Seven Simple Secrets

What the BEST Teachers Know and Do!

Annette Breaux, Todd Whitaker

• Publisher: Routledge
• Year: 2014
• Print ISBN:
  9781138127647
• eBook ISBN:
  9781317746560
• Topic: Education
• Subtopic: Classroom Management

Want to know a secret? Regardless of what classroom challenges, standards or initiatives you're faced with from year to year, there are seven keys to great teaching that never change—and that are often overlooked! In this bestselling book, internationally-acclaimed authors Annette Breaux and Todd Whitaker reveal the seven simple secrets of effective teaching that can be applied in any classroom. Whether you're a new or experienced teacher, you'll gain valuable insights on improving instruction, classroom management, discipline, student motivation, and much, much more! This updated Second Edition contains timely topics such as incorporating technology to enhance your lessons and using social media appropriately.

Special Features:

• Easy-to-use format: The book is divided into seven secrets shared by highly effective teachers. Each secret is then divided into seven parts filled with practical information on why the secret matters and how to implement it effectively.
• Reflection questions: At the end of each section, there are seven questions to help you determine whether you have mastered each secret.
• Bonus lists: This special new section contains lists on the qualities of effective teaching and why these qualities matter. These lists can be copied and used during book studies, PLC meetings, or staff meetings to provoke thoughtful discussions and enhance teaching and learning.
• Study guide: A study guide is available to help you extend your learning independently or with colleagues. www.routledge.com/books/details/9781138783621
• Companion website: For more inspiring, informative books from Todd and Annette, check out our special site, www.routledge.com/cw/breaux, going live this summer.

Throughout the book, you'll find practical examples and heartfelt advice to encourage you as you implement the seven secrets. As you improve your teaching, you profoundly influence the lives of those who matter most—your students!

Secret Two

The Secret of Classroom Management

Who’s in Charge?

She was a classroom teacher and she didn’t use much prudence
She tried to fit in by acting and by dressing like her students
When asked just why she did this, she said, “They’ll think I’m cool”
And so they did, but not one kid respected her at school
And she couldn’t understand just what could have gone awry
They liked her but didn’t respect her. Each day, big tears she’d cry
No learning in her classroom, just foolishness all day long
She tried to undo the mess she’d wrought, the tangle of things gone wrong
It changed the day that she stopped adding “injury to insult”
The day she finally realized that she was the adult
And from that day she donned a most professional attire
She set clear rules and procedures—her classroom hummed like a choir
Her enthusiasm was contagious and her students were infected
And she became one of the rare ones whom every child loved and respected.

Part 1. What an Effective Teacher’s Classroom Looks Like

In our ongoing observations of teachers, we continue to notice that the most effective teachers’ classrooms all look uncannily similar. And, of course, the same can be said for the less effective teachers—their classrooms all look uncannily similar. It seems that no matter where we go, the students all act the same in the classrooms of the most effective teachers. And yes, no matter where we go, the students all act the same in the classrooms of less effective teachers. We are, of course, speaking in generalities here.

Let’s take a look inside of less effective teachers’ classrooms first. Here is what they all seem to have in common:

• ♦ The classroom looks disorganized. There is “stuff” everywhere.
• ♦ Lessons lack luster and excitement.
• ♦ The teacher does most of the talking, and the students do little listening.
• ♦ There is little, if any, evidence of structured routines and procedures.
• ♦ There are lots of teacher warnings directed at misbehaving students.
• ♦ The teacher is reactive.
• ♦ Objectives are vague and often confusing.
• ♦ There is little teacher movement around the room. The teacher generally stays toward the front of the room. Guess where most of the behavior problems occur! Farthest from the teacher.
• ♦ There is an overuse of worksheet-type activities.
• ♦ Consequences for behavior infractions are inconsistent. The severity of the punishment is usually in direct proportion to the teacher’s anxiety level.
• ♦ The teacher openly shows frustration.
• ♦ The lessons are usually “one size fits all.” Unfortunately, most fit none.
• ♦ Technology is often used “for the sake of using it” as opposed to being used to enhance the lesson.
• ♦ There is little positive reinforcement.
• ♦ Teacher enthusiasm is lacking.

We could go on, but we think we’ve made the point. Now for the good news. Here’s what we saw in the classrooms of the most effective teachers: (Notice that the list below is the exact opposite of the list on the previous page.)

• ♦ The classroom is organized. A place for everything and everything in its place …
• ♦ Lessons are inviting and exciting.
• ♦ The students do most of the talking and the doing, prompted by the teacher’s questioning and guidance.
• ♦ Routines and procedures are evident. Students know exactly what is expected of them.
• ♦ There are no teacher warnings for student misbehavior. If a rule is broken, a consequence follows. If a procedure isn’t followed, the teacher provides more practice.
• ♦ The teacher is proactive.
• ♦ Lesson objectives are clear and measurable.
• ♦ There is constant teacher movement around the room. Behavior problems are almost nonexistent.
• ♦ There is little dependence on worksheet-type activities. Lessons are highly interactive, and students remain engaged in meaningful activities.
• ♦ The punishment for any given infraction is consistent (and rare).
• ♦ The teacher does not show frustration. Even in the case of misbehavior, the problem is handled seriously but calmly. The teacher always appears to be in control.
• ♦ Activities are varied to meet the needs of all learners.
• ♦ Technology is used, thoughtfully, to enhance lessons and learning.
• ♦ There is constant positive reinforcement.
• ♦ Teacher enthusiasm is evident and contagious.

You now have a blueprint for what an effective teacher’s classroom looks like.

Just try our blueprint on for size, and get your teaching organized. Management is the key to success. Just do it, and be at your best! For an organized teacher is a happier one than one who has let things come undone.

Part 2. How to Distinguish Between Rules and Procedures

Let’s start out by simplifying. A rule is not the same as a procedure. A rule is something that regulates a serious student misbehavior such that if it’s broken, there must be a consequence every time. A procedure is simply a way that you expect something to be done—the same way, every time it’s done.

So what’s the big deal? The big deal is that many teachers confuse the two and therefore create unnecessary problems and confusion. Here’s one of the most obvious that we discovered in our research: We found that many teachers have 10 or more rules posted in their classrooms. And none of these are consistently enforced. The biggest mistake is this: Many teachers post a rule stating that the students will not talk out of turn. But the fact is that we were unable to find even one teacher who actually punished every student who talked out of turn. Instead, we observed teachers who would see a student talking, put a finger to their lips to remind students to be quiet, tell them they were getting too loud, remind them they were supposed to raise their hands, or, eventually, in desperation, when things got really out of hand, say, “The next person who talks will be punished!” When the next student eventually talked, he was punished, and he or she usually rebelled on the premise that “Everyone else was talking. Why are you punishing only me?” So what went wrong? What went wrong was that talking out of turn was not a rule; rather, it was a procedure mistakenly posted as a rule because the teacher was not aware of the difference between rules and procedures. Again, a rule is designed to regulate a serious misbehavior. Therefore, if it’s broken, there must be a consequence every time.

So what did we find in the classrooms of the most effective teachers? Interestingly, the most effective teachers had very few rules and lots of procedures. In speaking with these teachers, we noted that they were very clear on the difference between the two. They knew that procedures were simply consistent ways of doing things. Here’s an example:

• Procedure: We agree that we will raise our hands before speaking.
• Rule: We agree that we will never hit another student.

We also noted that both the rules and procedures were stated in positive terms. To say “We agree…” is much more optimistic than saying “You will not…” Little things make big differences. (In Part 3, page 27, we show you how to establish rules and procedures.)

In the classrooms of the most effective teachers, there were procedures for practically everything, from walking into the room, to sharpening pencils, to using electronic devices appropriately, to taking roll, to passing in papers, to talking, to throwing away trash, and so on. Students knew exactly what was expected of them, and they generally followed the procedures. Regarding rules, there were only a handful, but they were clearly posted, along with the consequences for not following them. Again, there was no question as to what not to do and what would happen if a rule was broken. Rules, too, were generally followed by the students.

Conversely, in the classrooms of the less effective teachers, there was a general lack of consistency in doling out consequences and, as stated earlier, there was no clear distinction between rules and procedures. It was painfully obvious that students did not know exactly what was expected of them, as there were no clearly-defined, consistent ways of doing things. Chaos often resulted.

We also found, in observing the most effective teachers, that because procedures were clearly established, there were very few discipline problems. The rules, of course, were reserved for the serious infractions, and those rarely occurred. If they did, however, the consequences were immediate. No questions asked!

Okay, now to the burning questions: What do you do when a student does not follow a procedure? Do you just look the other way when a student continually talks out of turn? If you do, won’t there be chaos? How will you reestablish control if you’re not punishing them when they keep doing things the wrong way? Good questions. And now for the good answers.

Neither we nor effective teachers advocate ignoring students when they do not follow procedures. In fact, you must do the opposite. Notice something immediately, and deal with it promptly. In observing the most effective teachers, we noticed, first, that when a procedure was established, it was rehearsed over and over again. And then, when a student “forgot” the procedure, he was gently reminded. If more than one student forgot the procedure, the procedure was quickly practiced with the whole class. The teacher did not get bent out of shape. Instead, the teacher practiced the procedure with the students, always pretending to assume that the students had simply forgotten and therefore needed a little more practice. There were no warnings, empty threats, or punishments. These practice sessions were quick and effective.

But what about the student who is a chronic talker, the one who continues to talk out of turn even when he or she has been reminded and has practiced and practiced? Here’s what we found. We found that the most effective teachers first began by reminding the student about the procedure. If that did not work, they did not continue to practice the procedure with the whole class, as this would waste time and insult those who continued to follow the procedure. Instead, they began by having a private conversation with the student who was the chronic talker. The student was reminded about the procedure, and the expectation was set that he would now follow the procedure. If that did not work, the teacher began to hold private practice sessions, usually at recess or right after class, with the student. (And by the way, this practice works with students of all ages.) Now, how long do you think it would take to practice being quiet in a private session with your teacher? Not very. These sessions lasted only a minute or two, and the student was told that the teacher would be happy to give the student as much practice as necessary to help him or her become proficient in the procedure. Oh, the wonders of psychology!

But just in case, let’s tackle the most extreme case. If all of the above had been tried and the student continued to be a chronic talker, then that procedure eventually became a rule for that one student. Yes, from that point forward, if the student spoke out of turn, there was a consequence. But this approach was used only as a last resort, and its occurrence was rare.

So let’s recap. A rule is reserved for a serious offense, and it has a definite consequence. Just about everything else falls into the category of procedure. The procedure is taught and practiced and then practiced some more. Being consistent is the key!

The bottom line is that in the classrooms of the most effective teachers, rules are few and procedures are plenty. Everyone knows what to do and how to do it. If a student chooses to break a rule, there is a definite, pre-established consequence. If a procedure is not followed, the student is reminded and the procedure is practiced again.

If you want good discipline, be insistent that rules and procedures are clear and consistent.

Part 3. How to Establish Rules and Procedures

Now that you’re clear on the difference between rules and procedures, let’s take a look at how the most effective teachers actually go about establishing these. We’ll start with the rules.

Effective teachers have very few rules, anywhere from three to five. Here are the steps they take to establish them. (We’ll walk you through all of the steps. Once you understand the process, you’ll be able to apply it to any rule you choose to establish in your own classroom.)

• Step 1. Decide what the rules will be. For instance, one rule might be that the students must enter the room before the tardy bell. Usually, this is a school-wide rule, as you cannot have students roaming the campus when they are supposed to be in class.
• Step 2. Determine what the consequence will be if a student chooses to break a rule. For instance, if a student does not arrive for class before the tardy bell, then he or she must report to the office for a tardy slip. An exception, of course, would be that if another teacher or administrator is responsible for the student’s tardiness, then the student must acquire a note from that person before entering your classroom. You may then decide that if a student has two tardy...

Table of contents

• Cover
• Half Title
• Title Page
• Copyright Page
• Dedication
• About the Authors
• Table of Contents
• Foreword
• Secret One: The Secret of Planning
• Secret Two: The Secret of Classroom Management
• Secret Three: The Secret of Instruction
• Secret Four: The Secret of Attitude
• Secret Five: The Secret of Professionalism
• Secret Six: The Secret of Effective Discipline
• Secret Seven: The Secret of Motivation and Inspiration
• Conclusion
• BONUS Seven!