Chasing perfection, but what is that?

I've been struggling with my classroom management since I began teaching, but who hasn't? A few realizations have made it much easier to deal with.

1. My idea of perfect management is much different than the next person's
What I mean is that there is only so much time that I can spend living up to the ideal expectations of those around me. My classroom runs differently than the teacher's down the hall. Why? Well, we are different people (something that I value). Also, we have different students, a dynamic we struggle with at the beginning of every year. I cringe every time I hear another teacher say that this year's classes went like last year's. Though it might be easier if they were, wouldn't that be boring?

2. Treating my students like people (as opposed to obstacles) works much better for me.
I'm constantly seeing students labeled. That's why I am very precise in telling my students that what they are doing is annoying, not themselves as people. Overreaction seems pretty standard for teachers. We want our students to turn every mistake or failure into a learning experience. But, how can they do that if they are going to fear some sort of overly severe punishment for those mistakes? A student breaks a school rule, how often do we stop to explain to them 1: why the rule exists, and 2: why it is important to follow rules in general, even the ones that we dont fully agree with?

I'm all about a well organized and managed classroom, but not at the sacrifice of my students' individuality, a reasonable amount of freedom, and their right to embrace a culture of mutual respect.

Visual and Verbal is the way to be

I'm always looking for ways to make the management techniques that I'm already using more effective.  In addition, I'm always trying to keep them as simple as possible, it leads to less confusion and less time to teach and practice.  However, sometimes you need to add a new element to something to get it working just right.

Currently, to get the class's attention and to get them quiet I have been using the method of putting my hand up silently and waiting for them to all notice one another and do the same.  But, I have also noticed that with them actively engaged in group activities it becomes hard for them to distract themselves visually to see that my and other peoples' hands are being held up.  Therefore, I have added an auditory command where I simply call out, "Hands Up."  So far it has been a good addition to the procedure.  It gives the auditory students a signal as well as the visual/kinesthetic learners.

As always, I'm keeping an open mind every day and trying to find a better/different way to do EVERYTHING.

Keeping students engaged and under control?

It's always a fine line we walk down as educators.  We want our students to be autonomous thinkers, working without the teacher prodding them along, but we are always trying to hover over their shoulders to see what they have done.  At the same time we are told to plan our units with the end in mind, but at the same time we have to grade very little thing that is done between the beginning and the end.  We are to differentiate our instruction to offer its access to every learner, but also are supposed to offer an equal education to every student.

Autonomy is something that I have been experimenting with quite a bit this year.  If you have heard of the book you can find his page: Daniel Pink.  His points are focused on business, but it is so easy to see how they can be applied to education, and how they have been by many.  However, management + autonomy can = a bad combination, so it has to be tried with a lot of trepidation and planning.

For more on his ideas, watch this:


However, here is the problem that I am facing: How do I allow my students autonomy without allowing them to face failure?  Teachers are constantly burdened with getting the kids to work up to grade level to making them more than they are, to do this, to do that, but where does it stop?  Currently in my classes we are finishing a persuasive paper and an accompanied video project.  The video project is directly tied to the topic of the papers, bullying.  The kids LOVE working on the videos, not so much the paper, but that's life.  When it is time to work on papers in class there is talking, but I do not constantly end the talking because I want my students to begin making choices.  One of them being: Do I take this provided time to work, or do I waste it so that I will either 1. have to do the work later, or 2. fail this class?

Just writing about this has brought up another thought in my mind: Should I be assigning specific time in class for either writing or video project work, or should I allow students to make those decisions?

My take - give the students a chance to be autonomous and have the opportunity to fail or succeed.  This will create a more meaningful experience for my students and a more authentic performance on their parts.