Teacher Tips: The key to teaching

Everyone who is a teacher had a reason for doing so. Even if you only became a teacher because it was less boring than your company job, or you needed a job somewhere, there was a reason for your standing in front of a group of kids and helping them understand something. At the end of the day, we all want to make an impact or at the very least, have an easier time with classroom management. So what is the key to helping students succeed in the classroom? In my humble opinion, everything- management, engagement, enjoyment, production of material- is linked to connections made to students- specifically relationships built with the students. I could talk about the many other connections that help teachers get their point across and get stuck in the fleeting teenage mind, but at the end of the day, a good teacher-student relationship is the key to teaching.

A solid relationship with your students is the number one way to nip behavior problems in the bud, encourage students to do their best and help them engage in class. Is it perfect? Absolutely not. You will always have behavior problems, kids will always fail or not try, and there will always be students who just have absolutely no interest in your subject no matter how much they like you. Downer, I know. But I am going to argue here that a) listening reduces behavior issues, b) utilizing students’ suggestions produces engagement and c) encouragement increases effort.

Listening reduced behavior issues

I want to start this section with saying that classroom management is an area that I always want to learn more about and I can solidly say is my least favorite part of teaching. I don’t like spending my precious teaching and engagement time dealing with behavior, so my goal was always to just build relationships with students that limited my classroom management needs. I, as a teacher, am extremely personable, laid back and silly. That is my personality no matter the crowd and at times students can get a little too comfortable with that, meaning that my only real management problem tends to be loud and talkative students.

I have worked with two types of students in two types of schools- both public- and I have found that, even though I have had a few fights start to break out in class and my room can be a little chaotic-neutral (much like me), the fact that I build strong relationships based on mutual respect and kindness help me break fights up before a fist ever flies- even at a fairly rough school.

There are many fantastic ways to break up fights- the best way is to simply separate students. My mentor teacher told me to say “you need to get a drink- I think you are thirsty”- I liked that, although I have never used it in the moment. Separating will go nowhere, however, if students won’t listen or follow instructions. Building a relationship is based on letting students know that they are heard and have a place no matter what, and at the end of the day, no matter what, you love them. With a fight this comes with making sure that you speak with both parties, giving even personal time. Speak to them separately and let them speak before you say anything (except "what's going on?"). Don’t yell or scold- just listen. I’m not saying that they won’t get in trouble and shouldn’t be scolded/ punished for their actions, but by giving them a chance to talk, you are giving them and their opinions respect that makes an impact, and, in my experience, causes them to listen to your instructions and words with respect as well. Nine times out of ten, students are entirely wrong in whatever caused the fight, but they still need to feel validation before they listen. They will always walk away angry when you simply tell them they are wrong, but many times they walk away feeling more calm and ready to move on if you have listened to them and spoken to them like an adult rather than a "bad child" who needs to be punished.

The listening does not start or end at the point of a fight. All of this must be led with students feeling like they can talk to you, that you are there for them, and that you care about them, their opinions, and their feelings. I like to have “interim interviews” where I discuss with each student not only how they are doing in class (I always lead with successes and follow up with what I would like them to work on to improve) but also just check in on them personally. I have students reflect on their actions of the quarter, they have the chance to tell me their concerns or what has been going on in life that may be affecting their work. I will say that I did this most when I worked at an urban school where counselors were not readily available- when I worked at a charter school, this was typically something students would do with the counselors. **It is important to note that it is ok and you can still build wonderful relationships with your students even if you are not comfortable talking about more deep items- these are things I never ask students to talk about, but you do need to be prepared that if a student says something that is a major problem, you are legally required to report it. This can turn into a lot of additional work for you depending on what the student has told you, and it is ok to always refer students to a counselor to talk about anything very deep or their personal problems. When I had the ability to have students speak to a counselor, I utilized this, but some schools do not have an abundance of available counselors who have time to talk to students about whatever is bothering them (most of the time it really isn’t that bad- just a break-up or deciding to stay up playing video games all night instead of sleeping/ studying, etcetera). You sending the student to talk to a trusted counselor is just as good of a relationship builder as listening to the problem itself- either way, you are listening to them and validating their opinions/ needs.

Using students’ ideas and interests produces engagement

While I have had my fair share of students who thought I was a terrible teacher or hated my very guts (usually because they felt they deserved a higher grade or got caught cheating), for the most part, I think it is safe to say that my students love me as a teacher- even if they don’t necessarily love Spanish. A lot of the ways I use relationships to build engagement was to simply take the time to learn about each student and his or her interests. Knowing my students means that I can create lessons and games that are interesting to them that get them excited, but most importantly encourage them in what they know and cause them to want to learn more (Click here to see some of the games my students love and that consistently produce results). I always had a “suggestions box” in the back of my room and referred to it often, asking students to write down their ideas for class. Utilizing your students' suggestions is a wonderful way to encourage them and create engagement. Another great thing to do is ask your students to give you feedback on how you are doing. They like to feel like they have a voice in what and how they are learning, not to mention it is good for students to see that critique can not only be helpful but received and given in a kind, understanding way.

Encouraging students increases effort.

This is by far the shakiest of my assertions, and I also want to say that I absolutely do not and never will believe in giving grades students do not deserve. What I 100% believe in is giving my time (often quite a bit of time) ensuring that students feel capable and encouraged in their work. I have been known to sit with students during my personal time just to help them make sure they complete their assignments and pass the class- even when they may not deserve that amount of mercy. There are some specific things that I have seen work as little encouragement with big impacts.

1. Each quarter I offer students a fun day if they are passing and have no missing work, and a work day for those who are not passing or do have missing work. If I see a student whom I know is dying to go on the activity and hasn’t been able to go on one yet or is really close but feels overwhelmed, I sit with that student and “help" him or her (aka sit there and say “good job” after each piece was finished) finish his or her work so that they not only are able to participate in the fun day but have no 0s and are passing the class.

2. I email parents often in order to tell them if their student is failing, but I also am quick to email them when their student has finished his/ her work and is passing! Sending a little praise home goes a long way!

3. I meet with students and parents (when available) to make a plan that will help them improve or pass the class. During this time, I always (just like in the interim) lead with their successes and then ask them what they believe they need to work on or what they think would help them. Most students are fairly honest about their efforts and their needs. I have only ever had a few students tell me that it was my fault but when this happens, I always respond kindly and respectfully asking them what I can do differently. With this response, their argument either disintegrates or I learn something that helps my teaching. Again- listening makes a difference! If you don’t receive their critique with anger but rather with understanding and eagerness to learn, students not only learn to explain their thoughts, but you may learn something to help you be a better teacher. Most importantly, students get to see how they should react to critique- model what an adult should be to your students!

4. I “give” a few things to students. Just to be clear- I never pass students just because or give better grades than students deserve, but, just like I explain in the games post, I will reuse questions for students who are struggling or ask the same question to one student then circle back and ask the exact same question to another. I also always praise the student with sincerity when they answer correctly. Did they get it wrong and then receive the answer from someone else and just copy the answer? Yes. But they listened to the answer and often are able to submit it to memory just because of the whole ordeal of the question being asked three times in a row with two correct answers- one of which came from his/ her own mouth. I also scaffold every process, breaking every concept I can into steps. This is by far the best way to teach (especially languages). I cannot tell you how many times I have asked a student to conjugate a verb and he or she has said “I don’t know” but if I say, “what do I do first?” they know exactly what to do and can typically continue through the steps on their own.

Final piece of advice:

Plan time to just talk with your students and learn about them. I love to talk about cars or music and submit myself to some debates on unpopular opinions about rap or dodge trucks. Being a relatable human might not be everyone's idea of a good way to earn respect from students, but this is a way to form a desire to follow baseline expectations.

Tell them they are loved. I have worked in schools where students felt as though some of their teachers were the only people who cared for them. Even if they have a wonderful home life, students are more ready to listen and obey if they truly believe you care about them.

Model adult actions. In my room, I have a sign that defines an adult and an overarching rule: Be an adult. Students know a lot of adults, however, and many of them do not follow the definition on my wall. That is why it is important to listen, show respect, show grace, show kindness, and anything else you believe an adult is so that students know how to act.

These are a few of my thoughts! As always, if you have something else to add, please do! We are all here to learn! Stay tuned for What I have learned on classroom management and expectations.