle message that kindness and politeness are expected in your classroom.

When you smile on the first day of school, it makes your non-negotiable classroom management plan and the realization that a lot is expected go down easier.

Establish a peaceful pace to your classroom by speaking calmly but firmly, taking your time, pausing often, and never moving on until you get exactly what you want from your new students.

When you let things go, even seemingly innocent behaviors, it nudges a tiny speck of a snowball down a steep and bottomless hill. And the farther it gets down the hill, the more difficult it is to push it back up to the top.

Write in order to achieve their best work »​Manage their ongoing development through regular self-assessment and reflection opportunities »​Pursue creative writing topics of their own choosing »​Experiment with narrative techniques most important to them »​Grow in confidence as writers

Innovations are happening in conventional schooling. Some people will read the chapters to come and respond that their own children’s schools are incorporating evidence-based changes, making them more like Montessori schools—eliminating grades, combining ages, using a lot of group work, and so on. One could take the view that over the years, conventional schooling has gradually been discovering and incorporating many of the principles that Dr. Montessori discovered in the first half of the 20th century. However, although schooling is changing, those changes are often relatively superficial. A professor of education might develop a new reading or math program that is then adopted with great fanfare by a few school systems, but the curricular change is minute relative to the entire curriculum, and the Lockean model of the child and the factory structure of the school environment still underlie most of the child’s school day and year. “Adding new ‘techniques’ to the classroom does not lead to the developmental of a coherent philosophy. For example, adding the technique of having children work in ‘co-operative learning’ teams is quite different than a system in which collaboration is inherent in the structure” (Rogoff, Turkanis, & Bartlett, 2001, p. 13). Although small changes are made reflecting newer research on how children learn, particularly in good neighborhood elementary schools, most of the time, in most U.S. schools, conventional structures predominate (Hiebert, 1999; McCaslin et al., 2006; NICHD, 2005; Stigler, Gallimore, & Hiebert, 2000), and observers rate most classes to be low in quality (Weiss, Pasley, Smith, Banilower, & Heck, 2003). Superficial insertions of research-supported methods do not penetrate the underlying models on which are schools are based. Deeper change, implementing more realistic models of the child and the school, is necessary to improve schooling. How can we know what those new models should be? As in medicine, where there have been increasing calls for using research results to inform patient treatments, education reform must more thoroughly and deeply implement what the evidence indicates will work best. This has been advocated repeatedly over the years, even by Thorndike. Certainly more and more researchers, educators, and policy makers are heeding the call to take an evidence-based stance on education. Yet the changes made thus far in response to these calls have not managed to address to the fundamental problems of the poor models. The time has come for rethinking education, making it evidence based from the ground up, beginning with the child and the conditions under which children thrive. Considered en masse, the evidence from psychological research suggests truly radical change is needed to provide children with a form of schooling that will optimize their social and cognitive development. A better form of schooling will change the Lockean model of the child and the factory structure on which our schools are built into something radically different and much better suited to how children actually learn.

From coloured report cards to track children who are repeatedly disrupting to names on the board, there are dangers lurking everywhere. The key to managing your classroom is to know your counter-intuitives and refuse to be drawn by them.

Maya’s face as though wondering what to tell her. ‘It’s just I know they weren’t always happy, and I did once wonder if they’d have stayed together… There was something my husband, George, said when you were first in my maths class. As you know, he taught the other year one class at your primary school and mentioned how once he’d had to break up an argument between your parents when they were waiting to pick you up from school. It must have been pretty heated for him to remember it after all that time – he wasn’t one to gossip. Apparently, Mrs Lyons wouldn’t let you out of your classroom until George had managed to calm them down.’ Maya feels her stomach clench. ‘All couples argue.’ ‘I know.’ Mrs Ellis pats her hand. ‘And that’s why you mustn’t worry about it. It was a long time ago, anyway.’ The bus is stopping. Bending to her bag, Mrs Ellis moves it so that it’s not in the way of the people getting on. ‘But if you ever feel you want to spread your wings, you mustn’t feel your dad would be on his own. He’s a grown man, and you can’t make him your responsibility. I’m sure he has friends, neighbours, even work colleagues who would keep an eye on him. Doesn’t he have his own private practice in Lyme Regis?’ ‘Yes, but it’s not the same. He needs me.’ Maya’s voice slips away, so it’s barely a whisper. ‘Yes, he needs me. It’s why I couldn’t go to university.’ She doesn’t want to talk about that time for, although her dad had been encouraging when she’d first told him she was applying, a week after the forms were filled in, a cloud had settled over him. One that was darker than previous ones. Maya had tempted him with his favourite food, enticed him out for healing walks along the clifftop, but nothing she’d done could lift it. Eventually, telling herself it was because of what she’d done, she’d deleted her application from the computer. When her dad had found out and asked why she’d done it, she’d told him it was because she couldn’t face more studying. Would rather earn a living. Whether he’d believed her or not, she couldn’t say. What she did know was that he’d never tried to change her mind. ‘Do you like your job, Maya?’ Maya lowers her eyes and studies her hands. It’s something she hasn’t given much thought to. Her job is just something she does to get through

You Have Done Your Best A token of appreciation for an amazing Mother I remember our expectations of you We knew you would take care of us Yet we forgot you had your needs too We never thought in our little minds You could be sad sometimes Or be happy at other times You were good at hiding your emotions Because you were always in motion Making sure we had provision Oh, Mother, yours was a great vision To you, we were the priority You wanted to see us prosper To date, we still wonder How one could be so selfless That about her own life, she cared less Through you, we were so blessed We sometimes look back and are amazed At how you managed to make things happen We still do not have the answers All we know is that you have done your best!

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You Are So Wonderful You lay bare your brain for others to learn Great lessons you always share From you, there is so much to hear Your head is crowned with wisdom You show the world how things are done I call your name with pride My love for you I cannot hide You have a heart that is never weak It does not break, it only bends When you land into hardships You find a way to rise You manage to put on a smile Stand back up and walk another mile Despite any pain life I am yet to meet someone of your calibre With so much courage to endure And the patent instincts of a survivor Oh, woman of valour! You need no stamp of approval from anyone Because victory is your birth right Superwoman, you are so wonderful

We need industrious people in the education sector. The job is beyond the four walls of a classroom. Teaching itself is an empire. In it is the job of a healer, a doctor, a businessman, a researcher, a visionary, an accountant, an auditor, a leader, a manager, a designer...the list is so long, it scares the typical teacher.

Like all teachers in training, when I was a teacher candidate in my university's education department (Teacher School, I like to call it), I took courses in childhood development, educational philosophy, classroom management, and classes in how to teach all of the subjects.... After I landed my first teaching position, I realized that there were several topics my instructors hadn't covered. I have a theory about this: If they had told the truth about the profession, there'd be an even bigger teacher shortage.

Greg Aloi Singapore Business Process Depending on the business, the business process specialist may be required to do more than assess and provide solutions. Greg Aloi Some companies ask the specialist to implement the solutions, a request that usually requires technical and project management skills. In addition, the specialist may be asked to test the new process to ensure its successful implementation. Greg Aloi Singapore Some companies ask the business process specialist to participate in training employees to use the new solutions effectively. Training may include the development of training materials and the communication of training information in the classroom or online instruction sessions. Greg Aloi This is a way to ensure that everyone gets the same message in the same training.

The purchasing of technology is so decentralized (especially in a large district like mine), that there are often purchases made in haste that neglect to cross-reference the preexistent resources.

as I begIn my journey away from the law life, you should know, or already have figured out, that I think the law looms and it consumes, fumes, presumes, entombs; it lurks in the classroom, the conference room, the boardroom, and the courtroom; sometimes it assumes; it is often the legendary professional jealous mistress, hiding within a law firm with a nom de plume that sounds austere and thoughtful and august and distinguished... and sometimes, just sometimes, despite itself, it manages to bloom. It is larger than life. It makes few concessions for dreamers, and perhaps dreamers have no right to expect concessions. It took me a very, very long time to learn this: while there may be better ways to go through life, at the same time, there are many, many worse ways to go through life.