Q: In a recent article that you wrote to brand new teachers entitled “How to Succeed by Really Trying”, you gave some advice that I think parents would find interesting. Obviously, the article is written for teachers, so I’d like to ask you to clarify on it as it pertains to the parents. First of all, you said that it was important to “Understand the needs, strengths, issues, and problems of a school and surrounding community.” What does the community have to do with teaching a class?
A: There are two reasons. First of all, teachers need an understanding of the culture the kids are coming from to better understand the kids and how to best teach to the kids. Secondly, part of teaching is preparing students for work in the 21st century global economy, but the school is also responsible for serving the needs of the local communities that pay taxes to run the school. Teachers need to help students to be aware of issues, concerns, and problems in the local neighborhoods and help equip the students to deal with these issues.
Q: You also suggested that teachers should try to learn as much as possible about each student before school starts. Why?
A: Understanding your individual students’ learning styles, interests, issues with behavior, etc. helps the teacher to tailor the lesson plans to best suit the class and most effectively meet each individual student’s needs. If you don’t know your students needs and interests, you tend to spend the first month gathering information to figure out how to best teach them. If you get a head start by learning pertinent information ahead of time, you can plan better for the whole year.
Q: But, in gathering information from outside sources instead of evaluating the children for themselves, don’t the teachers develop incorrect pre-conceived notions?
A: Some educators do argue that the “blank slate” approach is better for preventing pre-conceived notions. But I believe that knowledge is power and the more we know, the better we can teach. It is a matter of differing philosophies.
Q: You also encouraged elementary school teachers to contact each student and their parents personally before school starts. Why?
A: At our school, we try to create a nurturing environment, and part of that philosophy is encouraging two way communication with the students and families. A teacher can keep parents informed by sending out fliers, email, or newsletters, but that is “one way” communication that doesn’t make the families feel like they are part of the education process. The fact that a teacher cares enough to reach out and contact the family creates a personal connection. With a personal connection, the parents and children feel more invested in the education process. I believe that it is up to the teachers to make the first move to show they want back and forth communication with the families.
Q: In the article you wrote entitled “Re-Humanize Yourself”, you mention that you are trying to change the image of the principal as only a disciplinarian, to “re-humanize” the principal in the eyes of the community. Why?
A: Once again, I am trying to create a human connection between me, the staff, and the students. The principal sets the tone of the school, and I am trying to create a positive learning environment. To do so effectively, I must have a positive relationship with the staff and students. I believe that if children are afraid of me, then I am not creating the environment I want. I want children to be excited to come to my office to show me something they are proud of or to read a book to me, not be terrified of coming to see me.
Of course, I take my role as a disciplinarian seriously. I recognize that kids are going to make mistakes and make bad choices. I do hold them accountable for their actions. I believe in natural consequences and that the “punishment must fit the crime.” I don’t believe a zero tolerance policy is appropriate for elementary school children, because the consequence should be determined on a case by case situation.
For example, you may have heard about the six year old Boy Scout who was suspended for 5 days and was to attend reform school for another 45 days for bringing camping cutlery to school to eat his lunch with. The boy had no malicious intentions and the punishment was unnecessarily harsh. After an appeal, the school district reduced the punishment to only the suspension. I believe that boy would have learned his lesson with a simple explanation that the tool could be potentially dangerous and was inappropriate for school, which he did not understand before. All suspending him did was keep him from learning for 5 days. However, if the boy had a threat intent with the knife, that would change the situation – and appropriate punishment – significantly.
Q: But isn’t it important to maintain a strong disciplinarian image? How do you maintain control with a “softy” image?
A: The stereotypical image of a “strong disciplinarian” is someone who is caustic or mean. It is possible to have high expectations of behavior without being “mean.” I don’t think yelling, screaming, or talking down to a child is the answer to solving disciplinary problems. I treat the kids with respect, even during disciplinary situations. I try to encourage kids to want to do well, rather than have them perpetually afraid of doing something wrong.
Of course, children will make mistakes and get in trouble. Part of growing up is learning where the line of acceptable behavior is drawn. I try to use those times as “teachable moments.” One tool I often use is called a “Better Choice Slip.” I help the child identify the moment when he or she made a bad behavioral choice, and we talk about what alternative, better, choices there were. I explain to the kids that there are positive and negative consequences of each choice. For example, if children get into a fight, I explain that both get in trouble and both could get hurt. But if they choose not to fight and work their differences out another way, the problem is solved with no one being hurt or getting in trouble. I make the students write what they did wrong, write what a better choice would have been, and then have their parents sign the slip. For many kids, this alone will end the disciplinary problem. In the case of repeat offenders, I have to take disciplinary action up a notch. I hope the kids respect me as a fair leader with fair punishment, not a “bad guy” who is “out to get them.”
Q: How do you develop this positive relationships with the students who don’t get in trouble?
A: I try to be visible and approachable, and to show I care. Before school each day, I meet the busses, greet the students, walk around outside, help teachers organize lines, etc. I spend time in the lunchroom, and I will sit down and talk to the kids. After school I help the students get onto their busses, help direct traffic, and see if anyone needs help with anything. I visit the classrooms to read stories to kids, get on the computer with them, and get involved in class discussions.
In part 2, we discuss teaching methodology and using technology as an educational tool.
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Christi Grab is contributing editor and writer for Parentella. She is a native of Southern California. After graduating from San Diego State University, she went on to be a successful business woman. In April of 2007, she and her husband decided to put their careers on hold and travel the world for two years. Ms. Grab has recently returned from her travels and is currently writing a book about their adventure. For more information on the trip, visit http://kosmos.liveflux.net/blog.
