Michelle Fenn 21st Century Learning, Behaviour Management, Building Inclusion, Celebrating Success, Challenging Topics, Classroom Management, Constant Learning, COVID19, Distance learning, Equity, Inclusion, Inquiry, Inspiring Students, Inspiring Teachers, Making a Difference Through Education, Mental Health, Mindfulness, Modern Learning, Remote Learning, self reflection, social emotional learning, Student wellbeing, teacher efficacy, Teacher Wellness, Teaching online, Wellbeing, Wellness, wellness

“How can I help?”

The adage of “If you want something done right, do it yourself,” was ingrained in me at an early age.  Until recently, I have always thought that being confident, capable and successful meant never asking for help.  I used to think that asking for help meant that you were weak.  I now think that asking for help is incredibly brave.  My 17 year old son recently told me about a group chat with his workmates.  Someone at work had sent an urgent message to the group asking how to do something while closing up the restaurant.  Many of the coworkers poked fun at the lack of knowledge of the person seeking help.  My son (brace yourself for this proud Mama Bear moment) texted that it was really brave of his co-worker to ask for help and provided the information that the coworker needed to close up for the night. I think that his act demonstrated wisdom an empathy far beyond his years.

Have you ever felt a little territorial or protective about your ideas or lessons in your classroom?  I imagine everyone likes to be valued for their unique talents and abilities.  In general, I don’t think anyone likes to be seen to be struggling and consequently, some teachers might choose to work in isolation. Perhaps it is fear. I’ve spoken to many colleagues who have identified as suffering from imposter syndrome. Perhaps those of us who have experienced imposter syndrome think that if anyone else got eyes on what we do every day that we would be judged and found to be lacking in some way.  Often teachers will tell me that they don’t have time to share with their colleagues-there just isn’t enough time in the day to collaborate. With the busy pace of education, I know that I have absolutely felt that way. My experience has been that when I take the time to collaborate with others I in fact, have more time and consequently better programming.  It is a concerted effort and takes a trusting relationship to co-plan and co-teach but when it works, it is amazing.

In my role as an instructional leadership consultant I am responsible for two portfolios; Innovation and Technology and the New Teacher Induction Program.  At the beginning of the COVID pandemic as teachers were teaching virtually for the first time, some had never used things like Google apps, FlipGrid and Kahoot. I was doing my best to support teachers with tools for teaching online.  Thankfully, I knew some other teachers that I could reach out to and ask for help.  These teachers, close to the beginning of their careers, were using these tools in the classroom and were able to help design and present webinars to other more seasoned colleagues.  As teachers, we often think that we need to have all of the answers for our students and with one another.  I’ve heard it referred to as the “Sage on the Stage Syndrome.” We seem to feel that we need to stay ahead of everything, which is impossible.  Education is changing more rapidly than ever.  I learned so much from my colleagues over the months that we worked together as a team and even though it was stressful at times, it was also incredibly fun.  I look back now on the powerful outreach our work had and the gratitude that was expressed by our colleagues and I am so glad that I got over myself and asked for help.

In the t.v. drama “New Amsterdam” whenever the new director of the hospital is introduced to someone, the first question that he asks is, “How can I help?”  It happens in the first episode about twenty times. This was a BIG a-ha moment for me.  What a powerful question!  How often have we wanted our students to ask for help?  How often have they refused when we have asked “Can I help you?”or “Do you need help?”  Unfortunately, asking for help is still seen as a weakness by many people.  However the question “How can I help?” turns it around so that the responsibility and focus is on the person offering assistance.  It is more difficult for someone to just say “No.” to this question.  It can help to create psychological safety in order to focus on what can be done to help rather than someone sitting in discomfort or shame because they won’t ask for help.  Sometimes just asking can make all the difference to someone when they are feeling overwhelmed, even if they decline the offer.  The four small words, “How can I help?” can make a powerful impact.  Sometimes, asking for help is the bravest thing you can do.

Michelle Fenn Behaviour Management, Constant Learning, Diverse Learning Needs, Inspiring Students, Inspiring Teachers, Integration, Mental Health, Mindfulness, wellness, Wellness

Mindfulness in Education

There is a significant amount of research about the benefits of mindfulness in education.  Much of the research shows that consistent mindfulness practices in classrooms lead to lower stress levels and higher test scores.  It is a hot topic and wanting to to do the best for students, we are seeing more of it in schools. There are all kinds of books and videos on breathing and mindfulness exercises for reduction of stress for kids.  I have learned to practice meditation myself and I have used some mindful practices with my students and believe that at the right time and in the right circumstance mindfulness practices can be powerful.  I am left wondering, however, if the practice of mindfulness in some cases is becoming routine or something to check off on a plan and not truly ‘mindful’ at all?

Let’s take yoga for example.  Yoga instructors go through intense hours of study in order to practice and teach others.  However, teachers pop on a kids yoga YouTube video and we’re “being mindful”.  I’m not being critical.  I have done it myself!  My question or wondering is; what are the implications of these actions on a broader level?  Yoga is about mind and body.  My worry is that we are literally “going through the motions” with students and not really giving them a true mindful experience.

How about a timed meditation?  Everyone drop everything and take part in a guided meditation right now!  I understand the idea behind this strategy; the whole school is engaging in the practice at the same time. However, isn’t the idea that students will learn to develop mindfulness skills to help them in stressful situations? It is a starting place, but hopefully there is more in-depth practice and explicit teaching happening.  Otherwise isn’t it more a kind of fast-food approach to mindfulness?

Mindfulness needs to have an environment that is conducive to practice.  Norms and expectations need to be established and there has to be “buy in” from the students. Students require a variety of skills in order to truly practice mindfulness and they need to be explicitly taught so that students can use what they know in order to transfer the knowledge into other situations.  Finally, it has to be modeled by the adults in the room.  If there is mindfulness being practiced, everyone should be doing it and debriefing the experience and learning together.  If a teacher is busy organizing the classroom library while the students are being mindful, it won’t demonstrate that mindfulness is valued.

We can’t be experts at everything.  We can’t always have a certified yoga teacher come into our classroom.  Whatever we are teaching it must be done with intention, done explicitly and through modeling.  Going through the motions out of habit and routine may do more harm than good.

 

 

Michelle Fenn 21st Century Learning, Behaviour Management, Building Inclusion, Challenging Topics, Classroom Management, Inquiry, Inspiring Students, Inspiring Teachers, Learning About Your Students, Making a Difference Through Education, Mindfulness, Modern Learning, Professional Learning and Growth, Questioning, Resilience, Students as Teachers, The Global Competencies

Say Less, Ask More

Sometimes the smallest change can make a huge difference, especially in education. Things such as greeting students individually upon arrival at school can set the tone for the entire day.  Small changes in habitual behaviours can improve communication and relationships with students.

Over the last few months I’ve been reading the work of Michael Bungay Stanier.  Most recently I’ve been reading “The Coaching Habit: Say Less, Ask More and Change the Way You Lead Forever”.  I admit, that at first blush, it doesn’t sound as though this book has much relevance to elementary education.  However, as I was reading I kept making connections to communicating with students more effectively to encourage independence.  As learning becomes more inquiry based in many classrooms, teachers are having to move into more of a coaching role.  I think that the education sector as a whole has made some assumptions that teachers know how to be effective coaches and facilitators.  In my own teaching practice, there has been a huge learning curve.  Teaching through inquiry isn’t about leaving students to their own devices.  Students generally aren’t familiar with the curriculum and other than being children, they aren’t experts on child development.  Educators have to be guides for student learning.  But what exactly does that mean and how do we transition to this type of teaching?

For me the biggest change and challenge in becoming more of a guide in my classroom was talking less and letting the students do the learning. I am a problem solver, helper and rescuer and I’m sure many teachers can relate, which is why it is so hard to be quiet and back off.  I’ve also learned that asking questions might be easy, but asking effective questions is a skill for teachers and students alike.

So what did I learn from a “coaching” book that might help a classroom teacher? Keep in mind, these examples might be better suited for the older grades.  You might need to keep it a bit more simple for Kindergarten.  However, in most cases, better questions get better answers.  Here are some examples:

A student comes in from recess and is visibly upset.  Instead of asking, “What’s wrong? Did something happen at recess?  Can I help?”  Try asking just one question, “What’s on your mind?” and then be quiet and listen. The question “What’s on your mind?” is a focused question and invites someone to get into the heart of the matter. Sometimes all that is needed is a venting session and the child feels better.  You don’t always have to be a rescuer or problem solver. Most of the time, kids just want to be heard.

Normally in a situation like this I’ll ask, “Can I help?’ or “Would you like some help?”  However, the small change to “HOW can I help?” helps the student to articulate their request.  In addition, it gives them the opportunity to identify the solution and not have the adult jump in to solve things for them.

Tweaking the questions that we ask could improve communication and lead to more effective answers.  In addition, asking focused questions could empower students and lead to more independence. Michael’s work and questioning techniques are helpful for dealing with the people in your workplace.  You can sign up for Michael Bungay Stanier’s “The Coaching Habit” Podcast online and find other great coaching resources at Box of Crayons .

 

Michelle Fenn 21st Century Learning, Behaviour Management, Building Inclusion, Classroom Layouts, Classroom Management, Combined Grade Classes, Constant Learning, Design, Diverse Learning Needs, Flexible Classroom, Inclusion, Inspiring Students, Learning About Your Students, Professional Learning and Growth, self reflection, Wellness

Triggers and Habits in Teaching Part One

Dreaded Seating Arrangements

Almost every teacher I talk to says, “I have a really difficult class this year.”  The difficulties identified are most often tied to “behaviour” issues.  In my experience effective classroom “management” can be connected to dynamic programming and developing solid relationships with students. Many of us go to things like Class Dojo or incentive programs to “manage” behaviour and some have their merits.  However, they might “manage” behaviour, but does it help student to learn to self-regulate?  I understand that there are students who have behaviour safety plans that can provide challenges and I do not mean to downplay the effect that even one student’s behaviour can have on an entire class.  However, there are ways in which we can have small tweaks in our triggers and habits in teaching that will have a positive outcome on developing a community of learners.

So what is a trigger?  A trigger in psychological terms can  used to describe sensations, images or experiences that re-visit a traumatic memory.  It can also mean to make something happen very quickly; a reaction.  It is also referred to as an event that kicks off the automatic urge to complete a habit.*  Habits are seen as something that people do often or regularly.  Habits can even be unconscious behaviours and sometimes difficult to stop.  What do triggers and habits have to do with teaching?

Over the years I think I have become more self aware in the classroom about my own triggers and habits.  It is easy to continue to do a routine in a classroom simply because it is something that we have always done. Even when we have sound pedagological reasoning, it can be difficult to change or cease a habit. For example, for many years I put names on the desks of students before they entered the classroom on the first day of school.  I don’t really know why I began this habit.  Besides a wedding, some kind of gala or a reservation at a restaurant, I get to choose where I sit every day.  It is a fairly important life skill.  I’m not going to find my name on a seat on the city bus.  Once I recognized that this routine was purely out of habit and was “triggered” by the first day of school, I decided to change it up.  On the first day of school with a grade 4-5 class, the students came into the room and sat wherever they wanted. I admit that this made the perfectionist in me who loves order, routine and habit rather uncomfortable.  I had some students sit in groups, some in pairs and some on their own.  Then we had a class meeting about how they had felt when they entered the room and had to make their seating choice.  There was talk of anxiousness, sweaty palms, heart rate increase, fear of missing out and for some it was no big deal.  I decided to create a google form to survey the students about where to sit in the classroom, how often we would change it up and who would decide.  The results of the survey were fascinating.  Some students wanted me to choose where they sat and wanted to have that same spot every day for 194 days.  Some never wanted to “sit” in a group but wanted to be a part of it during group work time.  We came up with a plan that each Monday the students would choose where to sit for the week and the students who wanted a regular spot would be able to keep it and the other students would respect their choices without question.  We also had some extra choices for seating that students could go to if their choices for that week weren’t working out.  The students gained incredible insight into self-regulation.  I heard things like, “I sat with Gracie all week and we’re such good friends, I didn’t get my work done so I’m not going to sit with her next week.”  or  “I don’t hang out with Olivia but I know she is a serious student so I’d like to sit with her in a group.”

It isn’t easy to be self aware while we are trying to keep our head above water, collect permission forms, listen to announcements, adjust our day plan for the assembly that was announced, deal with a parent that wants to chat in the hallway AND teach curriculum.  I GET that…however, being aware of triggers and habits and making small tweaks to our teaching behaviour can make a big difference in our classroom community.

*106:Triggers-The Key to Building and Breaking Habits, Chris Sparks, 2018

 

Michelle Fenn 21st Century Learning, Behaviour Management, Building Inclusion, Challenging Topics, Classroom Management, Communication Tools, Constant Learning, Diverse Learning Needs, General, Inclusion, Inspiring Students, Inspiring Teachers, Making a Difference Through Education, Mental Health, Mindfulness, Professional Learning and Growth, Resources, self reflection, Teacher Appreciation, Teacher Wellness, Wellness, wellness

Daring Classrooms

I state the obvious when I say that teaching is a demanding job.  If you are reading this, you are most likely a teacher and this is not news to you.  I’d like to highlight a resource that feeds the soul of a teacher (and quite frankly a human being) while also providing some strategies for integrating that soul feeding into your classroom practice for your students.  Wait, what…that exists?  It is a website from Brene Brown called Daring Classrooms.  If you haven’t heard of her yet, you can find “The Call to Courage” on Netflix and/or her Ted Talk on Vulnerability.  She is inspirational in leadership, in life and in work.  Here is a snippet from her #DaringClassrooms website:

“Teachers are some of our most important leaders. We know that we can’t always ask our students to take off the armor at home, or even on their way to school, because their emotional and physical safety may require self-protection.

But what we can do, and what we are ethically called to do as teachers, is create a space in our schools and classrooms where all students can walk in and, for that day or hour, take off the crushing weight of their armor, hang it on a rack, and open their heart to truly being seen.

Teachers are the guardians of spaces that allow students to breathe and be curious and explore the world and be who they are without suffocation. Students deserve one place where they can rumble with vulnerability and their hearts can exhale.

And what I know from the research is that we should never underestimate the benefit to a child of having a place to belong—even one—where they can take off their armor. It can and often does change the trajectory of their life.

Teachers: Everyday should be Teacher Appreciation Day. I am so grateful for you and your willingness to show up and create brave, safe spaces where our children can learn, grow, and be seen.”

Some of the short (8-12 minute) video resources from Daring Classrooms include:

How do we avoid the pressure to please?

How do teachers manage oversharing?

How do we help parents understand failing as part of the learning process?

Does the word “disappointed” shame students?

In addition to the video resources there are free downloads for resources, parenting the classroom and daily life.  There are pdfs that you can print out for working with students.  My favourite one is the list of core emotions.  Sometimes when students have triggers they can’t always name or explain the emotion that caused the trigger in behaviour.  Being able to learn about the names and the definitions of core emotions is helpful for students to self-regulate.

Every year in a classroom brings new challenges.  In fact, every day in a classroom will bring on a new challenge.  I hope that as you lead your own #DaringClassroom you will find this resource helpful and that it may feed your teacher soul.

Kelly.McLaughlin Behaviour Management, Celebrating Success, Classroom Management, First Week Reflections, Flexible Classroom, Inspiring Students, Learning About Your Students, self reflection, Start of the year, Student Ownership, Wellness

School year start up

A new school year has begun again and I am once again teaching grade eight, in my opinion, the most exciting and enriching grade I have taught so far.

The first few weeks have been incredible because of the honest conversations we had week one about how great their year can be if they make it that way. We talked about fun trips, ideas and awards that go on during their grade eight year. We talked about what the ideal classroom looks like, sounds like and smells like (ha!) so we made some ideas on how we can achieve those goals. The students have done an amazing job so far on adhering to all of the goals they set out for our own classroom.

A few things have been making this start up so incredible:

  1. There are many student leaders in the classroom who have helped to set the tone for all of the other students in the room. They model positive behaviours and shut down negative ones. There is little to no times where I have interjected to tell them what I expect because another student has already done that for me.
  2. I have already received the help during breaks and afterschool of about 9 or 10 students with teams that go on at our school. These leadership activities have made them stand out in the classroom as well as the extra responsibility has made them thoroughly enjoy each day. That feeling that they are making a difference in their school shows everyday in their mood and behaviours. I am hoping even more students will be interested in these opportunities as only ten of the 26 have stepped up so far. I have awarded these students with small circular stickers that they put on their desk organizers. At the end of the year, we will see who has volunteered the most and those students will be eligible for a token of appreciation (not sure what that will look like yet). It will also help the staff with selecting grade eight awards because they will see who has given up so much of their time for our school community.
  3.  I have offered students homework to complete every night which will help them prepare for grade nine. 19 out of the 26 students have taken this homework and completed it each night. I have three ESL students who I am working on preparing appropriate homework for them so then it will be 22 out of 26. We take up this homework each morning and new homework is given out every night before they go home. The fact that it is optional makes students actively take the initiative to better themselves and their after school time. I am so proud of these students as I mentioned it will help them get ready for grade nine and the few students who took that opportunity last year had the highest marks in the school (they won the principal’s award). It is great hearing groups of students want to hang out after school to work on homework. It is definitely a good after school option for them.
  4. I also have offered students level four or above and beyond opportunities that go with each task we have completed as a class. Seeing those 10-12 students select that option is awesome as they are actively selecting to do better and to challenge themselves each day. I remember being in school not knowing the difference between all of the levels and not knowing how my teacher came up with my mark. I make sure all of my students know how they can excel to the highest level possible.

 

I think all of these things working together have made it impossible for the students in my room to have a negative experience or to make the day negative for someone else. It is incredible to see such focus and leadership day to day and it makes me so proud of my class. I was away last week at a junior baseball tournament (coached by two of my students) and my supply left only this note, “Your class rocks!” This would not have been possible last year as I must have missed many of these steps in the school year start up. I am really hoping the year will continue in this positive manner.

Having faith in your students and challenging them daily is the best way to go 🙂

Kim Cousin Behaviour Management, Building Inclusion, Classroom Management, Combined Grade Classes, Flexible Classroom, Math, Use of Technology, Using technology well

Robotics and Coding in Action

Reflections and Observations from Robotics/Coding classes…

While currently working for several days on coding plus Lego robotics in three math classes: two grade 5/6s and one grade 7/8 class, I had the most interesting experience on a recent Friday.

An assumption, as the technology leader and I were planning out the lessons and build, was that many students would get a lot of satisfaction from building the robots, before coding them. So we had the whole first day where they built the Express Bot and then dismantled them so the next group could build. It was ok… but still some bickering, and such.

The next day was completely focused on learning how to code the robots.

It was like turning a switch on. The focus, engagement and successes were amazing. Not a single behavioural issues. The one class has math every day during the final hour of school. Half the time it is a challenge to manage this class. Many of the students are identified and probably more will be in the future. These students achieved as much as the other classes, and more. They were totally immersed in their tasks and goals. They were super excited to share with each other, help each other, share with the teachers and principal. They did not want to go home when the bell rang. We were basically speechless at the end of that class, due to the changes we had seen.

Other teachers were walking by to look on in amazement as the class exhibited the kind of learning skills and focused behaviour that was not usually observed. The students were collaborating and creating their own projects. Natural differentiation was created when working with these groups, especially as it was not guided instruction. Activities like this fill me with joy to see the success of many.  Today’s students,  tomorrows technology experts.

Michelle Fenn Behaviour Management, Building Inclusion, Classroom Management, Diverse Learning Needs, Equity, Mental Health, Mindfulness, wellness, Wellness

December…in the Classroom

December is an exciting and often hectic month in classrooms.  Holiday celebrations, snow days and events leading up to the break will provide some added complications to teaching.  Although these are things to consider every day, this time of year can be highly emotional and stressful for students and teachers. Here are some things to consider at this time of year:

1.  Be Flexible There will be many interruptions in the upcoming weeks and some of those events you might find out about over the announcements along with your students.  Go with the flow.  Whatever you had planned will keep until the next day.

2.  Be Culturally Aware and Respectful  There are many celebrations that go on in the month of December and they do not all occur during the two week break.  Be aware and respectful of the cultural diversity in your classroom around this time.

3.  Be Aware and Sensitive to the Needs of your Students  For many students breaks away from the routine and safety of school bring anxiety.  There will be homes in which the holidays provide unrest and economic stress.

4.  Prepare your Students When possible, remember to prepare those students who have difficulty with change in routine for upcoming events (that you know about).  Prepare them well in advance, keep using the visual schedules and calendars right up until the last day before the break.

5.  Keep them Working As much as possible, maintain daily routine and working on deep learning right up until the break.  Some students will sense the loss of routine and take that as a sign that the regular rules only loosely apply.

6. Avoid Busy Work  If you continue to plan deep learning and rich activities, students will stay focused and on task.  If you “write-off” December as a month that nothing meaningful gets done then that will be exactly what happens.  Report cards come quickly after the break so you will want to make sure that what you are working on in the classroom comes from curriculum expectations.

7.  Movie Time It is tempting to try to keep students calm by watching movies in the upcoming weeks.  Remember that whatever the students watch needs to be appropriately approved and should tie to the curriculum in a meaningful way.

8. Breathe December always seems as though it is rushing by at high speed.  Take time to connect with your colleagues in the staff room at break time, go for a walk or just have a quiet moment to sit in your classroom.  It will rejuvenate you for the rest of the day.

9. Extras It is easy to get caught up in the events in December.  You may want to try to avoid taking on extra responsibilities as a new teacher.  It is o.k. just to focus on your classroom.

Above all…

10.  Take Care of  Yourself  Sleep, exercise and nutritional balance are the ingredients for staying healthy through the winter months that are filled with colds and flu.  When you are sick, take the time to recover and be kind and forgiving to yourself.  You aren’t doing yourself, your colleagues or your students any favours by dragging yourself into work when you are ill.

You are almost at the first major milestone in the year.  The mid-point in the year comes during the first two weeks of February.  You can do this!

 

Kim Cousin Behaviour Management, Classroom Management, Constant Learning, Flexible Classroom, General, Health & Safety, Inspiring Students, Learning in a Real Life Context, Making a Difference Through Education, Mental Health, Mindfulness, Resilience, Teacher Wellness, Wellness, wellness, wellness

Mindful Pause, with or without Technology?

Everywhere I turn I see the effects of our technologically advanced world. Gains have been made in medical research, communication abilities, and advancements toward an easier life?
Some of the effects on individuals are now coming to light. Many people are connected to the internet 24/7. This is causing sleep disturbances, eye issues, addiction behaviours, and other physical ailments.

As a previous mental health professional I look at my present vocation in Education with that type of lens. I have practiced and taught Mindful strategies for many years now. I see the benefits of technology in the curriculum. I also observe the negative effects. I have noticed some educators looking for a researched solution to help calm, focus and ground their students. Some are now turning to all the apps, and internet connections to provide a quick and easily guided mindful activity. I think this may be counter productive to being present and in the moment. We are seeing the effects of this new age world and the fast pace it is changing. As educators we are up to date with the many changes or apprised to avenues in which to guide our charges.

When I guide a group through a mindful experience I eliminate as much technology or other electrical sources as possible. I then guide students into focusing on being present in their own body and mind through the use of many verbal scripts vocalized in a relaxed, quiet voice. These moments of taking a pause are valuable. We live in a busy, stressful society where a pause can assist in a healthy balance to our daily lives.

Links-
https://www.psychguides.com/guides/computerinternet-addiction-symptoms-causes-and-effects/

https://www.psychologytoday.com/us/blog/virtual-addictions/201710/tips-mindful-technology-use

http://meditationscience.weebly.com/what-is-mindfulness-meditation.html

Mindfulness Meditation: Guided Practices

Michelle Fenn Behaviour Management, Building Inclusion, Celebrating Success, Challenging Topics, Classroom Management, Communication Tools, Communication with Parents and Guardians, First Week Reflections, Inspiring Students, Inspiring Teachers, Learning About Your Students, Making a Difference Through Education, Mental Health, Professional Learning and Growth, Start of the year, wellness, Wellness

Building Connections with Students

Be Authentic

The video of a teacher giving each of his students a “just for them” handshake each morning upon entry has gone viral.  His efforts to connect with students have been applauded.  I think that this is a wonderful way to create a bond between teacher and student; for THAT guy.  I know that this is not “my thing”.  If I were to choose to try this at the beginning of a new school year, it would not be genuine and it just wouldn’t feel right.  I’ve also often wonder what happens when a parent wants a word in the morning, or someone forgot their backpack on the bus, or there is a class trip leaving 5 minutes after the bell.  There are many ideas for connecting with students online, but you need to do what is genuine for you.  Otherwise, you won’t sustain it and the students see right through it.

Lunch

During the first few weeks of school I try to stay in my classroom while the kids eat lunch.  I will often eat my lunch at the same time as my students so that I can have the other half of lunch to relax, visit with colleagues or do some preparation.  I choose to do this for the first couple of weeks to make sure that the routines for lunch time are established and students understand my expectations around cleanliness, behaviour and technology use during lunch.  There are often different teachers on lunch duty, so it is helpful for them if the regular classroom teacher is in the room until they become acquainted with the students. When I take the time and effort to do this at the beginning of the year I find that there are less issues throughout the school year at lunch time.

Circle Chat

No matter what grade level, I have always started of my day chatting with kids.  In a circle format the students can share something, check in, ask a question or some days they pass (I will personally check in later to make sure everything is ok).  Sometimes we have topics, sometimes we have to discuss class updates but no matter what, we’ve connected in some way.  Yes, it takes instructional time.  Sometimes it takes up a LOT of time.  But, in my experience, it builds relationships with your students and saves time in the long run.

Front End Load Communication

Parents’ concern for the well being of their children seems to be at its highest point at the beginning of the school year.  It may be a new school, a new teacher, academic concerns from previous years or peer group concerns.  Taking the time to communicate during the first week of the school year by phone, note or at least a personal email in addition to class updates on websites or newsletters home will pay off during the rest of the school year.  The more you assure families that you are accessible and concerned about their child, the more supportive they will be if an issue arises.  Find the good in each student and make sure that you communicate it to families.  For the students that have academic or behaviour concerns, meet with families face to face as soon as possible.  Do not leave it until report card time.  I often start those conversations by asking them to voice their concerns, as well as asking their goals and hopes for their child for the school year.  Those positive and proactive attempts at communication at the beginning of the school year will go a long way with families and ultimately will benefit the student.

Take Your Job Seriously; Don’t Take Yourself Seriously.

About 10 years ago I picked up a pair of absolutely crazy novelty sunglasses.  No matter the weather, I wore them in the morning when I picked the students up at their bus lines and I wore them when I walked them out to their buses in the afternoon.  There were always comments from the students (and sometimes parents) and it was often a conversation starter when I could see that kids needed to be checked in on first thing in the morning or at the end of the day.  I began to get crazy sunglasses as gifts.  I now have about 60 pairs and wear different ones depending on my mood.  My staff humoured me and each wore a pair in the staff photo for the yearbook.  This might be something that you try in your classroom, I’m happy to share, but make sure it is something that suits you.

I remember being told by a colleague at the beginning of my career that you shouldn’t smile at your students during the first few weeks or even until Christmas.  I didn’t follow that advice, because it wasn’t genuine and authentic for me.  The way I see it, if you aren’t smiling at the beginning of the year, you can pretty much be guaranteed that you won’t be smiling at the end of the year!  Students feed off of the mood of the teacher.  Ultimately, the teacher makes the weather in the classroom.  There are days when I have to apply the “fake it until you make it” strategy and I smile until I really feel like smiling.  I also highly recommend a morning music mix for the way to work.  Put together 5 or 6 songs (or more depending on the length of your commute) that really motivate you, make you bouncy and make you smile.  On the days where I know I’m tense, in a mood or haven’t slept well I put this on during my drive and usually by the end I’m singing along and feeling better.  Then, I slide on those crazy sunglasses and I’m in tip-top teacher mode ready to greet every student with their name and a smile.  I may not have individual handshakes ready to go but after 23 years…I still start the year off smiling.