Essential Truths for Teachers

Danny Steele, Todd Whitaker

• Publisher: Routledge
• Year: 2019
• ISBN:
  9780429664069
• Edition: 1
• Topic: Education
• Subtopic: Education General

Teachers deal with change on a regular basis, but there are some principles at the core of teaching that remain constant and that have the biggest impact on student achievement. In this inspiring book from Danny Steele, creator of the popular Steele Thoughts blog, and Todd Whitaker, bestselling author and speaker, you'll learn how to focus on the most important things in the classroom, not just the "current" things. The authors reveal essential truths that will make you a more effective educator in areas such as student relationships, classroom management, and classroom culture. The strategies are presented in digestible chunks, perfect for book studies, in-service sessions, mentorship meetings, and other learning formats. With the inspiring anecdotes and insights in this book, you'll be reminded of your greater purpose – making a difference in students' lives.

Essential Truths

1

When Teachers Love Their Jobs, Students Notice. When Teachers Are Counting Down the Days, Students Notice. It Turns Out, Students Notice a Lot!

We all give off vibes, and in the classroom, it’s not hard for students to pick up on the vibes of the teacher. The students notice if teachers are in a good mood or a bad mood. They notice if they are enjoying the day or if the day seems like drudgery. They notice when the teacher is exasperated. And make no mistake, the energy projected by the teacher will affect the energy that the students bring to the lesson. The positive energy of the teacher is the single most important factor in determining the climate of the classroom. When teachers realize their own attitude affects the motivation of their students, it can be a game changer.

The best teachers don’t show up for “work,” they show up for the kids. It’s not just a job … it’s a passion. And their passion will define them more than any lesson plan. The students will more than likely remember that passion longer than any lesson. They may not remember what their teachers taught them, but they will always remember if their teachers enjoyed teaching them.

2

You Never Know What Students Are Dealing with at Home. Always Be Kind. Always Be Patient. Always Be Gracious. Always.

I remember when Demetrius was in my office – the principal’s office – seated next to his mother. He was there because he had “jumped” another boy in the locker room. I was in the process of assigning him several days of in-school suspension, and wanted his mother to be aware of what we were dealing with. At one point in the meeting, Demetrius started to explain himself to me. He had barely opened his mouth long enough to get out two words when his mother popped him in the face with her hand. She did not even appear to look at him. It happened so fast, it startled both of us. I do not recall much of a reaction from Demetrius, other than being startled and a bit embarrassed (I think the physical pain from the slap was minor compared with his humiliation). He continued looking forward the entire time. This happened many years ago. It was my sense that this was not an unusual occurrence. As Demetrius and I were walking down the sidewalk to in-school suspension, I remember saying to him something like, “I’m sorry that happened, Demetrius. Nobody should have to deal with that.” And I remember thinking to myself, “This guy doesn’t have a chance. No wonder he’s slapping other kids in the locker room. Violence is what he knows.”

Many teachers have had the experience of scheduling a parent conference to discuss the failure of a student completing homework, only to have the parent not show up for the conference. I have called home to discuss a child’s disrespectful attitude, only to have the parent berate me on the telephone. Make no mistake about it: Students are products of their environment.

It is nice to think about students coming to school with a “blank slate,” and it is nice to imagine that education is the process where teachers get to write on that clean slate with everything children need to be productive citizens. It is a rewarding profession, when teachers mold the lives of young students and get to paint a beautiful picture on the canvas of their lives. But here is the thing: The kids never come with a blank slate, and teachers are not the only ones painting on the canvas. Much has been written about the advantages enjoyed by kindergartners who had parents read to them in the first 5 years of their lives. The advantages of these kids extend beyond vocabulary acquisition, and they certainly do not stop at kindergarten. Likewise, the challenges that confront students who do not come from a supportive home environment remain with them throughout their schooling career. Some students come into our classes with values and habits already instilled in them that are counterproductive to those we are trying to instill. And, when they go home each day, they are often receiving messages that undermine what we are trying to accomplish in the classroom.

So what does this mean for educators? It does not mean that we lower our standards, and it does not mean that we whine about lack of parental support. It does mean that we remain aware of the challenges that some of our students are having to overcome. It does mean that we have to provide additional support, instruction, and even coaching in areas that might extend beyond traditional curricular standards. And it certainly means that we practice empathy – that we extend grace and compassion to every one of our students. Some students need us to be their cheerleader more than they need us to be their instructor.

The next time you are frustrated with a student in your class, think about what that student’s canvas looked like before they came to you … and think about who might be writing on it after the bell rings. After all, we don’t always know what our students came from – or what they’re going home to. When you find out about the home life of some of your students, it will change your attitude and your approach toward those students. It must.

“Some students need us to be their cheerleader more than they need us to be their instructor.”

3

When Teachers Are In It for the Students, They Are Not as Quick to Complain about Minor Issues.

Students sometimes act immature. Sometimes they are too silly. Sometimes they fidget too much. Our students are sometimes preoccupied with ridiculous things. And kids sometimes do unexpectedly ridiculous things in class. They shouldn’t, but they do. It is so significant when teachers do not sweat the minor misbehaviors. It makes such a difference when teachers look at things from the students’ perspective. After all, some things that drive adults crazy capture the imagination of the students. It is greatly appreciated when teachers do not allow minor annoyances to distract them from the number one priority: Teaching students and building relationships with them.

4

Student Engagement Is Usually in Direct Proportion to Teacher Enthusiasm.

I remember seeing a sign in my dentist’s office that read, “You don’t have to floss all your teeth – just the ones you want to keep.” I have thought about making a sign for my office that reads, “Teachers don’t have to care about all their lessons – just the lessons they want their students to learn.” What students find most compelling in a classroom, is usually not the brilliantly scaffolded lesson, and it’s certainly not the dry textbook, it’s the energy, attitude, and enthusiasm of the teacher. Students are not motivated by lessons; they are motivated by teachers. My most memorable teacher – the one who motivated me – was Mr. Navarre. He taught me Earth Science when I was in the eighth grade. I learned to love rocks when I was 13 years old, and I still own the rock box that I constructed that year. I loved rocks because Mr. Navarre loved rocks. His passion inspired me. As teachers, it is unreasonable for us to expect students to engage in our lesson when we’re not that excited about teaching it. But on the flip side, genuine enthusiasm from the teacher can make almost any lesson engaging. Ultimately, what is most engaging to the students, is not the lesson, it’s the enthusiasm of the teacher.

5

Don’t Assume Your Students Know You Care about Them. You Gotta Show Them … Every Day.

There is a well-known saying that every reader is familiar with: “Actions speak louder than words.” It is well worn because it resonates with all of us.

Students don’t know their teachers care about them because it said so on the syllabus or because the teacher routinely proclaims to the entire class: “You guys know how much I love you.” Students know their teacher cares about them by how they treat them. They can’t say it; they have to show it. When you talk to your students outside of your classroom, you show it. When your students are having a bad day and you demonstrate compassion, you show it. When they lose a loved one and you call and check on them, or maybe even visit them, you show it.

As teachers, we don’t ever want our students wondering if we care about them. We need our actions to leave no room for doubt.

6

If You Start Treating Your Most Challenging Students as If They Are Your Favorite Students, Over Time They Might Start Acting Like Your Favorites.

There is an element of the “self-fulfilling prophecy” that plays out in teacher–student relationships. Our attitude toward students will affect the way we interact with them in subtle and not-so-subtle ways. When we are aggravated with a student, we are a little more irritable with them, a little less patient, and a little less gracious. On the flip side, we are extraordinarily patient and flexible with our favorite students. We always give them the benefit of the doubt. When teachers begin extending those same courtesies to the challenging students, they often notice that those students respond positively. Students rise and fall to our expectations. The student that seemingly always gets on our last nerve may actually have a lot of potential. That is what we must remind ourselves of. That is what we must focus on. When we look for good qualities, we can surprise ourselves with how many we find.

7

Good Lesson Plans Don’t Redeem Poor Relationships. Get to Know Your Students … Then It Becomes Much Easier to Teach Them.

There was a student named Mario who was always in trouble and was always in the office. In particular, he was constantly being written up by Ms. Johnson. I assigned Mario to detention, I assigned him in-school suspension, and, at times, I even assigned him full-suspension. As often as he was in my office, he received a lot of discipline from me. But he and I had a great relationship. For years I have had a picture of Michael Jordan in my office. Mario loved basketball, and virtually every time he was in my office, he asked if he could have that poster of Jordan. His dream was to make the JV basketball team. He wasn’t quite 5-feet tall in the ninth grade, and from what I could tell, didn’t have a lot of ability … but basketball was his passion. So, we would talk about basketball. By about February of that year, Ms. Johnson came to me, and she was at her wit’s end. She exclaimed, “I just don’t know what to do with Mario! Do you have any suggestions?” I responded, “Ms. Johnson, do you know what Mario’s dream is?” She didn’t. I went on, “Ms. Johnson, Mario’s dream is to make the JV basketball team.” I suggested to her that she take some time to get to know Mario – to connect with him on a personal level.

The teachers who have the biggest impact on kids practice empathy. They don’t just teach their students; they try to understand them. I know a lot of teachers have students fill out personal information on the first day of school. That’s a great practice, but we have to use the in...