Any Questions?

Second graders are full of questions. FULL OF THEM. 

My first few years, I thought that "nice" teachers were patient enough to answer any question from any student. Let me tell you, I wore my poor little 22 year old self out trying to field 120+ questions a day (24 students * 5 questions each). I wanted to be helpful, knowledgeable, and seem like I had it all together. In truth, answering every question was more about my "teacher ego" than doing what was right for kids. It built ME up to know that I had all the answers--not the students. It made them very dependent on me for everything. And isn't that the opposite of what we want for our children? Don't we want them to be independent and confident about their own answers?

One reason we might want to give our children all the answers is guilt. We don't like seeing them struggle, cry, or feel uncomfortable. It's downright painful to watch sometimes. We blame ourselves, shame ourselves into thinking that as adults, we have to rescue our charges by swooping down and saving the day. Now, I know this is heavy, and you could be thinking "What's the big deal about answering a few questions here and there during the day?" Trust me, I answer plenty. But I've been thinking about the bigger picture, here.

For instance, take one of those "interruption questions," when you're talking--or teaching--about something important and a child blurts out "CAN I GO TO THE BATHROOM?" or "GUESS  WHAT I DID LAST NIGHT?" and your train of thought runs right off the tracks. My kids get so distracted by those types of questions. I used to think I was mean if I didn't stop and answer. But I've learned that if you start to honor those blurt-outs you will pay for it all year long. Taking a more proactive approach by using silent signals seems to help quell some of the interruptions. Other times, simply ignoring the question until a more appropriate time does the trick, though that's easier said than done.

So what about the tougher questions? The ones that are more academic in nature or stressful for students? I can't tell you how many times a problem arises during the day. Broken pencils, misunderstood directions, a difficult task, you name it. Sure, I do answer a ton of those questions during the day. I know when my kids are pushed to the limit and need a boost from me. But there are so many moments that kids can figure out on their own if I step away and breathe through the guilt.

It's not that I want them to fail. Children are resilient. They learn and grow in spite of us, sometimes. So when the time is right, I look back at them and ask, "What do you think we should do?" I say we to imply that I'm on their team, but they have to take the lead. When they answer back "I don't know," I will nod and show some empathy, as if I'm saying I know the feeling, buddy. I've been there too. Keep trying. I'll turn the questions back on to the student until they find their own answers. Sometimes it's not even the same answer I'd come up with! Usually I'll end with, "Did you solve it on your own?" or "How much thinking did Miss Boyd really have to do for you?" Sometimes they'll smile and say "Oh! None!" Other times, it's an eye-roll and stomp back to their desks. Either way, they've proved themselves capable. They haven't given in to their fears of inadequacy. And I haven't validated my "teacher ego."

Seven years in, I'm breaking away from the know-it-all mentality of teaching. I am not the gate-keeper to knowledge. I don't hold the keys; I only have a faint idea where they are hidden. It's my responsibility to guide my students toward the answers, not deliver them on a silver platter with a side of pride.

The Rules

I've been thinking a lot about rules lately. I've got two in my room: Work hard. Be nice. At the start of every year, my students argue with me that there's should be more than two rules. "What about no pushing? Or put your name on your paper? What about raise your hand to talk?" They usually rattle off about ten more before I challenge that all of their examples can fit under one of my two rules. We organize their ideas into the two categories--raising your hand to talk fits under Be nice. Writing your name at the top of your paper? That's definitely a Work hard. After a while, my students get the hang of it.

I don't think there's a wrong or right answer to how many rules a teacher should have in his or her classroom. For me, I like having two. It's easy to remember and funnel any action or conversation into a lesson about working hard or being nice. I got the idea from a second grade teacher at my old school. She had the rules posted right in the front of her class in big block letters--no exclamation points, just periods at the end. Work hard. Be nice. I remember walking by her class on the first day of school and thinking, She's summed it up in two short sentences. What else is there? I mean, really. The simplicity of these two rules just makes sense in a classroom setting, where you're learning a million different things at once.

I do, however, include a million and one expectations in my room. Expectations are different from rules because they don't deal with right and wrong. They are there to ensure efficiency and growth in the classroom. And yes, a sense of order as well. Some expectations even go beyond classroom management. Expectations serve as teaching tools for manners, character, and citizenship. 

One of the best books I've ever read about rules and expectations is called The Essential 55 by Ron Clark. He's a personal hero of mine (see Ron Clark Revelations or Hit 'Em with the Old Song and Dance) and I've had the pleasure of not only meeting him but observing him teach in his classroom as well. Mr. Clark wrote The Essential 55 using the term "rules," but I'd argue that many of them are really "expectations." He explains his reasoning for each and every one, proving that his rules are meant for more than classroom management. He began his teaching career in Harlem but is now running a non-profit school in Atlanta, Georgia, called the Ron Clark Academy. His rules, or expectations, aren't just for the students in the inner city--they apply to us all! I highly suggest reading it--it made me straighten up in my chair and shape up some of my own bad habits! 

Quest for the Perfect Pencil

Few things torment me more than a stubborn wooden pencil. 

I'm serious. I consider the standard #2 wooden pencil to be my adversary, my arch nemesis, the villain in my superhero teaching story. It interrupts my class, assaults our ears with the help of its trusty sidekick, the electric sharpener. It taunts me with promises of unbounded lead, only to break said promise at the slightest pressure. 

But I've not yet given up on the noble quest for the perfect pencil. I've met many worthy opponents over the years. Let's take a look at some of them, shall we? 

The Scratcher

This specimen starts out as a regular pencil. Perhaps you didn't select it on your own but it looks just fine at first glance. You touch lead to paper and start to write. You think Wow, things are really looking up for me today. But after a few short minutes, you hear the wretched sound of wood on paper and you know that the jig is up. You've been duped by "The Scratcher." The point is half-lead and half-wood, genetically engineered to ruin your day. 

The Underachiever

There was never a hope with this particular breed of pencil. You knew from the start that it's never going to work, so there's no real let-down. Sure, with the right amount of guidance, this pencil could have turned out okay. But let's face it, you were in a hurry. You wanted the sharpener to do the work and so you didn't apply the right amount of pressure, you didn't feed it into the sharpener the way the instruction manual suggests. Deep down, you know it's your fault. That's why you--like me--tear the wooden part off and use it anyway. 

The Heartbreaker

I find this to be the most offensive pencil of all. Fresh out of the sharpener, The Heartbreaker appears to be the whole package. Walking back to your seat, you daydream about the wonderful things it will create. (Your handwriting will be neater, your ideas will sparkle, your paper will become the answer key, etc.) You decide that this is your favorite pencil. This pencil has promised you the world. You take a deep breath and--SNAP--the lead breaks out and onto your desk before the fairy tale can even begin. No happily ever after for you!

The Lovely Bones

The pencil bucket in my room is a graveyard of sorts. There resides all the "pencil bones" from fruitless attempts to create the perfect pencil. I'm embarrassed to admit that I don't throw them away. I share a special camaraderie with these little guys. One of my former first graders used to hoard "pencil bones." She'd wrap them up in a tissue and call them her babies. Pretty imaginative, if you ask me. 

So, what's the perfect pencil look like?

My quest for the perfect pencil today took somewhere between 24-30 attempts with three different sharpeners. Sharp, works under pressure, wasn't reduced to a stub during the sharpening process--this one's the winner. I'm not ashamed to admit that a pencil like this can change my world. 

Is this seriously what you do with your day, Miss Boyd? 

Yes. This is what I do with my day.

I can't begin to explain to you just how important one perfect pencil is, let alone twelve. The perfect pencil reduces interruptions, prevents students from becoming distracted or sidetracked, and--just like in my case--creates a sense of magic about the writing process. 

One more thing...

In my obsession to find the perfect pencil today, I've been confronted with the argument that my beef is really with the sharpener, not the pencil. Maybe so. I'll save that for another day. 

**Thank you Coach Speer, for taking AMAZING pencil pictures for me today!**

The Power of No

Last school year I sat down for coffee with a parent of one of my most rambunctious students ever. Our conversation started out as a brainstorming session on behavior interventions for this particular student, but soon shifted to a philosophical dialogue on the power of language.

She told me that over the years, her student--often classified as a troublemaker--frequently heard "Don't do this, don't do that, stop it, etc." from teachers, administrators, and even family members. She argued that the word NO "just didn't work" for her student.

She continued on by explaining that as we speak, our brains create mental images to go along with the words we hear. For instance, if you hear, "She went on a bike ride today," your brain would produce an image of a bike, a woman on a bike, a bike trail, etc. When you use the word no (or any type of negative) in a sentence, your brain is unable to create an image of nothing. In essence, your mind goes blank. She explained that when we tell our children what not to do, they have no mental representation for the action. 

It blew my mind! It made total sense...what a simple way to look at classroom management. If I'm telling students "Stop talking, no pushing, or don't run," I'm negatively impacting their ability to carry out those tasks. However, if I replace the negative command with a positive statement, my students are able to create a mental image and carry out the task as they see it in their minds.

This goes beyond putting things into positive terms (which I'm all for, by the way). This means changing the way I think and speak to improve student achievement.

On a related note, I'm interested in reading the book Opening Minds: Using Language to Change Lives. That is, once I finish Awakened and Pedagogy of the Oppressed.

Mr. Clean

CLEAN DESKS MATTER! 

We started writing this morning and as I walked around the classroom, I could sense that something was amiss.  Normally, my students are hard workers, but today, it just felt different. They were moving and shaking--their squirming was audible. I thought to myself, "What in tarnation is going on here?" as I paced around the room. 

And then it hit me.

No really. A folder from someone's desk hit my foot on its fall from grace. I stopped to inspect what could have been a scene from Hoarders, Junior Edition. This desk was so overstuffed that my mere presence created enough of a wind current to send its contents flying. I looked around and almost every desk looked the same way. 

Uh, helloooo? Where have I been? 

How could I let these desks get so messy?

Well, for starters, it isn't always high on my list of priorities. We move so fast and cover so much each day that we don't always have time to keep things organized and neat in our desks. Also, I'm not too strict on desk organization--if they know where items are and can located them quickly, I'm okay with that. 

But TODAY was another story. I stopped the entire class and called for an emergency desk intervention. We spent 15 minutes purging our desks, ridding them of unwanted scraps, graded papers that should have gone home weeks ago, and god-awful pencil shavings.  

I tell you what, after those 15 minutes of organized chaos, it felt so different in my classroom. We got back to work--you could have heard a pin drop. 

Never underestimate the power of cleaning. 

POWER TEACHING

2nd blog of the day! Woo-hoo I'm on a roll!

Really, there's no explanation necessary, I just came across this video while I was looking for some new strategies to engage my students as they're studying away in science class right now...this is AMAZING! I'm going to try it for math class today.