EQI Home | Emotional Intelligence | Education | Respect
Jane
Bluestein
"You
cant just stand up in a room and say, Now
kids, we are going to de a lesson on respect. Now
respect is important because yada yada
and let's put some posters on the wall. This
doesnt work, especially in an environment where
teachers speak so disrespectfully to kids and to one
another. How often are we not walking the talk?"
- J. Bluestein
Introduction
Interview with Jane Bluestein, by Kate
Bedford
Article on Discipline
Article for New Teachers
Critique of
These Two Articles
Introduction
I first heard of this Jane when I
was surfing on Josh Freedman's Six
Seconds site. I felt
encouraged and heartened to read her words. Then I went
to her web page where she has a lot of articles. I don't
agree with everything she says, as you can see by my
notes at the end of the articles, but I want to let you
know of her work.
S. Hein
June 2004
Interview with Jane Bluestein
By Kate Bedford
Jane Bluestein is an award winning author and speaker.
Her newest book, Creating Emotionally Safe Schools! It is
a comprehensive look at how we can make any educational
institution saferfrom an emotional, academic,
behavioral, social, and physical standpoint. Formerly an
inner-city classroom teacher, crisis-intervention
counselor, and teacher training program coordinator, Dr.
Bluestein currently heads Instructional Support Services,
Inc., a consulting and resource firm in Albuquerque, New
Mexico.
During our interview, I was struck by both Janes
passion for education and compassion for children and
teachers alike. She is a dedicated educator as well as an
advocate for change. Listening to Janes
descriptions of modern schools, I felt both despair and
tremendous hope. Mostly I was relieved to know that
American schools had an advocate and reformer like Jane
cheering them on.
Kate: In your new book, Creating Emotionally Safe
Schools, you paint a disturbingly grim picture of the
social dynamics of modern schools:
Jane: That was not my original intent. In fact, I really
went into this trying to keep it as positive as possible,
but that would have meant ignoring a great deal of
feedback from some of the people I interviewed. I was
appalled by the number of people who had such horrible
experiences being tormented by other kids, and often
right under the noses of teachers who did nothing to
advocate for them and nothing to support them. The first
couple times I heard this I thought they were extreme
cases. As I started getting more stories, many were
violent. I worked with a woman who was severely abused in
school. I asked her what the teachers did about it and
she said, Nothing, they would send the kids back to
class. She was actually beaten with a baseball bat
in front of one of the teachers. When I started getting
stories like that from dozens of people, I thought,
This is a disturbing trend. Then I found some
early childhood literature that said in about 3/4 of
incidents between preschoolers, that were witnessed by
adults, teachers did not intervene. They took no action
at all.
I think to gloss over that would be a real disservice to
kids who are not experiencing support and yet are
experiencing any kind of teasing humiliation, and even
brutal physical abuse, at school.
Kate: In your book, you describe the kind of students who
tend to be picked on as having low verbal skills, low
social skills, and being without the social allies to
back them up. That is a good argument for emotional
intelligence programs:
Jane: It tends to be a vicious circle. When kids who have
a greater sensitivity and few psychological strengths are
picked on, they tend to buy into it and get upset. Then
the bully has achieved his or her goal and gotten her
reaction. What ends up happening is the kids who do not
have the social skills, or the ability to laugh things
off, are hyper sensitive to this kind of teasing. They
are the ones who draw the most fire because they are the
ones who are the most fun to watch blow up.
If you have kids who are very solid in their sense of who
they are, in their own groundedness, in their own
emotional intelligence, these are kids who can laugh it
off. Part of what bulling is about is getting a reaction.
Imagine if you call me a name and I say, Yeah,
thats right. Your bulling didnt work
because youre trying to get a reaction from me.
Chances are you are going to move on to an easier target.
We have two things going on here. First of all, we have a
high level of reactivity and sensitivity. We are all
sensitive to varying degrees. One of the goals I would
see is trying to help teens to not take everything so
personally. Immediately they can misinterpret social
cues, or blow things out of proportion, or even assume
something is negative. We need to teach kids how to
depersonalize these contacts and not let them inside
their energy fields. A second goal is to the help kids
become a little more respectful of each other.
Kate: I liked the quote in the book, We have taught
tolerance but we have not taught respect.
Jane: Punishing intolerance and disrespect is not a way
to teach tolerance and respect. That is the model we have
now.
Kate: Then how do you see teaching tolerance and respect?
How do you go about putting that into a school?
Jane: You put kids in situations where they are
interacting with people who are different from them but
with a shared goal. For example, one of the principals I
worked with took over a school that was an absolute mess
- totally unsafe. She took some of the biggest bullies,
some of the toughest kids in the class, and paired them
with the special-needs students. Suddenly, all kinds of
behavior changes started happening.
That is what I did my dissertation on. I had my 3rd, 4th,
and 5th graders going down to work with kindergarten
kids. Originally I sent them down because I was
carpooling with the kindergarten teacher and she was so
exhausted I was afraid she was going fall asleep on the
way home. So I started sending my kids down there to give
her a hand with things like getting these kids zipped up,
and getting their milks open. About a week or two later,
she told me So and so cut recess to come down and
read a story with my kids. So and so cut recess to put on
a puppet show and teach my kids their colors. Who
do you think was cutting recess?
Kate: The Bullies
Jane: Yes! The kids who were at the bottom end of the
academic achievement and social skills ladders. Do you
know what happens when schools implement social skills
programs or peer mentoring programs? Who always gets
picked? The highest achieving the best-social-skills
kids. We know we can take these low-social-skills kids
and put them in a situation where they can be a helper,
where they can do service, or be a mentor with somebody
who looks up to them, somebody who needs something they
have, somebody who respects who they are and what they
have to offer, thats when we see the changes. You
cant just stand up in a room and say, Now
kids, we are going to de a lesson on respect. Now respect
is important because yada yada and lets put
some posters on the wall. This doesnt work,
especially in an environment where teachers speak so
disrespectfully to kids and to one another. How often are
we not walking the talk?
Kate: In other chapters in your book you talk about the
role a teacher can play as sympathetic witness to a
student, and look at the teachers role in creating
emotionally safe schools.
Jane: A few years ago I did a book called Mentors,
Masters, and Mister McGregggor. It is a collection of
stories about teachers who made a difference in
students lives. I started very simply. I put tape
recorder under everyones nose and asked, "Who
was the best teacher you ever had? God help you if
you sat on a plane next to me because I asked everyone I
met. I asked the clerks at the hotel, if they
werent busy. What I got back were stories about
teachers who not necessarily stood up for the kid, but at
least witnessed for them. Sometimes all they did was say,
My door is open if you need me. Or teachers
said, I know your mom just died, I know youre
having a hard time right now, or if you ever need to
talk, I am here. A lot of times people gave me the
feeling that if it hadnt been for that one teacher,
that one little bit of attention and caring, that kid
would not have made it that year. All it takes is one
little acknowledgement. That is what I mean by advocacy.
You are not going to court for the kid. It simply means
you notice that child and you notice that kid in
distress. How many kids go through a divorce, go through
some family trauma in a small town where everyone in the
town would know what is going on, yet everyone ignores it
and them. All it takes is noticing a kid. Make that
connection.
Kate: Joshs question for you is, What piece
of research or information do you want every teacher to
know? What do you want on their bumper stickers to help
them be more emotionally savvy teachers?
Jane: Make a connection. It comes down to that. And make
a connection by listening. Make a connection by looking
at kids with your heart instead of with your grade book.
Make a connection. Part of it too is taking care of
yourself, which means screening out a lot of the negative
press that we get. Screening out the pressure we have on
us for all things quantifiable. So we can shut the door
and connect with a kid in a way that says, You are
where you are. I accept where you are. I honor where you
are. And I am here to go from where you are to some place
a little higher.
Kate: One of the pieces I enjoyed about your book was the
discussion of what it meant to listen. The idea that
listening is different from sitting there waiting for
your turn to answer. Did you find many teachers lacked
listening skills?
Jane: I dont think many of us have had really good
models for that. It certainly is a skill I have spent
most of my adult life trying to develop and I still feel
like I have a long way to go on it. I have a list of
non-supportive responses in one of my other books. It
includes giving advice, just dismissing it or minimizing
it, or making excuses for the other person. When I go
over those in a workshop with teachers oh the
groans I hear. Everybody is saying, Man, I do that
all the time. We have not had that many models of
people who actually shut up when we are talking and hear
what we have to say without listening for an opening to
getting to their agenda, or tell us what we should do, or
tell us that we are too sensitive. At what point do I get
to have the space to just feel, and be, and express? I
cant do that in an environment where no one is
listening. The sad thing is how many adults say, I
really want the kids to come to me, I want them to trust
me. But how many roadblocks do we put up?
Jane: One of the skills I teach in my workshops is to
start asking questions and then shut up and listen
instead of giving advice. Use questions as a way to help
guide the kid to a solution. Ask the kind of questions
that honor the kids intelligence and ability to
solve problems, and take responsibility for his or her
issues, while being there to support them as they are
trying to figure out what options are available to them.
Kate: In preparation for this interview I looked at the
Department of Educations Web site and found an
Executive Summery of George Bushs Education plan. I
want to read you part of that plan. He says,
Increase accountability for students
performance. States districts and schools improved
achievement will be rewarded. Failure will be sanctioned.
Parents will know how well their child is learning and
schools held accountable for their effectiveness with an
annual state math and reading assessment in grade 3 and
8.
Jane: I have a few problems with this. I have been in the
education profession for close to 30 years and I have
never seen morale as low as it is right now. When people
ask, What is driving teachers out of the
profession? the one thing that I see over and over
again is this lust for test scores. I heard a great
quote, You cant tell the quality of the sheep
by how much it weighs. And another quote, The
chicken doesnt get heavier just because you keep
putting in on the scale. Kids dont get
smarter by testing, they get smarter by teaching. And
look at what they are testing; they are testing only two
of how many intelligences? What if the way a child is
smart happens to be in an area other than math and
reading?
Kate: In testing only two kinds of skills they are not
getting a picture of how prepared this individual is for
life.
Jane: I dont have a problem with the test. I have a
problem with that they do with the results.
A great test uses the results as a way of saying,
Okay, Here is what I need to teach you. What
a great test. But, what happens to teachers when kids
that dont test well? Look at what has happened in
schools where the sanctions have had stakes like funding,
promotion, and bonuses. I was in a school a few weeks ago
and teachers told me they are hearing teachers say to
kids, Its your fault I didnt get my
bonus. Ok, tell me how that is going to raise the
kids test scores? This punitive approach means we
are shifting the focus off of teaching. What teaching
really is about is starting wherever the learner is and
moving them forward, not punishing that child because
someone didnt do a good job last year.
I am, quiet frankly, very nervous about what is happening
in this profession. I dont know where we lost
control. I dont have a problem with measurements
and, at a fundamental level, I dont have a problem
with accountability, when you make me accountable for my
behavior. But, when you make me accountable for the
performance of students who Ive only worked with
for a certain amount of time, without the support of
being able to address their needs individually- that gets
into the area of severe dysfunction.
Kate: It is making you accountable for someone
elses behavior, but their behavior in a very narrow
field.
Jane: No question, no question at all.
Kate: You set aside teaching them the big picture and how
to think, and put that energy towards taking a test.
Jane: Exactly. I think the whole situation has gone out
of control and the kids and the profession are being
hurt. We are losing teachers. I have teachers telling me,
It is just not fun anymore. I am not
teaching.
Teachers are so busy covering content. I love
that whole idea, covering content.
Whats that got to do with teaching? If you want to
increase test scores, you start where the kid is and move
him forward. Build on current knowledge, build on current
strengths, build on their strongest intelligences, and
build on their preferred modalities. But, we are still
basically teaching like every kid in our school is going
to go into a factory when they get out. We dont
have the kind of economy that standardized testing
reflect. The whole notion of standardization is a
throwback to a time that basically doesnt exist any
more, and hasnt existed since the mid 50s.
By the way, just throwing a bunch of computers or a bunch
of money at schools to get them online is not a way to
prepare kids when every other piece of our structure, our
infrastructure, our relationship structures, our energy
dynamics, our power dynamics are basically set up to turn
kids out to work in a factory.
In so many ways this is the best time ever to be
teaching. I said that at the end of the book. One of the
biggest challenges in writing this book was not giving
into the despair I feel when I go out on the road and
talk to teachers.
This should be such a good time to be a teaching. Think
about how much more we know about how people learn now.
We are in such a wonderful place to take advantage of
this information and actually create learners. I
mentioned this whole thing of covering content. This
whole thing of I have to get through these 16 pages
of math this week. Well, if those 16 pages are over
the heads of the kids you are teaching, you may as well
be covering content in another language. Covering content
is not teaching. If all you want to do is cover content,
you dont even need kids. Go on down to the bus
station and cover content.
If your content is division, and I dont know how to
add or subtract, you can cover that content until the
cows come home. No matter how beautifully you present it,
no matter how wonderful your materials are, if I
dont have the developmental readiness, the
experience, the skill foundation or whatever else I need
to make room and hang this new information on, you are
wasting your time and you are wasting my time.
Kate: This brings me to my final question.
Hypothetically, you have been assigned to be George
Bushs education advisor and he assigns you to
design the perfect school, the emotionally safe school,
and the school that is designed to create learners. What
would you do? What would you include in your dream
school?
Jane: Firstly, Absolutely outlaw corporal punishment in
school. We must become more creative and positive in
dealing with discipline issues.
I would also I would throw out the idea of
standardization. If you have two kids in that school
dont you dare standardize them unless they are
clones.
Then, I would get rid of the current grading system, as
we now know it. If you are talking about accountability,
do it in a form of documentation that is actually more
description, more comprehensive, and would include things
like work samples, something more project-based. Use
these kinds of experiences to teach basic skills.
Teach skills through projects and hands-on experiences.
Rather than having everyone on the same page, bring in
service learning to teach social skills. Instead of
teaching a lesson on social skills, and then moving onto
math, incorporate service learning in the classroom.
Return to doing what we were doing about 40 years ago,
teaching to the whole child, teaching to the heart,
teaching to the head. Doing more interactive tutoring,
and peer mentoring. Create multi-age classes where
activities are set up so that every child can succeed and
develop skills based on their personal needs.
Let kids move more. This is absolutely important. Bring
in more tactile, kinesthetic, sensory stimulation. More
music, more movement, more brain integration. Watch how
many kids who are being labeled hyperactive are suddenly
not hyperactive anymore. We can get rid of a whole lot of
those labels if we get kids out of their seats, moving
around, interacting, talking, and using all their senses
in learning.
Develop better relationships between teachers, between
teachers and administrators, between teachers and
parents, so that we really do have a village, so that
school is a caring community. Right now we dont
have a caring community and we dont get caring by
punishing non-caring. They dont learn by shame and
they dont learn by punishment and they dont
learn by fear and they dont learn by threats. And
whatever they do learn by fear and threats is not what we
want them to be learning.
Well just mail this off to George and see what he
has to say. I sent him a copy of the book.
Kate: Well, he wants to be the education president.
Jane: If you want to be the education president then how
about teaching the way people learn.
Kate: Thank you so much for your time
--
(I found this on www.sixseconds.org it is also here http://www.janebluestein.com/articles/interview.html)
An Article about
"Discipline"
For most of us, the word
discipline conjures up thoughts of reactive
and controlling measures for dealing with student
misbehavior. However, the model of discipline proposed in
21st Century Discipline is an ongoing, proactive set of
behaviors used to create a cooperative environment which
minimizes the likelihood of negative, disruptive
behavior. (This positive discipline process can occur in
any groupa classroom, department, building or
district.)
Consider yourself fortunate if you are working with
teachers who are already committed to a win-win
discipline approach, such as the one described in this
book. They will make your job much easier. These are
teachers who assume responsibility for handling
misbehaviors that occur in their classrooms. They will
see you as a resource, not a rescuer, and will be far
less likely to request that you solve their discipline
problems for them. In contrast, teachers who use typical
win-lose strategies frequently find those techniques
frustrating and ineffective for managing conflicts with
students, parents or other teachers, and may frequently
ask that you intervene.
The attitudes of win-win teachers are generally more
positive than their authoritarian counterparts; they and
are also able to provide an atmosphere that encourages
growth and learning without the stress and external
control typical in a win-lose classroom. By focusing on
the connections between choices and outcomes, these
teachers help students take responsibility for their
actions and behaviors. As a result, their students are
more likely to exhibit initiative, independence,
self-management and an awareness of others needs
than students in a win-lose classroom, who often do only
what is required to get by or stay safe. Win-win teachers
are also clear about their limits and boundaries, and
secure enough to encourage empowerment among their
students.
Yet, 21st Century Discipline can be quite a challenge for
any teacher unfamiliar with win-win management models. To
generate their commitment, these teachers first need to
learn how 21st Century Discipline can pay off for them.
As often occurs in the life of an administrator, your job
will involve selling these ideas to them, giving them
good enough reasons to want to change what, in many
instances, will be deeply ingrained habits and ideas.
If necessary, start with staff members who are most open
to change, perhaps those who have already indicated a
commitment to win-win objectives, if not the actual skill
to reach them. Allow their successes to be the invitation
and inspiration for others. These teachers will need
information about effective adult behaviors for achieving
a variety of interactive goals. Your support will
encourage them to take risks and try new approaches and
will help build confidence in developing new techniques.
Keep in mind that implementing successful changes in the
classroom takes time and effort. A win-win focus involves
rethinking, relearning and retraining, and could take
some teachers a number of years to fully implement.
Beware of the difficulties inherent in attempting to
require across-the-board attitude changes or even
implement any particular discipline program school- or
district-wide. Be especially wary of programs that offer
quick fixes or simple formulas for managing or reacting
to childrens behavior, regardless of the amount of
pressure you feel from your community or staff.*
Relationship buildingthe key to minimizing
discipline problemsis a process. Since so many of
the changes necessary in making a transition from
industrial-age beliefs and behaviors to those of an
information-age model occur at a very personal
leveland on a very individual basisyou
probably wont have much success attempting to
mandate the change or trying to establish 21st Century
Discipline as a uniform discipline code. (Adults
arent much different from kids when it comes to
being told what to do, especially if such mandates
include directives about how to feel or what to
tolerate!) Work with your core group and anyone who cares
to join in and focus your energies on creating a school
climate in which 21st century, win-win interactions are
likely to emerge.
The strategies described in this book also apply well to
adult relationships. This may translate to letting go, or
to sharing some of your authority to involve teachers in
decisions you may have previously made alone. Empowered
teachers, those who feel they have input in decisions
that affect them, have a greater stake inand are
more likely to commit enthusiastically tothe
success and welfare of the organization.
As an administrator, begin to think of new ways to
motivate, empower, value, inspire and build commitment
with your staff, perhaps by:
giving them opportunities to suggest topics and
resources for inservice and staff development programs
presenting options for scheduling, room assignment
or grade level
trying to accommodate staff members needs
for input and choice when making administrative decisions
that concern them
providing the most direct channels possible for
access to supplies, resource personnel and yourself
modeling the beliefs, behaviors, language patterns
and attitudes you would like your teachers to adopt
offering acceptance, feedback and support while
encouraging teachers to solve their problems themselves
resisting the habit to get in the middle
ofand taking responsibility forsquabbles
between kids and teachers, even if thats always
been your job
refusing to punish students for infractions you
did not witness
helping teachers resolve conflicts with other
staff members or parents without assuming responsibility
for the solution of the problems
encouraging the development or creation of a
reward-oriented school environment; helping teacher find
ways to increase the number of positive options they can
offer to students
providing resources or support necessary to help
teachers develop success-oriented instruction and
routines (make success possible for students at a variety
of ability levels)
being visible in non-conflict arenas; visiting
every classroom, as often as possible, to offer feedback
or just help out finding something positive to say about
every member of your staff
making time to regularly acknowledge the
contributions your staff members make (including casual,
informal verbal or written messages of recognition and
appreciation)
encouraging (not requiring) your staff to do the
same for one another
using motivators and rewards to show appreciation,
recognize special achievements or just break up routines
identifying and changing negative, reactive school
policies
maintaining regular and positive communication
with the community
taking care of yourself; learning to let go,
delegate, set and maintain boundaries
As you model cooperative interactions with students,
parents and staff, you will set the tone for the entire
school. The payoffs for you and the other adults in your
building are considerable. But in terms of learning,
behavior and self-concept, the real winners are the
students.
From http://bluestein.com
Great Expectations: Good News for
Beginning Teachers
by Jane Bluestein, Ph.D.
No one knows better than a first year teacher that the
beginning of the school year bristles with
anticipationand not just for the kids. Yet, despite
the excitement, the weeks before school are often filled
with unsettling thoughts: Will I ever be able to
fill all those hours until lunch? What if a
parent comes to meet me and can only say,
Youre the teacher?! Am I going to
be able to keep the vows I made to myself to treat my
students in a fair and loving way?
There can be many scary feelings to face just before your
role as Teacher becomes real. To put those
worries in perspective, take a moment and fantasize;
picture your idea of a perfect first year. Imagine how
you want to feel, the climate you create in your
classroom and some of the ideals you have set for
yourself. This vision can be a big help in your personal
goal-setting process.
For example, most beginning teachers want to be competent
and creative in a classroom where students are
inquisitive and on task. They envision themselves as
flexible and fun, enjoying their job, respected by
parents and looked upon as a valuable addition by their
school staff.
These are great expectationsand important ones. But
it is also important not to let your expectations put
undue pressure on you! Here are some suggestions to turn
your beginning teachers dreams into achievable
goals.
I Want my Students to Behave
You know you have the ability to
think of a dynamic lesson and design a terrific bulletin
board. It may be difficult to feel as confident about
managing a roomful of students. There may be days when
you will worry, These kids must not like me at all
because if they did, they would never act like this! What
am I doing wrong? Beginning teachers are often torn
between wanting to develop a friendly relationship with
their students and fearing that doing so will ultimately
undo their sense of authority. Not true! Your students
need and want to believe that youre responsible and
in charge, but you can be very friendly, warm and
personal and still be the adult they need.
You can create a warm and positive climate in your
classroom by identifying and considering your
students needs and interests. You can meet
students needs for belonging and control by
involving them in decisions that concern them, like
allowing them to choose which assignment to do first, or
even letting them choose a partner for a particular
assignment. Simply being able to make choices may give
some of your students a real boost of confidence and
often improves the chances for cooperation because it
meets their need for control within limits you determine.
Plus, making choices is an important step toward
developing individual responsibility and decision-making
skill.
Often beginning teachers feel insecure when other
teachers walk by their classroom or the principal passes
by their kids in the lunch line. Sometimes its hard
not to panic and think, I know I would look like a
better teacher if my students were not so noisy.
Its true that part of your competence as a teacher
will be reflected by your students behavior, but
certainly not all of it. Try not to jump to conclusions
or put a lot of energy into managing what other people
think of you. Your primary concern is the quality of your
relationships with your students and the overall climate
in which you and your students coexist.
A very important challenge for any teacher is the ability
to separate who your students are from the behaviors they
exhibit, especially their negative or disruptive
behaviors. In other words, can you still perceive a
student as worthy of your attention and care even though
she forgot her homework again, walked away from a mess he
made or even said your assignment was stupid? Your
ability to recognize that the students are not their
behaviors will allow you to accept them without
necessarily accepting those behaviors.
Be sure that your students have plenty to do. Always have
a set of emergency plans, quick and easy
backups for when things dont quite go as
expectedor take as long as you had hoped. Overplan!
Undirected kids have a way of turning time on their hands
into classroom disruptions.
Finally, a classroom atmosphere that emphasizes
responsibility and cooperation, in which you model the
positive behaviors you would like them to demonstrate and
attempt to meet their needs for power and structure,
tends to minimize the kinds of resistance and opposition
that lead to so many classroom conflicts.
I Want my Classroom to Run Smoothly
Time management and classroom
planning are always more challenging for new teachers who
are often dealing with certain management issues for the
first time. Policies regarding school attendance and
lunch count, home visits and field trips are not
necessarily things you would automatically know (or even
be expected to know), so ask! Everyone else had to ask at
some point, and being aware of important policies and
procedures will immediately make your life easier.
Another realization will help, too, on days that
unexpectedly turn hectic: It may be your
studentsnot youwho are being overwhelmed.
Sometimes a great learning experience goes down the tubes
simply because the students do not have the independence
and basic learning skills necessary to do the work.
Dont assume that your students have down pat skills
such as listening, using basic tools (like a ruler or
even the pencil sharpener), moving nondisruptively into
small groups or putting their materials away when
theyre finished. While it may seem time-consuming
to have students practice these skills, devoting time
early on to practicing skills, routines and behaviors
your students will need to succeed in your class will
save all of you many hours and much grief later.
Even your own enthusiasm and creativity can be a problem
at times. One of the best things about new teachers is
the excitement, creativity and enthusiasm so many of them
bring to their work. And after collecting ideas and
materials during your teacher training, its hard
not to want to try everything at once. Nonetheless, being
sensitive to the students needs and energy can pay
off in a big way. High levels of enthusiasm may, at
times, be too much for your kids to handle. On days when
children seem hyper, it may help to tone down your energy
or soften your voice. Be careful to avoid the tendency to
present too much too soon, offer too many activities at
once or make too many changes before your kids can handle
them. Save some of your more incredible activities for
slower times, when theyll be appreciated and when
your students have mastered the routines and logistics
theyll need to succeed. You dont want to run
out of steam in the first week!
Start slowly and simply. Establish a daily routine your
kids can handle. Leave room for some student
decision-making, but be careful to not overwhelm. Your
students may not have much skill or confidence with
decision-making yet so avoid offering too many choices,
or choices that are too open-ended, at least in the
beginning. Responsible decision-making and
self-management requires certain skills and trust, which
may take some time to develop. Once you and your class
feel comfortable with one another and have some of the
basics down, you can expand available options.
Remember too, that you will always run into events you
simply cannot plan for or control. As the newcomer on
staff, you may be the one who has to cope with major
changes, including the possibility of room changes or
even being moved to a different class or grade level a
few weeks into the school year. At the very least you
will have to accommodate new students, transfers,
pullouts, equipment failures and last-minute schedule
changes. This demands confidence, flexibility and, most
important, a sense of humor. Nobody likes these
inconveniences, even seasoned veterans. Hang in there and
dont hesitate to ask others to share their specific
strategies for coping with these problems.
I Want my Students to Succeed
Everyone needs to succeed. In order
to take the kinds of risks necessary to learn and grow,
your students must perceive that success is within their
reach. This means you need to learn a great deal about
your students interests, cognitive abilities and
learning skills before simply presenting content or
assigning tasks. Yet with all the pressure to get
through the curriculum, its easy to forego
this important step. Nonetheless, if your intention is to
encourage all of your students to learn, grow and be
successful, youll need to start with them wherever
they areand thats likely to be different from
one child to another. (To be honest, if your intention is
simply to cover content, you dont even need kids!
Without assessing what they know and what they need,
youre bound to be teaching over the heads of some
students, and boring others to tears, neither of which is
likely to result in academic growth.)
You may eventually want to vary your methods of
instruction to include small groups, learning centers,
self-selection or learning contracts, individualized
assignments and student-teacher conferences. Keep in mind
that working with different strategies will require
various self-management skills your students may not have
yet developed (or, with older kids, had a chance to
practice for a while). While teaching these skills may
appear a rather challenging and time-consuming task, keep
in mind that the more independent and responsible your
students become early on, the more youll be able to
accomplish together all year.
Again, start slowly and keep things simple. Let your
students know when they may and may not come to you with
questions and, if you arent available to help,
offer them the option of asking a classmate or switching
to a different task until youre free. Keep
independent work and routines relatively simple at
firstthings the kids can do on their own. While
some of these assignments may seem like busywork to you,
remember that your intention is building confidence,
independence and self-management. Youve got a whole
year to focus on content! It takes time, energy and
practice to establish these skills and routines. As the
students become better able to work on their own, you
will be able to make the work more meaningful by
increasing the variety of materials, the number of
choices, the amount of work required and the intellectual
processes required.
Use their mistakes as opportunities to teach, shape
behavior or encourage them to make different choices.
Your patience and persistence can encourage them to keep
trying. Schools traditionally have been very negative and
critical, and many people assume that we need to be this
way or kids wont learn or take us seriously. Not
true! In fact, a consistent focus on errors and
omissions, or a tendency to shame or humiliate students
(even in the misguided interest of improving their
performance or behavior) will undermine your attempts to
provide emotional safety and can ultimately restrict
growth in all students, not just in the one being
criticized. Focusing on the positive, even when it seems
as though a student has done just about everything wrong,
allows you to build on the students
strengthswhatever they are! This approach can have
an extremely positive impact on the climate of your
classroom.
When a child has turned in work that you know can be
better, how about telling her its a great
first draft, rather than scolding her for sloppy
work? When another turns in a story with many
misspellings, punctuation errors, incomplete sentences
and no capital letters, how about noting the one thing he
got right (perhaps excellent handwriting or an
interesting title) instead of wearing out the red pencil
marking every error? Then defy tradition by using the
mistakes as a basis for your instructioninstead of
a bad grade! Start with what theyre doing well and
teach them the rest! You may really have to look for good
points sometimes, but your positive focus will be
tremendously encouraging and appreciated.
I Want to be Accepted as Part of the Staff
Your sense of feeling accepted in
your school community plays a big part in your feelings
about your work. Establish your sense of belonging by
blending in without sacrificing your individuality. The
transition from being a student to being a professional
is, to a large degree, a function of how you see
yourself. In relating to your principal, the parents of
your students and your peers, the greater your sense of
yourself as a professional, the more likely others will
perceive and treat you as one.
Respect the existing relationships and dynamics, but at
the same time be open and friendly. Initiate
conversations, participate in school and social
activities, and gradually get to know individuals. Be
cautious in setting expectations, making demands or
imposing your values and priorities on others. Pay
attention to how much of your conversation is about you.
Tune in to whether you are consistently complaining about
students, school policy, other teachers or parents and
how often you feel the need to share the details of your
classroom experiences and accomplishments. Lack of
confidence usually presents itself in the form of
justifications that suggest that everyone seems to
know what theyre doing except me or arrogance
that may sound something like no one around here
cares, works or tries as much as I do. Neither
attitude is likely to enhance a professional image or
your relationships with others. Likewise, neither is
likely to be true.
Build a support system by identifying one or several
members of your staff with whom you feel capable of
developing a close working relationship. Approach people
with a blend of confidence and openness. You may be new
and willing to grow, but you are also a very capable
person and you belong there as much as anyone.
I Want to be Great!
As a student, or a student teacher,
you received feedback on a fairly regular basis. Suddenly
as a teacher you are much more on your own. While the
autonomy can be wonderful, the relative isolation can
also lead to a loss of perspective. Especially during the
first year or two, you may tend to judge yourself by
presumed expectations of others, by your students
behavior or growth, or even by what other teachers are
doing. You may also find that your expectations for
yourself are higher than any that youve ever
encountered previously from external sources. Watch these
tendencies, as the feedback they offer may not only be
inaccurate, but extremely discouraging as well.
The teaching profession has historically expected
initiates to perform as competently (and independently)
as veterans. Understandably, new teachers often feel a
tremendous pressure to get everything going at once!
Remember that running all of your different programs,
especially if youre in a self-contained classroom
or working with a number of different preparations,
demands familiarity with the content and management of
each program, the development and preparation of
materials and the establishment of the learning skills
necessary to function successfully in each class. All of
these take time. Ask more experienced teachers for
reality checks or suggestions for pacing, prioritizing
and implementing that will work for you.
If you need to take several weeks to build the
independence your students will need to participate in
small groups, hold off introducing complex logistics or
programs until your kids are ready. If you havent
already stockpiled a roomful of dinosaur
stuff, decide whether youll feel
comfortable starting your unit with what you have.
Throughout your career, you will continue to amass
resources and materials, as well as skills and
confidence. You dont need everything you will ever
have on a topic to introduce a it to your class.
Most of all, try to resist the temptation to measure
yourself against other teachers. You may find yourself
panicking at the realization that the other fourth grade
is 15 pages ahead of your class in one subject area or
another. Yet, this comparison is rarely fair, for a
number of reasons. For one thing, the other teacher may
simply be more familiar with the material after years of
experience with it, and may have devised a more-efficient
set of lessons and activities. Or perhaps your students
needed some preparation another teacher didnt
address, or your kids had more questions. You may have
decided to explore the topic in greater depth or with
more attention to individual needs. You are not in a race
with anyone, and the speed with which you sail through
the curriculum is by no means a measure of your
competence or your students degree of learning.
In striving to become the best teacher you can be, be
careful not to identify too closely with another teacher.
Simply adopting someone elses teaching behaviors
can rob you of the chance to develop your own personal
teaching style, a process that can span your entire
teaching career. What works for one person can become a
complete disaster if the behaviors dont match the
intentions, personality or teaching styles. Try new
things that feel right to you, strategies that allow you
to operate within the bounds of personal comfort and
integrity.
Also avoid measuring your success by your students
successes. When your students have a good day, its
easy to walk away from work feeling quite the
super-teacher. Yet when they just cant seem to
grasp a concept, are restless beyond belief or have made
it painfully clear that school isnt where they want
to be, does that mean its time to consider dental
school? Hardly.
There will be days when you come to work prepared to the
teeth, organized, dynamic and in a wonderful mood, and
somethingor everythingstill goes wrong.
Its never easy when this happens, but there are
silver linings in every apparent failure. Instead of
feeling guilty, resentful or inadequate, can you step out
of the picture and rationally look at what worked and
what didnt? Consider a few different approaches for
next time or think about what your kids may need to know
first before the same lesson can go more smoothly. A bad
day can be a great opportunity to learn what works, to
stretch in new directions or consider an approach that
might never have otherwise crossed your mind.
Use these opportunities to maximize your professional
growth. Good day or bad, start making notes on your
lesson plans, unit files or to do lists. Jot
down the little things you can do to make your
lessonsor teaching life in generalgo better.
Your notes might include preview the film,
make flashcards for the new vocabulary words,
put the chart on darker paper, or next
time, remember to have enough scissors for
everybody. This habit will not only help you
develop your powers of planning and anticipation, it will
also help you avoid similar mistakes the next time you
teach that concept or unit.
Try keeping a journal to monitor your own growth, if only
one line a day on a calendar or datebook. At the end of
each day, write down at least one thing you felt good
about, some concrete evidence of your growth and
development. You can use some of the following examples
taken from the journals of beginning teachers who
recorded short messages about their growth on a weekly
basis: My self-control seems to be improving, I
kept my cool through a tough situation.
Im remembering to get each childs
attention before talking. Im smiling
more. I am feeling comfortable with the
faculty at my school. The teachers have become so
supportive, and I am becoming more confident as a
teacher. I dont cry every day.
And even if you get scared, frustrated, discouraged or
overwhelmed, remember this: as time goes on you will
become more organized, more efficient, better prepared
and hopefully, more satisfied. Teaching, like any other
set of skills youll ever tackle, is a developmental
process. Youre not supposed to be perfect yet!
Look for small steps every day, record your growth and go
back over your notes from time to time to see how far
youve come. Build your support network and
dont be afraid to ask for help. And most important,
make sure you take the time every day to pat yourself on
the back for the risks you have dared to take and all the
things you are learning to do well. Much success and
happiness to you!
From http://bluestein.com
Critique
Here are things I like about what
Bluestein says:
"Punishing intolerance and
disrespect is not a way to teach tolerance and
respect. That is the model we have now. "
"You cant just stand
up in a room and say, Now kids, we are going to
de a lesson on respect. Now respect is important
because yada yada and let's put some
posters on the wall. This doesnt work,
especially in an environment where teachers speak so
disrespectfully to kids and to one another. How often
are we not walking the talk?"
"Relationship
buildingthe key to minimizing discipline
problemsis a process."
"Since so many of the
changes necessary in making a transition from
industrial-age beliefs and behaviors to those of an
information-age model occur at a very personal
leveland on a very individual basisyou
probably wont have much success attempting to
mandate the change or trying to establish 21st
Century Discipline as a uniform discipline code.
(Adults arent much different from kids when it
comes to being told what to do, especially if such
mandates include directives about how to feel or what
to tolerate!)"
'They dont learn by shame
and they dont learn by punishment and they
dont learn by fear and they dont learn by
threats. And whatever they do learn by fear and
threats is not what we want them to be
learning."
"You can create a warm and
positive climate in your classroom by identifying and
considering your students needs and
interests."
There are also things I don't like
about Bluestein's writing. For example, she uses very
"parental" or authoritarian sounding terms such
as:
misbehavior
negative, disruptive
choices and outcomes
childrens behavior
on task
(See my thoughts on "disruptive" behavior)
She says "I Want my Students
to Behave" - This mentality is hundreds of years
old. The focus is on behavior - not on feelings, thinking
or even learning.
She also talks about "learning
contracts", which are unnecessary in a learning
environment based on mutual respect, and voluntary
participation. (See this editorial on
teacher-student contracts).
She says "...refusing to
punish students for infractions you did not witness"
- This quote from her article for administrators tells us
she still believes in punishment. She doesn't say,
"refusing to punish, period." You don't earn
someone's respect by punishing them.
She uses the term
"success-oriented instruction" but she I am
afraid she sees "success" as basically high
grades, which is not any different than what we have
already been doing. In that article she also says "I
want my students to succeed" but who defines
success? I know from personal experience that it is
possible to be "successful" and very unhappy. I
also know of people who have appeared to be
"successful" but have taken their own lives, so
I believe we need another standard of measurement, such
as happiness or mental health.
She is still talking about the
"creation of a reward-oriented school
environment". Bluestein doesn't seem to be aware, of
or a supporter of, Alfie Kohn's
excellent work on using rewards to manipulate students.
He makes it clear that rewards have problems. Setting up
a reward-based behavior control system is like training
dogs and dolphins, but has no place for developing
individuals who have a mind and feelings of their own.
She says, "Overplan!
Undirected kids have a way of turning time on their hands
into classroom disruptions." I'd say the
"kids" are way too controlled already. I say
give them more free time. Time to talk about their
feelings, solve problems and conflicts, talk about what
is important to them. Time to just relax and social and
be "kids" and teenagers. In the countries I
have visited where students are happier and use less
drugs than in the UK or the USA, for example, the
students are more relaxed and have more freedom and more
free time.
Here is a little word analysis:
She used the words
"kid" or "kids" about 60 times in
the interview and the two article I first posted
here. She uses student/students about the same number
of times.
She uses the words teen or
teens just once, and never uses the words teenager or
teenagers. What this tells me is she sees teenagers
too much as "kids." She fails to
distinguish between the two very different groups of
people.
Inconsistency about
Punishment and Safety
In this excerpt of her book,
"Creating Emotionally Safe Schools", Bluestein
seems to approve of the use certain kinds of punishment.
However, any use of, or threat of, punishment creates a
degree of fear and insecurity. Therefore no form
punishment, or a threat of it, can be part of a fully
emotionally safe school.
Excerpt from
"Creating Emotionally Safe Schools", J.
Bluestein, page 10 I
use the term "emotional safety" to
refer to a classroom or school environment in
which students can experience all of the
following:
- a sense of belonging,
of being welcomed and valued; being
treated with respect and dignity;
acceptance
- the freedom to not be
good at a particular skill, make
mistakes, forget, or need additional
practice and still be treated
respectfully and with acceptance
- encouragement and
success; recognition; instruction,
guidance and resources according to need
(developmental, cognitive, affective,
modality) and regardless of need
- having one's own
unique talents, skills and qualities
valued, recognized and acknowledged
- understanding and
clarity (about requirements and
expectations); predictability
(consistency of follow-through); freedom
from arbitrary, indiscriminate
and unexpected punishment and reactivity
- the freedom from
harassment, intimidation (including
labeling, name-calling, ridicule,
teasing, criticism or contempt) and
threat of physical harm from adults or
peers
- the freedom to make
choices and influence one's own learning,
pursue personal interests and control
various factors in the process of
learning (such as content, presentation,
media, location; social context;
direction; specific assignments or
approaches) based on personal needs and
preferences
- the freedom from
prejudice, judgment and discrimination
based on physical characteristics and
general appearance; religious, racial or
cultural background; sexual orientation
- the freedom from
prejudice, judgment and discrimination
based on academic, athletic, creative or
social capabilities; modality or
learning-style preferences, temperament,
hemispheric dominance or similar profiles
- the freedom to have
(and express) one's own feelings and
opinions without fear of recrimination
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