Making Good Teaching Great

Everyday Strategies for Teaching with Impact

Todd Whitaker, Annette Breaux

• Publisher: Routledge
• Year: 2014
• Print ISBN: 9781596672123
• eBook ISBN: 9781317923565
• Topic: Education
• Subtopic: Education General

Every good teacher strives to be a great teacher - and this must-have book shows you how! It's filled with practical tips and strategies for connecting with your students in a meaningful and powerful way.

Learn how to improve student learning with easy-to-implement daily activities designed to integrate seamlessly into any day of the school year. This is a readable, hands-on guide for both new and seasoned teachers - complete with "20-Day Reality Checks" so you can reflect on your progress and identify areas for improvement.

Day 1

First Impression: Positive Expression

Think About It

A positive expression makes for the kind of first impression
That students will respond to in a positive way
So please ensure, please ensure that you’re
Wearing a positive expression today!

Do It

Oftentimes, new teachers receive advice from other teachers that sounds like this: “Whatever you do, do not smile until Christmas!” or “Be mean until Halloween!” We wholeheartedly disagree with this type of advice. First impressions bear tremendous weight. They cannot be undone. If students walk into a teacher’s classroom and see a serious, angry-looking teacher, they immediately become skeptical, guarded, and leery of the idea of ever trusting this teacher. And even if the teacher eventually “backs off” of this type of behavior, it is much more difficult to undo what has been done than it is to simply ensure a positive start from day one. Worse yet, if the teacher continues this “serious” approach with the students, it will be a long, difficult school year. The fact is that students need happy adults who serve as positive role models in their lives. You cannot help your students by being yet another negative influence in their lives. Therefore, it is vitally important that the first impression your students form of you is a positive one.

Today’s activity is simple: Make a special effort to create a positive first impression on your students. The first and most important way to do that is to greet them with a smile. Since they are wondering what this year has in store for them in your classroom, be sure to tell them how excited you are to be teaching them and assure them that this will be a wonderfully successful year for the class. Tell of a few exciting activities you will be doing with them this year, and act as enthusiastic as possible. When they hear and see that you are happy and pleasant, they will be happier and more pleasant. It’s a win–win!

Done!

Your first impression on anyone becomes a lasting one. Today, you have ensured that your students went home with a positive impression of you. This bodes well for tomorrow and for the rest of the school year. Now remember that they are expecting the same positive teacher to show up tomorrow!

Day 2

Permit Where to Sit

Think About It

Some students sit in a place that is simply not conducive

To fostering good behavior. That’s fact. It’s conclusive!

Do It

If two students who lean toward inappropriate behavior are seated together, chances are good that behavior problems will ensue. We’ve found that great teachers don’t share one common way of arranging seating, but they all have clever ways of doing so. Some allow students to sit where they choose at first. This allows teachers to get to know the students and better determine proper seating arrangements. They tell students to sit where they would like. Then they say something like, “I’ll be changing the seating in a few days and possibly every few weeks for cooperative grouping purposes or so that I can see everyone better or for other reasons so that the classroom is conducive to optimal learning!” Then, when they see a need, they make a seating change. However, this is done with subtlety. If two students are misbehaving, the teacher doesn’t stop and say, “Let’s change your seats.” That would be much too obvious. Also, effective teachers often change several seats at a time, and they always have a good reason for doing so. It’s called clever psychology!

You may ask, “Why can’t I let the students know that because they are misbehaving, their seats will be moved?” The simple answer is, “You can.” However, you have just ensured that those students will misbehave wherever you seat them. Not a good outcome. Though we don’t advocate ignoring all misbehavior, we do advocate picking your battles carefully. And we believe that battles over where the students sit can be avoided if handled appropriately by the teacher.

So your simple activity for today is to decide on a clever way to change student seating whenever the need arises without letting the students know you are trying to avoid behavior problems.

Done!

Feel free to use the method we’ve shared, come up with your own, or ask a fellow effective teacher for a clever idea for seating arrangements. Whatever method you choose, just remember to avoid making a seating change appear to be a punishment. And always make a seating change with a smile on your face!

Day 3

I Really DO Want to Know About YOU

Think About It

Teachers who know their students well
Enjoy better behavior from bell to bell!

Do It

One of the best ways of getting the best from students is getting to know

them on a personal level—learning something about who they are, what they believe, what their dreams entail, what they like and dislike, etc. And one of the best ways to initiate getting to know your students is by giving them some type of interest inventory. You can use one of the many existing ones or create your own. We suggest using a simple one consisting of only a few questions asking students to tell you about themselves. Some have open-ended questions such as “I am ___________,” “ I like ___________,” “I don’t like ___________,” “I enjoy ___________,” “I wish ___________,” “I hope ___________,” “I dream about ___________.” Students tell a lot about themselves in such activities, and you learn things you may have never learned otherwise that you can now use to better reach and teach each student. Therefore, your simple activity is to give your students some type of age-appropriate interest inventory. For very young children, the inventory may consist of having them draw a picture or two about themselves that they then interpret for you.

By giving your students an interest inventory, you have accomplished nothing less than the following: (1) You have learned something about each student, and (2) You have shown your students that you are interested in them as individuals. Don’t ever underestimate the power of such an activity, regardless of age level or subject matter. All great teachers strive to connect with their students and understand as much as they can about each.

Done!

After giving your students some type of interest inventory, don’t just file those away. If a student mentioned a special talent, begin conversing with the student about that talent. If you pick up on something that is really bothering a student, offer your support. USE the information in these inventories to help you better serve your students.

Some teachers post the results of the inventories in their classrooms, but only after securing permission from the students. Students are people, and every person has a story. Let them tell their stories!

Day 4

An Official Invite for Back-to-School Night

Think About It

When parents feel welcomed and know you’re not someone to fear
At concerts, meetings, and other school functions, they’re more likely to appear!

Do It

We will not argue that it is often difficult to get some parents to attend school functions. We WILL tell you, however, that great teachers never give up on trying to involve parents in the education of their children. One of the ways they do this is by making a special effort to make parents feel welcomed, wanted, and valued.

A particular high school always had low attendance for back-to-school night. The teachers argued that it should be cancelled. The new principal refused to buy into the philosophy that parents of high school students won’t attend school functions. He reminded the teachers that at sporting events, the stadium and gym were always filled with parents. Therefore, they decided to try an experiment. Instead of sending out the typical memo reminding parents of back-to-school night, each teacher made a phone call to his or her homeroom students’ parents. The call sounded like this, even if leaving a message: “Hi, this is Ms. Simms, Ashley’s teacher. I wanted to thank you for allowing Ashley to be in my class. It’s a pleasure to teach her. I also wanted to personally invite you to attend our back-to-school night so that I’ll have the privilege of meeting you. It’s next Wednesday at 6 p.m. We’ll treat you to some great refreshments. Hope to see you there!” So many parents attended that they had to bring in additional seating!

Try this with your own back-to-school night. Convince parents that you feel privileged to teach their children, and make every effort to help them feel welcomed in your school and in your classroom. Consider the fact that even for those parents who do not attend the function after receiving your phone call, you have still initiated positive contact. This will increase the chances that they will be more open to working cooperatively with you in the future.

Done!

We often receive feedback from teachers who are amazed at what a difference these simple phone calls make. Not surprisingly, we never hear of anything negative coming out of this activity. All great teachers make various attempts to involve parents. They know they have nothing to lose and only parental support to gain!

Day 5

Classroom Management, Part 1

Think About It

Since to teach a student anything, you must first establish control

Then devising an effective management plan is a most important goal!

Do It

Classroom management. What is it? Is it the same as discipline? Not exactly. Discipline is one important piece of classroom management. An effective management plan involves everything the teacher does to ensure that the classroom runs smoothly and efficiently, to the point of appearing effortless. Appearing effortless, of course, is an illusion!

All great teachers are effective classroom managers. They put lots of thought and effort into how they arrange the desks, set structured rules and procedures, plan effective lessons, pace activities, manage time, and so on. They know that no matter how well they know their content, they can’t teach any of that content until they can manage their classrooms. They know that without management, discipline problems arise and student achievement suffers. When a teacher is disorganized, the students follow suit. When a teacher is inconsistent with following through on consequences when students break rules, the students are inconsistent in obeying the rules. If a teacher allows his or her mood to determine the severity of a punishment, students see the teacher as unfair and become less likely to follow any of the rules. They also view the teacher as wishy-washy—someone who can be controlled by students. In classrooms of teachers who exhibit poor management skills, very little learning takes place. Though we could write an entire book on classroom management, our goal here is merely to help you take a look at your own management plan and improve upon it if necessary.

Today’s activity is to look at your current management plan. Do you have one? Do you know what your rules are, and do the students know? Have you begun to set your expectations, letting students know of those expectations? Have you begun setting basic procedures with your students? Over the next three days, we will help you to devise that plan, one step at a time. Therefore, it is important to know what is already in place. And it is vital that you realize the importance of a structured management plan.

Done!

Once management is in check, all else seems to fall into place. Student behavior improves, student participation improves, student achievement improves, and the classroom hums like a well-rehearsed choir! Is your choir humming?

Day 6

Classroom Management, Part 2

Think About It

Rules, rules, we make them and they break them
What can we possibly do so that, seriously, they’ll take them?
Maybe if we are clear on what they can and cannot do
And set some logical consequences and actually follow through
Then seriously they’ll take the rules and follow them they might
And then, by being consistent, good be...

Table of contents

• Cover
• Title Page
• Copyright Page
• Dedication
• Contents
• About the Authors
• Foreword
• 1. First Impression: Positive Expression
• 2. Permit Where to Sit
• 3. I Really DO Want to Know About YOU
• 4. An Official Invite for Back-to-School Night
• 5. Classroom Management, Part 1
• 6. Classroom Management, Part 2
• 7. Classroom Management, Part 3
• 8. Classroom Management, Part 4
• 9. Classroom Management, Part 5
• 10. The Plan Revealed, Not Concealed
• 11. Promises, Promises
• 12. Your Opinions, Please
• 13. The Results Are In
• 14. Pass the Envelope
• 15. Planning, Part 1
• 16. Planning, Part 2
• 17. Planning, Part 3
• 18. Planning, Part 4
• 19. Planning, Part 5
• 20. 20-Day Reality Check
• 21. What I Learned/What I’ll Do Differently
• 22. Express No Distress
• 23. Expectation Revelation
• 24. The Echo of Hello
• 25. My Pride and Joy
• 26. An Attitude of Gratitude
• 27. Have Amnesia
• 28. Hear Ye! Hear Ye!
• 29. A Mistake for Learning’s Sake
• 30. Mistakes I Make
• 31. Mistakes You Make
• 32. Saying “Pass” in This Class
• 33. I’ll Never Tell33
• 34. Bet on the Teacher’s Pet
• 35. I Like It!
• 36. Not for Me
• 37. Results from Student Surveys
• 38. You Are Cordially Invited
• 39. What’s the Picture?
• 40. 20-Day Reality Check
• 41. What I Learned/What I’ll Do Differently
• 42. Attention All Parents!
• 43. Take a Break to Stay Awake
• 44. I’m Here, Dear44
• 45. My Hero, Part 1
• 46. My Hero, Part 2
• 47. My Hero, Part 3
• 48. My Hero, Part 4
• 49. Out with the Old, Part 1
• 50. Out with the Old, Part 2
• 51. Out with the Old, Part 3
• 52. Out with the Old, Part 4
• 53. Pause and Determine the Cause
• 54. The Choice of a Calm Voice
• 55. To the Office You Go! Yes? No?
• 56. Teacher Feature56
• 57. That’s What I Like About You
• 58. Stop for a Photo Op
• 59. Small Bites Are Easier to Swallow
• 60. 20-Day Reality Check
• 61. What I Learned/What I’ll Do Differently
• 62. How NOT to Send Students to the Office
• 63. So Busy, I’m Dizzy!63
• 64. Busted for Behaving, Part 1
• 65. Busted for Behaving, Part 2
• 66. Busted for Behaving, Part 3
• 67. Busted for Behaving, Part 4
• 68. Busted for Behaving, Part 5
• 69. No Lagging in Bragging
• 70. A Sticker for a Kicker
• 71. Enthusiastic Is Fantastic
• 72. Don’t Neglect to Earn Respect
• 73. The Scoop on Groups
• 74. Fake a Mistake74
• 75. One-on-One and Done!
• 76. One Minute to Win It
• 77. Pretend Not to Comprehend What They Intend
• 78. No Botching—They’re Watching!
• 79. Goal: Self-Control
• 80. 20-Day Reality Check
• 81. What I Learned/What I’ll Do Differently
• 82. I Believe You Can Achieve
• 83. Pass My Class
• 84. Pry for Why
• 85. What They Hide Inside
• 86. Be Their Most Positive Teacher
• 87. Clean Your Room
• 88. The Goal Post, Part 1
• 89. The Goal Post, Part 2
• 90. The Goal Post, Part 3
• 91. The Goal Post, Part 4
• 92. Recognize the Warning Signs and Nip It in the Bud
• 93. Awards Day
• 94. Assess Your Dress
• 95. Do You Teach the Way You Were Taught?
• 96. To Go or Not to Go
• 97. A Smile Is in Style
• 98. Are You Quite All Right?
• 99. Be There or Be Square
• 100. 20-Day Reality Check
• 101. What I Learned/What I’ll Do Differently
• 102. “Avoid a Wreck” Check
• 103. Risky Business
• 104. Overlook by Hook or by Crook
• 105. Adoption Option
• 106. Regaining Control
• 107. Give to ME Responsibility!
• 108. Privacy, Please108
• 109. Be Proactive109
• 110. Be a Sage—Don’t Engage
• 111. Planning for Substitutes
• 112. Bell to Bell
• 113. The Closer You Get
• 114. Yearning for Learning
• 115. Never Give Up on Any Child
• 116. Reputation Revelation
• 117. Pay It Forward, Part 1
• 118. Pay It Forward, Part 2
• 119. Pay It Forward, Part 3
• 120. 20-Day Reality Check
• 121. What I Learned/What I’ll Do Differently
• 122. Goals for Yourself
• 123. Be Flexible
• 124. Defuse Negative Behavior
• 125. Gossip Never Charms—It Harms!
• 126. There’s Appeal in What’s REAL!
• 127. Your Study Buddy
• 128. Don’t Be a Deflator of Your Administrator
• 129. Attention, Again, All Parents!
• 130. Remember Your Favorite Teacher
• 131. Remember Your Least Favorite Teacher
• 132. Homework Perk, Part 1
• 133. Homework Perk, Part 2
• 134. Your Least Prudent Student, Part 1
• 135. Your Least Prudent Student, Part 2
• 136. Your Least Prudent Student, Part 3
• 137. Your Least Prudent Student, Part 4
• 138. Your Least Prudent Student, Part 5
• 139. A Speech on Why You Teach
• 140. 20-Day Reality Check
• 141. What I Learned/What I’ll Do Differently
• 142. Let the Games Begin
• 143. The Confection Connection
• 144. The Word Is Out
• 145. Assess Your Stress
• 146. Hocus Pocus, Focus!
• 147. How Would Your Students Describe You?
• 148. I’m Proud of Your Child
• 149. Good, Understood, Part 1
• 150. Good, Understood, Part 2
• 151. What They Need, Indeed
• 152. A Teacher’s Creed152
• 153. How to Find It When They Lose It, Part 1
• 154. How to Find It When They Lose It, Part 2
• 155. Analyzing and Maximizing
• 156. Persistent in Being Consistent
• 157. Chaotic or Melodic?
• 158. I’m Not Going to Tell You
• 159. Change the Scenery to Greenery
• 160. 20-Day Reality Check
• 161. What I Learned/What I’ll Do Differently
• 162. The Latitude of Attitude, Part 1
• 163. The Latitude of Attitude, Part 2
• 164. The Latitude of Attitude, Part 3
• 165. The Latitude of Attitude, Part 4
• 166. The Latitude of Attitude, Part 5
• 167. Be a Guide on the Side
• 168. Jest for Today168
• 169. Same Can Be Lame
• 170. Avoid Being Statuesque at Your Desk
• 171. What’s Best, Not What’s Easiest
• 172. Forgive and Forget
• 173. Don’t Overlook the Best for the Sake of the Rest
• 174. Quote of the Day or Week
• 175. Orange You Glad?
• 176. Awards Day, One More Time
• 177. A Letter for You
• 178. The Goal Post Revisited
• 179. The Final Word That Everyone Heard
• 180. Final 20-Day Reality Check
• Conclusion
• Notes for Next Year