Communicating with Parents and Guardians

        One of our most powerful allies in educating young people is the student’s parents and Guardians. As teachers we must make a concerted effort to include parents and Guardians in the educational process, we can do this by establishing and maintaining open lines of communication and extending to all parents and Guardians a warm welcome that includes an understanding that their input is important and desirable to ensure a proper education for their student. When communicating with our student’s families it is important to remember that families are more diverse than ever before. Divorce, step and foster families, as well as non-traditional marriages and unique family arrangements, have challenged traditional definitions of what a family is. Regardless of biology, it is important that we cultivate productive relationships between our students families and ourselves. When I began teaching my wife and I had just married so the kids were still a few years away. I believed that my rapport and communication with parents was good, but it wasn’t until we started a family of our own that I began to truly empathize with parents. I am not suggesting that one has to be a parent to understand just how precious a child is to their family, because I know many fantastic, companionate teachers who do not have children of their own. But for me, having kids was a real eye opener. Instead of looking out into my class and seeing young men and women, I see sons and daughters, and I know that their parents care for them as much as I care for my own children, and I treat my students the way that I would want my own children to be treated.

                Sometimes we perceive difficult parents as a nuisance, but the reality is, in  almost all cases they are advocating for their children’s best interests, not what is best for teachers, or even other students, and I think the sooner we realize this, the smoother your parent- teacher communication will be. It may be the case that the parent has had difficult interactions with previous teachers and administrators, or feels as if the “system” is against them. As a result they may take a defensive posture, which some could interpret as rude or difficult. I have learned in these situations most people want an empathetic ear, to effectively communicate with parents it is imperative that we listen to their concerns. Not just passively “hear” what they have to say, but really listen to them, give parents your undivided attention, use body language that conveys engagement, lean in to the parent, make eye contact, and offer a sincere and genuine smile. If your contact is by phone, put a smile in your voice. If the parent becomes angry and the conversation turns into an argument, it may be that the parent feels as though they are not being listened to or they simply need to vent their frustration. Empathize with the parent, you could try saying something to the effect of  “if my son or daughter were in that situation I would be angry too.” Defensiveness and an agitated tone on your part will only increase tension, do your best to maintain equilibrium and control. I know that it is difficult and no one expects you to be the proverbial “whipping boy/girl” but your calm and dignified demeanor more often than not will be to your benefit, as the parent will come to realize that you are a professional educator.  

I have learned that the best way to handle a potentially difficult parent is to be proactive. A few years ago, I had a student I will call James. James was a remarkable young man who had a significant physical disability. His mother had a reputation for being difficult with teachers and administrators so when my colleagues found out that James was going to be in my class I heard all kinds of terrible things in regards to his mother. That she is a helicopter parent (she hovers) that she will send constant meddling emails wanting progress reports and justifications for grades, and they pointed out that any slight dissatisfaction on her part would result in a parent conference or a principal’s meetings. I like to give people the benefit of the doubt, and wanting to get the year off on the right foot, I contacted James’s mother first. I sent her an email introducing myself, and explained that I will work hard to provide her son with a high quality education, that I would accommodate his disability and that if she had any concerns to feel free to contact me at her earliest convenience. The interesting thing was she never did. That proactive email resulted in an amicable relationship between James’ mother and me and resulted in less stress for everyone.       

                 Unfortunately for many parents the only time they have significant parent teacher contact is due to disciplinary issues. For most parents a phone call from their child’s school is usually bad news. I remember calling home once to praise a student who did remarkably well on a class project, going beyond my expectations, and I wanted their parents to know about it. As soon as I identified myself as their student’s teacher the parent defensively snapped, “what did he do this time?” I know that making phone calls is time consuming, but I think about the saying “Do for one what you wish you could do for everyone,” one call is better than no calls, and who knows what kind of positive impact that call will have on a students.

                Parent teacher conferences are an excellent time to establish and build effective relationships with your student’s parents. In a recent publication form the Harvard Family Research Project called Parent-Teacher Conference Tip Sheet: For Principals, Teachers and Parents[i] Teachers should practice the “BE HEARD” acronym in their interactions with parents: best intensions assumed, emphasis on learning, home-school collaboration, examples and evidence, active listening, respect for all, and dedication to follow up.

Best intentions assumed means that we believe that all parents want what is best for their student to include high educational achievement and learning the skills that will prepare them for success in life. Parent teacher conferences should always focus on learning, if the student is not learning due primarily to behavior issues than it is entirely appropriate to address behavior. However, teachers should not use the conference as an opportunity to scold the parent and guardian regarding their student’s disruptions. Instead, working together, try to develop a learning strategy that will result in student achievement. If the student becomes successful in school, chances are good that the behavior issues will work themselves out. Home School Collaboration means that we must approach student achievement as a joint effort, when learning is not taking place, we need to work with parents and guardians to find out why, and then design a plan of action to correct the situation. Parents and Guardians are our most powerful ally, we must properly utilize them as a resource to promote student achievement. When participating in parent teacher conference it’s a good idea to bring samples of student work, particularly examples that indicate areas of weakness. Doing this will provide parents and guardians concrete illustrations of a student’s deficit. For example, instead of just saying that a student is weak in writing, show an example of how a student misuses grammar rules. By pinpointing areas of weakness, teachers, in consultation with the parent, can devise an action plan to correct the problem. Be sure to listen actively to the parent’s concerns. Try to eliminate all distractions, if the conference is to take place in your room, make sure there are no students present. Make sure your cell phone is silent, and that you give the parents and guardians your undivided attention. If you are meeting with the student’s parents or multiple guardians, talk to all equally. Be sure to take notes, make eye contact, and use positive body language, such as offering a warm smile. Be respectful to parents at all times, do not lose your cool, be professional. Speak about the student in a respectful way too, they may be difficult and make your life unpleasant at times, but they are still human beings worthy of dignity. Lastly, arrange for follow up. Find out the best way to communicate with the parents and guardians and offer to check back in a few weeks with a student progress report.             

      As the Clark County School District continues to become more diverse, teachers must make a concerted effort to build bridges between the schools and the community. According to a recent story in the Las Vegas Sun, the CCSD is experiencing a “teacher diversity gap.” The paper reported that 70 percent of our students are nonwhite, while 76 percent of our licensed educators are white.[ii] While the district is making an effort to attract and keep more teachers of color, the fact remains that most CCSD teachers are Caucasian, who in turn are teaching students who come from different cultural backgrounds. Two of the fasting growing minority/majority populations are Hispanic and Asians. As teachers it is important that we take into consideration the cultural backgrounds of our student’s and parents when communicating with them. Despite linguistic and cultural differences, body language remains consistent across all cultures, assume a non-threatening and open posture, offer a sincere smile, and make eye contact. These gestures will go a long way in building  a productive relationship between you and your student’s family.       

If you are having a disciplinary issue with a student, it is important for you to document all communication with that student’s parents and or guardian. The documentation will be helpful to your administration as they determine the appropriate response should the situation escalate to that point. It is difficult for an administrator to discipline a student when there is no documented progressive discipline to include teacher-student contact as well as contact with the student’s parents and/or guardians. It is important to remember that when communicating with parents that we are professionals and that no matter how unpleasant the circumstances may be, we should be doing what is in the best interest of our students, regardless of our personal feelings about that student.
        One way I keep track of parent communication is through a communication log. As communications technology continues to develop, parents have a variety of ways in which they can communicate with us, and it is important to give parents options. Some parents will want to talk with you directly on the phone, while others are more comfortable with email and text messages. Whatever the mode, it is important to document the conversation to include the date and time and the nature of the communication. Your log will help you keep track of issues of concern and will provide an opportunity to give parents feedback. For example, I had a student who I noticed didn’t have the necessary notebook for my class, after a week I asked the student why they did not have it, and I received a vague response about not having time to go to the store. The student’s grades were beginning to slip and I knew from experience there was more to this story, so I called home. Making that call I learned that the student was living with his grandma, who was on a fixed income, she related to me that she was having difficulty putting the money together to purchase all of the necessary school supplies (this was in 2009 during the Great Recession). I told her not to worry that I had a few extra notebooks lying around and that her grandson was welcome to have one, I told her I would call back in a few weeks to give her an update on his progress. Two weeks later grandma was pleased to hear that her grandson had pulled his grade up and seemed more engaged in his studies. 

Las Vegas is a 24-hour town and many of our student’s families work unconventional hours. Afternoon phone calls may not be practical, but that should not be mistaken for apathy regarding their student’s school life. I created a class website to better facilitate communication between students, parents and myself. My website http://teacherweb.com/NV/NorthwestCareerandTechnicalAcademy/Hinton/apt2.aspx includes information about projects, units of study, and is full of resources and updates to include scholarship info. Parents like the fact that my class is transparent and the website makes them feel connected to their student’s school life. Parents can contact me through my website as I have included an email link. In addition, I also invite all of my parents to become members of my Edmodo online learning community. Edmodo http://www.edmodo.com is safe and private educational platform that in many ways behaves like popular social networking sites like Facebook. Unlike Facebook, however, there are a number of safeguards to protect student’s privacy. In addition, Edmodo does not permit students to communicate directly with each other, all communication, including communication between teachers and students takes place on the Edmodo “wall” (more about Edmodo in Chapter 3).

I have created classroom brochures to help foster better communication between parents and myself. My brochure contains contact information such as email, phone number and website address. I also include information about the class such as how to communicate with me. I share my teaching philosophy and information about myself in addition to ways in which parents can help their students be successful. I like to give parents my brochure at open house, student parent conferences, and any other time I make contact with parents, I usually have a few in my briefcase for just-in-case situations. I think using the brochure is a nice professional touch. To see a sample of my pamphlet go to http://www.screencast.com/t/IGRH5SXcXsaZ.

When I notice that a student is making improvements, putting fourth effort, or generally exceeding expectations I like to give them a “student good job card.” To see a sample go here http://www.screencast.com/t/oVECty1BZK4 They are quick and easy to do and they encourage students to share with their family and loved ones their good work at school. I usually like to surreptitiously place the notes on their desk as I am walking around the room, it is fun to see their expression as they realize they have received praise.
        Whenever you communicate with parents in written language, it is important to remember to proofread your work. Spelling errors, grammar mistakes, and inappropriate use of vocabulary, can undermine your credibility, as professional educators it is important that we present ourselves as the educated professionals we are.  It will be difficult to admonish your students for their failure to edit their own work, if we don’t.

---

[i] Parent–Teacher Conference Tip Sheets for Principals, Teachers, and Parents. Publication. Harvard Family Research Project, Oct. 2010. Web. Mar. 2013.

http://www.hfrp.org/var/hfrp/storage/fckeditor/File/Parent-Teacher-ConferenceTipSheet-100610.pdf.

[ii] Takahashi, Paul. "‘Teacher Diversity Gap’ Cause for Concern in CCSD Schools." Las Vegas Sun [Las Vegas] 25 Nov. 2012: n. Las Vegas Sun. Web. 24 Feb. 2013. http://www.lasvegassun.com/news/2012/nov/25/district-laggin.

Communicating with Students

Effective teaching begins with building relationships with your students. The simple truth is that your students are more likely to learn if they feel as though you care about them and have a genuine interest in them as individuals. I know many high school teachers are thinking that this is going to be very hard to do, especially if you have 160 plus students, how in the world are you supposed to build personal relationships with so many students in such a limited amount of time? I heard a quote, and I am not sure who said it, but it goes “do for one what you wish you could do for everyone.” I think about this aphorism quite a bit while teaching, because the truth is we do have limited time, energy, and resources. And while we can’t build profound friendships with all of our students, we can let them know we care about them by simply getting to know them.

To illustrate the power of building relationships, in the 1950s, a U.S. history teacher and boxing coach at Basic High School, mentored a young man from Searchlight, a small dusty mining town at the southern tip of the state about forty miles from Henderson. Searchlight did not have a senior high school at the time so the student boarded with relatives in Henderson to attend  school. The two developed an indelible bond as the teacher mentored his young protégé, both as a coach and a friend. The two would later go on to make Nevada history. In 1970, the teacher-turned-politician, became Nevada’s 23^rd governor, his running mate and former student became his Lieutenant Governor. Mike O’Callaghan would continue to guide his apprentice who served on the Nevada Gaming Commission, in the U.S. House of Representatives and the U.S. Senate, becoming the Senate Majority Leader in 2006. The  student from Searchlight Nevada is none other than the Honorable Harry Reid.        

The first step of getting to know your students is learning their names. When I worked as a sales man one of the first things they taught me was to learn my customer’s name and use it often. People like to hear their name used in conversation, it lets them know that you are interested in them as individuals and that they are not just another sale, or in our case, a student. I try to have my students’ names memorized within the first two weeks of school. Some teachers have developed systems for remembering their names including having students wear names badges. I simply use my seating chart,  it isn’t as creative as some other methods, but it works for me and that is what is important. As our schools continue to become more diverse, it is important that we learn how to say your students name’s correctly. Nothing says “I don’t value you as an individual,” louder than mispronouncing a name. If you have access to someone of similar linguistic background, have them show you the correct pronunciation so that you can practice, your students will appreciate the extra effort.

Teachers use a variety of techniques to get to know their students, the most common is the interest inventory. The interest inventory is usually comprised of a series of questions about the student’s likes and dislikes, hobbies, learning styles and the sort. One of the problems with this approach is the fact that most teachers give students the questionnaire at about the same time, at the beginning of the school year. A few years ago I gave my class an interest inventory and I had a student role her eyes and groan “not again,” thinking I was the only teacher in my school clever enough to give the inventory, I was taken aback, “what do you mean?” I asked her with surprise, “this is the third one I have had to fill out today.” Instead of using questionnaires I have resorted to the old fashioned method of simply talking to my students one-on-one. I have noticed that a lot of student like to decorate the front of their three ring binders with pictures of family and friends, athletes, sports teams, their favorite band or singer, and various other images and paraphernalia. I have been able to strike up great conversations with students simply by noticing what they put on their notebooks, it lets them know that I have taken an interest in them as individuals and helps me remember their name all at the same time. In addition, good teachers take an active role in the school’s community as a way to learn more about their students.

Kids love to see their teachers at school sporting events, plays and musical performances, and dances as it shows that you interested in their lives, that they are not just another young person who comes to your class on a daily basis. One time I had a student who was in a local garage band and was excited that his group had landed a gig at a local all-ages show, the student asked me to come to his concert. I knew that if I went I would be sorely out of place, but I could tell it meant a lot to him.  I decided to go and I will never forget the look on his face when he saw me at his show. He beamed with pride as he introduced me to his friends as his teacher from school, the other kids didn’t know what to make of the whole thing, but I had a great time as I got to see a different side of my student. For the remainder of that student’s high school career he would come by my classroom just to say hi, I know how much he appreciated my attending his show and that was his way of saying thank you.

            Being a teacher is a lot like being an actor because it is important that we are aware of not only what we say but the way that we say it. For example, it is important to give students our undivided attention. Students want us to pay attention to them, and despite the fact that teachers are great multitaskers, we must make a concerted effort to give students our undivided attention when they need it. One good way to do this is by setting up class procedures. For example, the transition periods are always the most volatile, as students come into your room they need to get situated in terms of taking their seats and getting their class materials ready for the day’s lesson as well as socialize with friends, this time can get noisy and chaotic. As the teacher you are busy taking the attendance, setting up the class’s lesson, giving announcements, etc. The begging of class is not the best time for students to talk with you regarding absence work and the like, as you will be unable to give the student your undivided attention. I suggest that you set up a designated time during your  class period in which students can talk with you one-on-one, this way you will not be as distracted, which will enable you to focus on the student at hand. I usually reserve the last ten minutes or so for some time of “out” activity or formative assessment, this is the perfect time for individual conversations as the class is busy working on the task at hand.

When I talk with students I make direct eye contact with them and listen to what they saying intently. I nod in response as well as make other non-verbal responses to let them know I am engaged. One of the most powerful nonverbal forms of communication is the smile. Research has shown, what we all know intuitively, that smiling has positive effects on other people. In a recent study, subjects were shown an image of a smiling face for just four milliseconds, the image was so quick that the human mind could not consciously perceive it. Despite not “seeing” the image, the subjects did experience a small positive emotional response. I make a conscious effort to offer all of my students a sincere and warm smile, most of the time I get a smile in return. Smiles let our students know that we are happy to see them, that we are compassionate and that we care.

            Having a sense of humor can go a long way in establishing positive relationships with your students. It is an excellent way lighten the atmosphere in your class and defuse potentially negative situations. I like to use a lot of self-deprecating humor as it shows students that I don’t take myself too seriously, that I like to have fun and that I am approachable. However it is not O.K. to have a laugh at a student’s expense. It is easy for senior high teachers to forget just how vulnerable and self-conscious many students can be. While physically students may look like young adults, the reality is that they are emotionally still children and can be sensitive to public ridicule even if done without malice. It is for this reason I do not use sarcasm with my students, it has been my experience that many students find it condescending and mean spirited. I have seen many teachers use sarcasm as a way to put students down, sometimes without the student even realizing it, in my opinion it is negative and should be avoided.

            Under no circumstances should a teacher yell at a student or a class out of anger. If you reach the point of yelling you have lost all control of your class and yourself. In my opinion, yelling is disrespectful and unproductive and should only be used as a last resort or in cases in which a student possess a danger to the class or themselves. If you find yourself yelling at your students you should probably look at your classroom management and reevaluate your approach. My first assignment as a teacher was at a behavioral school for students who had been expelled from their regular zoned schools, needless to say behavior issues were not in short supply. It was a tough assignment, especially as a first year teacher, but I did learn how to manage student behavior quickly. Unfortunately not all teachers did, the science teacher next door to me could be heard everyday yelling “SIT DOWN!!!!! SHUT UP!!!!!” all class long, needless to say this teacher did not have control of her class, and resorted to yelling at them as a way to unsuccessfully manage student behavior.           

Professional Conduct

            How we conduct ourselves at school plays a significant role in how others perceive us, it is very simple, act like a professional and you will be treated as a professional. As a professional educator I believe it is important to be collegial in our relationships with our coworkers. Unfortunately that is not always the case. Schools can be notorious for their drama, and I am not talking about the students. I know that it is human nature to gossip, but as a professional you shouldn’t get caught up in your school’s machinations and intrigues, it is a poison that can slowly kill camaraderie, esprit de corps and can lead to suspicion and division, all of which is antithetical to student learning and achievement. I know many teachers who avoid the break room and other social interactions with colleagues for this reason. If you need to vent, as we all do from time to time, use discretion and talk with someone you trust who is not directly connected to your school. Stay above the fray, it will pay off in the long run as your colleagues and administrators will respect your comportment and  judgment. If in doubt remember what your mother told you “if you don’t have anything nice to say, than don’t say it at all.” It is easy for negativity and pessimism to creep onto your campus, but instead of saying negative things about others, try being more positive. As motivational speaker Brian Tracy points out “You cannot control what happens to you, but you can control your attitude toward what happens to you, and in that, you will be mastering change rather than allowing it to master you.”[i]

            As teachers we are in the service of others, and that means other teachers too. Don’t let petty jealousy and egotism get in the way of your mission to educate young people, instead offer praise and a kind word even to those who haven’t always been kind to you. Random acts of kindness can do wonders not only for the recipients of your magnanimous gestures but for you too. I have found that if I am in a bad mood for whatever reason, doing something nice for someone else makes me feel better, especially it is for someone I don’t particularly like! Some other things you can do to influence a positive work climate: nominate a teacher for an award, send your principal a note describing a colleague’s good work, put a thank you card in your colleague’ school mailbox, spread “good” gossip about a colleague.

            Be mindful of the things you say while on campus, and make sure that all conversations are appropriate to the audience. Teachers should never reveal intimate or salacious details of their personal lives to students. For example it is not O.K. to discuss your exploits at the club, or how much beer you drank with your buddies over the weekend. I believe it is important for teachers to develop healthy relationships with their students and revealing small amounts of personal information is permissible especially if it is used to motivate your students or teach them an important lesson about overcoming hardships. For example, I know a teacher who lost over 100lbs of body fat,  this teacher is an inspiration to staff and students alike and his story should be shared with others. Other examples include military service, prior work experiences, hobbies, sports interests, travel experiences, and family to name a few. Teachers are real people with real lives, and this information makes us more accessible to our students. If you are the first in your family to go to college, for example, share this with your students. Who knows you might motivate someone else to go on to higher education who might not otherwise have thought it impossible.     

            Teachers are licensed professionals in their areas of expertise and I believe we have a responsibility to use our subject mastery to educate children, but teachers do not have the right to use their classroom as a bully pulpit for their own personal agenda. Students are a captive audience, and it is not fair to subject them to your one-sided tirades, especially when they do not possess the sophistication and experience to know better. If you are going to examine a controversial issue or discuss politics, for example, be prepared to present all points of view in an unbiased way. Learning takes place when students are confronted with new ideas and points of view and are given an opportunity to discuss them with each other, not by being lectured at by the teacher. This is a sure way to undermine your student’s trust. 

            Teachers should engage in discussions that pertain to their subject area and curriculum, I know it is easy for students to go “off topic” as they are naturally curious about their world and they want to know more about it and this can sometimes lead to discussions that have nothing to do with the lesson. But as the teacher you must use your professional judgment to know when to reel things back in. Failure to do so could result in conversations that have no real educational purpose, and at the worst could cause major disruption. A few years ago there was a major controversy at the high school I teach regarding a teacher’s comments denying the nature of the Holocaust. The incident was widely reported even making national news. According to the Las Vegas Review Journal:

“The discussion went off on a tangent when a student brought up the Holocaust. The World War II genocide is estimated to have killed more than 6 million European Jews and millions of Gypsies, homosexuals and other religious and ethnic minorities. Students said the teacher  disputed much of what is known about the Holocaust. "It was ridiculous what she was saying," Piranio said. "I was afraid to challenge her, because she was so into what she was saying."

Piranio said the teacher told students that history textbooks have inaccurate information and Holocaust photographs were doctored or distorted. She also said the teacher said in class that some Holocaust photographs were actually taken during an earlier time period in Russia. After Piranio's father complained to school officials, the teacher called him to apologize, but only for giving her "opinion" in class, Katie Piranio said. As a matter of district policy, teachers are not supposed to speak about subjects outside their expertise. The teacher is a full-time gym teacher with a bachelor's degree in kinesiology from the University of Washington and a master's degree from Arizona's Grand Canyon University, according to the school's Web site.”[ii]    

I did not know this teacher personally so I cannot comment on her beliefs or her intentions, but it is fair to say that she was commenting on a subject that was not related to her curriculum or within her area of expertise. Clearly this conversation was not appropriate, it offended a lot of people, and it disrupted the learning environment.     

            Teachers, whether we like it or not, are public figures. If you live in proximity to the school you teach chances are good that you have bumped into your students and their families. I can’t tell you how many impromptu parent teacher conferences I have had at Smiths, or standing in line at the movie theater. I understand that teachers have an expectation of privacy and that what we do outside of school is our own business, however, my point is that teachers are held to a higher moral standard than are most other professions because of our work with children, we have the community’s trust and we must work diligently to keep it. And while this may seem unfair, let me remind you that teachers were restricted to a much larger extent at the beginning of the last century as indicated by this 1915 rules for teachers:

            1. You will not marry during the term of your contract.

            2. You are not to keep company with men.

3. You must be home between the hours of 8 PM and 6 AM unless at a school function.

4. You may not loiter downtown in any of the ice cream stores. 5. You may not travel beyond the city limits unless you have permission of the chairman of the chairman of the school board. 6. You may not ride in carriages or automobiles with any man except your father or brother.

7. You may not smoke cigarettes.

8. You may not dress in bright colors.

9. You may under no circumstances dye your hair.

10. You must wear at least 2 petticoats.

11. Your dresses may not be any shorter than 2 inches above the ankles.

12. To keep the classroom neat and clean you must sweep the floor once a day, scrub the floor with hot soapy water once a week, clean the blackboards once a day and start the fire at 7 AM to have the school warm by 8 AM when the scholars arrive.”[iii] 

---

[i] Tracy, Brian. BrainyQuote. Xplore, n.d. Web. 15 Jan. 2013.

http://www.brainyquote.com/quotes/quotes/b/briantracy125679.html

 

[ii] http://www.lvrj.com/news/teachers-holocaust-denial-causes-uproar-79600822.html

 

[iii] http://www.nhhistory.org/edu/support/nhgrowingup/teacherrules.pdf

 

 

Collaboration

            The mark of a professional educator is their desire to collaborate with colleagues to improve student learning. Over the years teaching has developed into a profession where it has become the norm to isolate oneself in their classroom and have little contact with the outside. In an earlier era that was decidedly less tech, where direct instruction and teaching from the textbook was the norm, this approach may have been feasible, however in today’s world, teaching this way is an anachronism from a simpler time. Never before has it become so crucial for teachers to step outside their comfort zone and engage in meaningful collaboration.

            As a field we are moving away from the pedagogy of the past that was driven by textbooks, worksheets, rote memorization, regurgitation, and teacher centered classrooms to a pedagogy of the future that capitalizes on student-centered, differentiated instruction that utilizes 21st century skills such as teamwork, creativity, online research, presentation skills, problem solving, and formal reasoning. As problem based learning (PBL) continues to gain traction as an effective learning tool it will become even more necessary for teachers to change their thinking regarding collaboration. But as the National Staff Development Council recently reported in a study titled, "Professional Learning in the Learning Profession." the United States "is far behind in providing public school teachers with opportunities to participate in extended learning opportunities and productive collaborative communities."[i]

            Most high school teachers enjoy collaboration opportunities only a few times a year during district-wide staff development days. This is not enough time for meaningful collaboration however. To effectively plan curricular units and projects, monitor student growth, and discuss best practices, teachers should meet at a minimum of once a week. But as educational researcher P.C. Schlechty points out “The one commodity teachers and administrators say they do not have enough of, even more than money, is time: time to teach, time to converse, time to think, time to plan, time to talk, even time to go to the restroom or have a cup of coffee. Time is indeed precious in school.”  

            A lot of attention has been given to Finland for its innovative and novel approach to becoming a world leader in education. According to the Program for International Student Assessment or PISA, which assess the performance of 15 year olds in reading, writing and math, in 2009 Finland ranked near the top of the world in educational achievement. Only Shanghai-China, and Korea did better overall. The United States came in at 17th. Finland’s success, despite conventional wisdom, was not the result of increased high stakes test (they don’t have any) or teacher evaluations and merit pay (they don’t have those either) or significant increases in educational funding (Finland spends 6.4% of GDP on education compared with 5.7% in the U.S.). Rather Finland is committed to treating its teachers like professionals. “Teachers at all levels of schooling expect that they are given the full range of professional autonomy to practice what they have been educated to do: plan, teach, diagnose, execute, and evaluate. They also expect to be provided time to accomplish all of these goals inside and outside of normal classroom duties. Indeed, in Finland, teachers spend relatively less time teaching than their peers in many other countries. In an ideal world teachers would be provided ample time to collaborate, but since this isn't a perfect world, it is a professional imperative that we make time, English politician and philanthropist Charles Buxton got it right when he said “You will never “find” time for anything. If you want time, you must make it, ” making time could mean using nontraditional technological platforms in place of fact to face communication. For example teachers could use password protected message boards, Edmodo, email, text messaging and Google Docs, to collaborate with each other when face to face meetings are not practical.   

            Collaboration also means sharing. As any seasoned classroom teacher knows, teachers can be very territorial in regards to their teaching resources and for a variety of reasons are loath to share them with others. For the life of me I cannot understand why some think this way. Perhaps they do not want to share out of insecurity, they believe that others may teach the lesson better than they can, or perhaps because they feel that since they put the hard work into creating the lesson no one else should teach it but them. However, I think it is important to take a step back and remember why we became teachers in the first place, hopefully it was not to educate just the students sitting in your classroom, but to educate as many students as possible regardless of whose class they may be in. Teaching should not be turned into some kind of competition between teachers, rather we should check our egos and work together for the common good of all students. The more students you can reach through collaboration to include the sharing of resources the better.

            I know that some will argue that there are lazy teachers who want to do nothing more than just show up to work and teach someone elses’s lesson plan. These teachers seldom, if ever, create their own lessons and never meaningfully contribute to the teaching community. I would respond to these teachers that if your mission is to educate all students, not just the ones sitting in your classroom, then I look at sharing with teachers like this as an opportunity to accomplish your goal. It is one of the times when you take the high road and do what’s right for students.   

            Sharing with other teachers is especially important when the borrower in question is an inexperienced teacher. I don’t know any teacher new to the classroom who had an entire year of lesson plans and teaching resources ready to go their first day. Becoming an accomplished educator takes years. As a profession we have a responsibility to assist our novice teachers. But all too many times this is not the case. I remember my first year teaching, I was assigned to a behavior school and I was the only social studies teacher there. I had no books, no lesson plans, and I was completely lost. Luckily for me there was a veteran teacher in the district who had some extra textbooks, all I needed to do was pick them up. I remember stepping into this teacher’s classroom, it was absolutely amazing, he taught world history and his room was decorated floor to ceiling with posters, artifacts, and other paraphernalia, there was even a life sized suit of armor! I was giddy with excitement at the prospect of having textbooks for my students and I thought while I was at it I might as well see if I could borrow some curriculum resources too. Judging from the room, his lessons must be fantastic. Upon my request the teacher’s face tightened up revealing deep set frown lines across his forehead, I’ll never forget what he said “I’ve worked hard over the years developing these lessons, and you expect me to just give them to you, a first year teacher?” I was dumbstruck; I didn’t know what to say, so I thanked him and left. Ever since that experience, I have made all of my resources available to anyone who asks, because it is the right thing to do.  

 

           Collaboration is not limited to the teachers at your school and in your district, rather the internet has introduced unlimited opportunities for teachers to network and share information with each other. Twitter, Pintrest, YouTube, Facebook, blogs, and websites, are among the several ways that teachers can share lesson plans, ideas, research findings, book reviews, and teaching techniques. I have become a better teacher as a result of the information that I have gained from other teachers on line.           

      

---

[i] Wei, Ruth C., Linda Darling-Hammond, Alethea Andree, Nikole Richardson, and Stelios Orphanos. Profesional Learning in the Learning Profession: A Status Report on Teacher Development in the U.S. and Abroad. Rep. National Staff Development Council, Feb. 2009. Web. 18 Jan. 2013. http://www.srnleads.org/resources/publications/pdf/nsdc_profdev_tech_report.pdf.

 

 

 

Professional Appearance

             “You never get a second chance to make a first impression.” While the authorship of this famous cliché is not clear, many attribute its origins to the playwright and poet Oscar Wilde, while others claim its authorship to Will Rogers or Mark Twain, one thing is certain however, it has over time proven to be an accurate aphorism. Those first few seconds upon meeting someone new will determine whether we like that person or not and vice versa, you get one shot to win someone over, it’s best to make it count. The way we carry ourselves to include grooming habits, dress, posture and the language we use all determine how we are perceived by others. I am not advocating that we go to work every day dressed and acting like clone robots of each other, but good judgment and sensibility in regards to appearance goes a long way. Many school districts already publish professional dress guidelines, so if you are not sure how to dress professionally look it up. Rather I would like to present my point of view of why it is important that we dress like professionals in order to be treated like professionals. 

            When I was discharged from the Marine Corps in 1994 I moved back to Las Vegas and immediately began working at Sears at the Boulevard Mall selling small electronics and car radios. It was a good job, I worked on commission, which means that on a good sales day I could pocket a couple of hundred bucks no problem. The management was flexible with my school schedule, and they even had a tuition assistance program (this was during the halcyon days of the Las Vegas boom in the late 1990s). I wore the typical salesman’s attire consisting of dress or kakis trousers, button down shirt with a tie, and a jacket. I was fond of the way I dressed as I made the transition from being a Marine to being a civilian, “dressing up” in my mind meant that I was doing something important and I felt accomplished as I was going to college and making my way through life.

            When I began student teaching I was all ready to go in terms of professional attire, I simply wore the same clothes I wore at Sears. I should point out that I was a few years older than the typical new teacher entering the profession due to my prior military service, as a result of my appearance, students, parents and teachers all thought I was a new faculty member, not a student teacher! The way I dressed and carried myself made a difference as to how I was perceived by others.   

            During my student teaching, I was required to meet with other student teachers once a week to discuss how things were going in our classrooms, it was evening class and most of us went directly from our assigned schools to the meeting. It was interesting to see how the other student teachers dressed. Many of them believed as I do that professional dress at school is important, but there were a few teachers who had a different point of view. I remember one in particular, he happened to be one of the youngest of us, barely out of his teens, he wore the latest fashions, had a “cool” haircut, and spoke with what I will call the “teenager-dialect.”  He even sagged his pants. In fact if you didn’t know better this teacher could be easily misidentified as a high school student, and from his classroom conversations, often was.

            Of course this teacher lamented the fact that he often times felt that his students didn’t take him seriously, that things were fine when they were engaged in classroom conversations and direct instruction, tasks that didn’t require much effort on the student’s part. The problem came, however, when the teacher tried to get his students to do some work. This teacher undermined his own authority the minute he stepped into his classroom dressed inappropriately and instead of acting like the adult and the professional in the room he instead tried to be his student’s friend. While it is true his students could relate to this young teacher, his knowledge of video games, the latest music and popular culture was impressive, but it is also true that students don’t need teachers to be their fiend, they have enough friends, what they need is a teacher who cares about their intellectual and emotional development. I believe that the way you dress is a clear division between you and the students you serve, that when this line becomes fuzzy, one runs the risk of losing professional respect.                       

            Over the years I have heard teachers remark that it doesn’t matter how you dress at school, that being comfortable is conducive to good teaching and that’s all that matters. While there may be some truth to this, these same teachers take it to the extreme and come to school wearing sweatpants, flip flops, t-shirts, and other “weekend” wear, sometimes unlaundered with visible stains. A few years ago our school had an important politician visit, teachers brought their classes to the auditorium to engage in a question and answer session. I noticed that a few teachers who normally dress “down” were on that day wearing professional dress to include ties. I began to think “why is it o.k. for teachers to look unprofessional for their students, but senators get jackets and ties?” We are essentially telling our students that you are not important enough for me to take the time and make the effort to dress up for you. Depending on the socio-economic conditions of the school you teach, some of your students may not know what professional dress looks like, as teachers we are the models of professional dress and we should set the example.

            Another issue I have seen is teachers who dress provocatively at school. While I believe that teachers have the right to do whatever they want on their own time, some teachers have difficulty separating their private life with their public life, as school teachers it is important that we observe the time and place rule. Schools are traditionally conservative places where societal norms should be observed. I am sure that most observers would agree that short skirts, stiletto heels, and fishnet stockings are not appropriate for the school setting and may make it difficult for students to concentrate on their studies. As one Milwaukie school district official points out “teachers’ appearances are supposed to provide an example to their pupils, not distract them.”  I believe Van Halen sums it up nicely in their song Hot for Teacher:

“I think of all the education that I've missed

But then my homework was never quite like this!

Whoa! Got it bad,

Got it bad,

Got it bad,

I'm hot for teacher!

I've got it bad, so bad

I'm hot for teacher!”

            A majority of the nation’s schools have dress codes that spell out appropriate student attire, however many districts are now regulating what teachers may wear. For example in June, Litchfield Elementary School District in Arizona introduced a policy that would “prohibit rubber-sole flip-flops, visible undergarments, any visible cleavage, bare midriffs, clothes that are deemed too tight, too loose or transparent, bare shoulders, short skirts and exercise pants.”[i]

            In addition, many districts have policies restricting unnatural hair coloring and styles, as well as regulating the visibility of piercings in untraditional places such as the face. Tattoos have become increasingly popular with teachers as they have for the rest of the public and many districts are taking steps to limit their visibility. A major area of contention in the dress code debate is whether or not jeans can be considered professional attire. I suppose the answer is how you wear them, “trouser jeans” can look very professional on the one hand while improperly fitting, broken-in jeans can look too casual. Many districts have not prohibited jeans but try to limit their wear to “casual fridays” or other special occasions.   

            The bottom line is if we want to be treated as professional educators we must look and act like professionals, and that means dressing for success.  

---

[i] "No Jeans, Flip-Flops or Tattoos: Teachers Get a New Dress Code." Yahoo! News. Yahoo!, 31 July 2012. Web. 12 Jan. 2013.

http://news.yahoo.com/no-jeans-flip-flops-tattoos-teachers-dress-code-231800519.html

 

 

On Being a Professional Educator

            I believe that teaching is a worthy occupation, and those who commit themselves to the job of educating the nation’s youth, should be held in the highest regard as the professionals they are.  Unfortunately, however, many do not think that teaching is a profession in the same way that lawyers, doctors, architects and accountants are.

            There are several reasons why some do not regard teachers as professionals. One is the fact that teaching has traditionally been a female dominated profession, as a result, it is viewed with the latent sexism that still permeates our culture.  Going back to its earliest inception, public education was one of the few vocations for young women outside of the home, however it was widely assumed that when a teacher married, she would leave the classroom and focus her attention on her home and family. According to the National Center for Education Statistics, approximately 76% of teachers today are women, this is particularly true in the elementary grades. As a result, teachers still wear the pink collar and endure the latent sexism associated with it, in the form of low pay, low expectations, low status and a paternalistic hierarchy in which those at the top know what’s best for those below.

            Another reason why teachers are not considered professionals is due to the fact that there are so many of us. There are approximately 3.7 million teachers employed across this nation. In order to have a licensed teacher in every classroom the process by which one becomes a teacher has been lowered to such an extent as to meet the critical demand. Stanford University historian David Labaree calls this the “devils bargain” between quantity and quality: producing enough teachers to meet demand, or preparing fewer teachers to high standards. Under pressure, he says, they chose quantity.[i] Think of it this way, if getting into a teacher preparation program were as difficult as getting into law school, how in the world would we have enough teachers to go around?  This means that colleges of education essentially admit and graduate students who academically would not be our first choice for educating our children, this is especially true at the elementary level, According to recent research “While aspiring secondary school teachers do well compared to the national average on SAT and GRE exams, the scores of future elementary school teachers fall near the bottom of test takers. Their GRE scores are 100 points below the national average.”[ii] I addition to the devil’s bargain already mentioned schools of education enroll more students than other university departments because education students are a primary source of revenue for the school, “Universities use their teacher education programs as “cash cows,” requiring them to generate revenue to fund more prestigious departments. This forces them to increase their enrollments and lower their admissions standards. Schools with low admissions standards also tend to

have low graduation requirements.”[iii] 

            To be clear, there are a number of education schools that produce top notch teachers in this country, but those school are generally more expensive to attend, and because the teacher’s earning potential doesn’t warrant the investment, most classrooms are staffed by teachers at the low to middle level of the talent pool. I should also point out that there are a number of highly intelligent and motivated people who have received degrees in education who are incredible teachers, but generally speaking, American schools are going to have to figure out a way to attract the best and the brightest into the profession and keep them for the long haul. Those of intellectual means and ambition are not going to settle for the working conditions and dead end prospects of today’s classroom, there are easier, less stressful ways to make earn a living.

            Additionally teachers are not considered professionals because of the fact that most of us have accumulated over thirteen thousand hours of class time as students. We have engaged, whether we know it or not, in “apprenticeship by observation” this is the idea that we can all teach because we have watched our teachers. Most people would agree that watching medical dramas on T.V. is not enough training to preform open heart surgery, the same way that court T.V. dramas are not adequate substitutions for a law degree. Teaching on-the-other-hand seems like something anyone can do.  As long as you have a rudimentary grasp of the subject, how hard can it be? It is this attitude based upon ignorance that prevents many from seeing teaching as a profession. Finally, many do not look upon teaching as a true profession because of the hours we work. After all you don’t see other professionals who are done with their workday by the early afternoon or enjoy constant holiday and observational breaks and of course the coups de grace, summers off. Of course try to explain this to a dedicated teacher and they will look at you like you are crazy, due to the fact that those teachers work constantly, paid and unpaid, contracted hours or not, good teachers put in as many more hours than most lawyers and doctors.

            Whether or not the public see us as the professionals we are it is important that we conduct ourselves as professionals, we may not be able to change the public’s perception of teachers overnight, but we are able to influence the small circle of students, colleagues, administrators, parents, and stake holders that we interact with on a daily basis.

---

[i] http://www.edutopia.org/schools-of-education

 

[ii]  http://www.edschools.org/pdf/Educating_Teachers_Exec_Summ.pdf

 

[iii] http://www.edschools.org/pdf/Educating_Teachers_Exec_Summ.pdf