“I’m Glad You Are Here. Have You Had Breakfast?”

School starts in a few weeks, and I will begin my 32nd year of teaching.  I know!  I never, ever thought I could do ANYTHING for over 30 years!  Every August, I stroll down memory lane, and usually remember some of my more challenging students or funny things that happened, but today I remembered an important lesson I learned the hard way.  

Years ago, I had a student who came late to school.  A lot. And not just a few minutes late…. nooo… like half way through math late.  You know how hard it is to try to reteach a full blown math lesson to ONE KID, and I was having to do this 2-3 times a week. Finally, one morning I chewed on him for being late, and asked him why he was late THIS morning.   He said it had been a bad morning. “We all have bad mornings.  I have bad mornings and I manage to make it here on time, Ron has bad mornings and he makes it here on time, Marissa has bad days and she makes it here on time!  Please tell me why you can’t seem to make it to class on time?”  So he did. 

"My dad showed up at my house, and he was drunk.  Dad knew my mom had got her check, and he wanted it, but Mom needed it to pay rent and hid it.  She was holding my baby brother and told us to go get in the car. My dad started cussing and hitting my baby brother so my mom would tell him where the check was hidden.  So she told him and while he was looking for the check, she ran to the car and tried to start the car, but it wouldn’t start.  My dad ran outside, jumped on the hood, and tried to break the windshield with his fist.  The car still wouldn’t start, so my dad grabbed a gas can and started throwing gas on the house so he could burn it down.  Mom finally got the car started and drove us to school."

 And that was his bad morning.  I had no words.  Absolutely none.  

“I’m glad you are here.  Have you had breakfast?” 

He hadn’t, so I sent him to the cafeteria with a note and he ate. That day I was humbled mightily and taught a powerful lesson.  As a teacher I don’t know what is going on with or kiddos and what battles are being waged at home.  I have absolutely NO CONTROL over what happens outside of school, but I have so much input on what happens once they walk through our door. I have the power to create a safe haven and a place where children want to be.  Someplace clean and warm and safe and happy.   I can let them know that I am glad they are here at school.  I can take care of the immediate needs.  "Are you hungry?"   Usually, they come hungry.  There might not have been any supper, and most certainly there was no breakfast, and nothing says love like food.  And we all know that hungry children don’t learn. Sometimes, they come tired because the music was loud or mom had to get the kids up and go to grandmas house in the middle of the night, or call the police to come and make the boyfriend or dad leave.  They may really just need food and a nap.  Sometimes kids want to talk about what has happened at home, but most don’t.  

Children have an amazing ability to compartmentalize their lives, and school serves as a safe place where there is electricity, water, food, smiles and a playground.  I need my classroom be a warm, inviting place to be, with a good structure and schedule in place.  Kiddos know what is expected, what is going to happen and when.  Lessons are engaging and meaningful and activities are interactive and the chaos of the morning or the night before fades away, if just for a little while. 


Its been 20 years since that morning, but the lessons I learned are still with me now.  So now, when one of my little dudes or divas come to school very, very late, I always, always tell them I am glad they are here at school, and ask if they have had breakfast.  

How to Survive “The Angry Parent Ambush


If you teach long enough, it will happen to you.  It will.  You are standing by your door welcoming your children for the morning or waiting for parents to pick up after school, everything is bunnies and rainbows, and a parent marches up to you, and unloads an expletive laced tirade directed at you.

Pre-emptive strike
The preference is for the ambush to never occur, and there is a lot a teacher can do to avoid it.  A little preparation will go a long way and take care of 95% of your difficulties before they even happen

80% of your parents will give you the benefit of the doubt if they are convinced that a) You love, appreciate, and really “get” their child and
b) You are a competent, professional who know what she is doing (or looks like it!)

Send those positive notes home!  Greet parents warmly after school and share a funny or cute moment that happened to their child that day.  Remark on something special you noticed about their child.  Spend the time to get to know your students as quickly as possible.  Notice the little things.  Who likes animals?  Who is absolutely wild about space?  Who is your diva performer and who is the athlete?  What kind of books do they enjoy reading? Who picks flowers for you every, single day?


15% of parents will leave you be if you can explain your teaching practices convincingly.  Put some thought into your philosophy of education, and your practices.  Write them down if you need to, or practice your answers in the mirror.
1.     Have a strong behavior plan, follow it consistently, and be able to explain and justify it to anyone.
2.     Be able to justify WHY you do WHAT you do in the classroom.  If you can’t explain it, you may need to consider changing it.
3.     Keep records of parent phone calls, conversations, and written communication.


And that leaves the 5%...... standing there with veins sticking out of their neck, yelling and growing angrier by the moment, in full “Mama Bear Mode” protecting her cub.

Take a deep slow breath.  When you are ambushed, your “fight or flight” instinct kicks in.  Adrenalin floods your brain, shutting down all your higher level thinking skills, and you usually hold your breath while they are yelling.  So…..breathe…. slow it down, and take control of the situation.  A thoughtful pause and a look of concern will give you time to plan your next words and will show that you are taking their concerns seriously….. take your time…… breathe……

If you feel the urge to say something snarky…. stop! Don’t. Do. It.

Next… there are 2 directions you can go…
Is the parent angry about something that happened TO their child,
or
something they think YOU DID to their child?

 Which is it?

-Angry about something that happened TO their child.
Woo Hoo!  Piece of cake.  You’ve got this.
1. Show sympathy. Be empathetic- “Oh my goodness!  That must have been upsetting”  “I’m so sorry”
2. Offer assistance.  “How can I help?”  “What can I do for you?”
3. Decide on a plan of action.  “We could_________”  “Would it help if we___?” “What would you like me to do?”
4. Reassure the parent you will follow up. “I can do that”
5. Follow up and touch base with the parent in conversation, phone call or note.   Encourage the parent to contact you if they have any more difficulties.

-Angry at YOU for something they think YOU DID to their sweet angel. 
This is more difficult.  Much more difficult.  This is the sucky part of the job.
Important!  Never, ever, ever say “CALM DOWN”  It never works.  Ever. Think of gasoline on a fire.  Then add a grenade.    
1. Ask them to repeat the complaint.  “Ok, I didn’t catch all of that. Can you say that again?  Most parents will not be able to generate the same anger and emotion the second time around , and since you were in “fight or flight mode” you probably missed much of what they SAID, and just heard HOW they said it. “Let me see if I understand…. Repeat what they said using calm and reasonable language.  This will show them that their concern is valid.  Ask any follow up questions to get more information.  This lets the parent know that you want to get all the facts and are taking their concerns seriously.  It also will give them time to calm down a little and start acting like a person again. Hopefully… 

Note: Whether or not their concern is valid is immaterial.  If it is important to the parent, it must be treated as a legitimate concern.  Parents who feel like they are being blown off can and will go straight to the superintendent, and trust me you do not want on that roller coaster ride!

2.If you can take care of it on the spot quickly, without an audience, do it. 
“I understand.  Thank you for coming to see me.  I know you just want the best for your child” Explain.  They will still want to spout off a little, but will be losing steam.  Explain again.  If they are becoming more reasonable, empathize with them, and allow them to save face and make a graceful exit.  Letting the parent exit on a good note will save you time in the long run. Thank them for coming to speak with you, and encourage them to feel free to discuss any questions or concerns they have in the future.  Whew! Dodged a bullet there!

3.If the problem is sensitive or will take a while, or you have an audience*, explain why you can’t talk RIGHT THIS VERY MINUTE and set up a time for a meeting.   
“I have to wait until all the students are picked up.  Can you wait about 10 minutes so we can talk?” 
“I’m in the middle of a lesson and can’t leave my students unattended.  Can you come see me after school?”
 This will give you time to calm down a little, think about the situation, and gather information.  Usually by the time you meet with them later, they will have calmed down as well.  Hopefully.  At the very least you will have had time to prepare a response.

*Note: Try to avoid having an audience at all costs!  There are people in this world that thrive on drama and having an audience feeds their love of drama, and means that these type of parents will ramp up, not calm down.  Having an audience also means that parents are usually more conscious of losing face in front of others and may prolong the conflict for the benefit of others.  Also understand that dramatic people are probably going to relive and reenact the confrontation later with family and friends, so you really want to handle this professionally, watch your words and not get sucked into the soap opera.  Also remember that there are people with cell phones all around you, and you don’t want to be the Facebook or Youtube “Teacher Meltdown” viral video of the day.

Key phrases to use in the meeting:
“What can I do for you?”
“What would you like me to do?”
“I can do that…”
“I can’t do that, but I can do this…”
“ Let me check into this and touch base with you tomorrow.”
“Thank you for your concern. I’m sorry for the misunderstanding.   Please feel free to contact me anytime you have concerns”

4. Give your principal a heads up.  No one hates to be ambushed more than a principal.  It makes them look silly and uninformed.  Your principal is more likely to back you up if they know the particulars in advance and have time to think about it before the parent comes in.  Even if the parent never complains to your principal, you still come off as a very proactive teacher who takes care of her own problems whenever possible and understands the chain of command.


5. Go home and eat some chocolate.  Eat some more chocolate.  Watch some Netflix.   Remind yourself…. I love my job, I love my job, I love my job.

Finally...... I finished it!!!!!!!

While I was working on my Masters several years ago, I came across some interesting research that made my life soon much easier.  At the time, I was teaching special ed. and my kiddos REALLY struggled with sight words.  Every day, we would work on the words and they would know them PERFECTLY, only to forget them the next day.  It was frustrating for me, but especially for them.  I kept thinking about what my good friend and mentor, Beth Jenkins used to say...

                             "We already work hard, we just need to learn to work smart",

and I just KNEW there had to be a way to make sight word study more productive.  Anywhoo, this research stated that the brain remembers pictures easier than words (duh) and that if pictures were incorporated with words, students retained them for a longer period of time.  Excited and inspired, I designed a set of dolch sight word flashcards and power points with pictures incorporated into the words that couldn't be decoded.  It was a lot harder than I thought and took a lot longer, but it was so worth it.  The kids loved them, I loved them and my sight word world was all sunshine, rainbows and bunnies!  I used them for years and life was good.  I put them on Teacher Pay Teacher and even made a little money!

 

Then, our district discarded the dolch word lists, and decided to adopt the Founts and Pinnell High Frequency Words.  Waaaaaahhhhhh!  So I continued to limp along with my poor dolch sight word cards, but it just didn't work as well.  I knew I needed to make a new set of cards, but who had the time during the school year?  I started working on them last summer, but the spirit just did not move me, and I decided to play with my grandkids instead.

I love my grandkids!
Aren't they adorable?




Well, this summer I WAS inspired and finished my (drum roll, please)

         New and Improved Fountas and Pinnell High Frequency Word Cards and Power Points!

                                                                       
This time, I made a picture for every word, not just the undecodable (is that a word??)  words.  And it only took about 3 weeks of grueling work in my recliner with laptop, binging seasons of Andy Griffith.


Each word has a picture and a motion or a phrase.  At first, I'll just show them the word with the picture and then say the phrase or make the motion.  That's all.  Very short and sweet.  You see, I want their sweet little brains to link the word, picture, and motion or phrase together into one nice package.  


 Eventually, with time and repetition, the kiddos will no longer need the picture or the phrase or motion and will remember the word.  Only with the pictures, it will be easier and faster for my kids. And who doesn't like faster and easier?


I put the new flash cards on my Teacher Pay Teacher store if you are interested....

And it's only mid July!!!  Plenty of time for Netflix and grandkids!!!!
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Flexible Seating

A couple of weeks ago, I started using flexible seating in my classroom.  I have been teaching for 30 years and fall into the "Old Dog, New Tricks" category, so I'm always a bit skeptical when new things come down the pike, but one of my parents put a bug in my ear about decreasing the amount of time our students spent sitting, so I decided to take the plunge.  I was planning to try it next year, but decided to "beta test" it for the last 6 weeks of school this year to see if it was something the kids could handle and to work the kinks out the new system. Well, it has been 6 weeks and I love iThe kids love it and their parents like it too! 

Here is what my room looks like now...



I took the legs off of 6 desks to lower them and put rubber chair stops so the floor wouldn't get scratched up.  I bought chair cushions at Walmart for $5.00 a piece.  The kiddos kneel on the cushions more than they sit.  My little divas tend to camp out here.




I have 4 stability balls at desks.  They were around $7.00-$8.00 a piece at Walmart.  I used the Gold's Gym brand.  I think one of them has a slow leak because I have to put some air in it every few days, but I think I can patch it easily. The rest are holding up well. Next year I will add 2 more desks with stability balls because they are quite popular.   The stability balls required a mini-lesson spelling out EXACTLY how the balls will and will NOT be used.  I also needed a stand for each ball so I could put them on the tables at night and the janitor could sweep.  The ones on Amazon were $7.00-$16.00 A PIECE, but I got 4 plastic picnic plates for $1.00 at Dollar Tree and they work just fine.  I keep the plates in the desk during the day, and when we are cleaning up for the day, the kiddos just pull out the plates and put the stability balls on the plates. 



I raised 6 desks up as high as they will go for standing desks.  The kids usually work here for short periods of time because they get tired of standing after 10-15 minutes.  Next year, I will probably have only 4 standing desks because they are not used as often. 



Four desks have stools to sit on, and the kiddos enjoy these, but like to lean forward on 2 legs, and the stools tend to slide out from under the kids.  A mini lesson took care of this.  I will probably buy some rubber chair stops from Walmart to reduce the sliding.  The stools were $5.00 a piece at Ikea.  This is a favorite working space for my little dudes when they have a group project. 

I also have a desk with a chair for students who either want to work alone, or need to work alone for a while.  I have one little artist who likes to sit there when he is working on a project, and one little dude who just needs a break from human interaction for a while. 




There are 2 barstools at a counter.  I already had the counter and bought the barstools from Amazon for $35.00 a piece a few years ago.  I can't explain it, but this is my quietest part of the room.



I already had 4 bean bags and the kiddos can drag those and sit anywhere they like.  I just have to duct tape the seams when they split a little and buy new styrofoam beads when the bean bags get flat. I allow no more that 2 kids on a bean bag.  The bean bags are by far the most popular, so I will buy a couple more bean bags this summer.  I got them at Walmart and Target for between $20.00 and $30.00 a piece.   





I also had 2 big pillows from last year.  Being the survivor of many lice epidemics, I know I am playing with fire here and avoid pillows when possible, so may re-home the pillows when I get more bean bags!



On a whim, I bought 4 soft bath mats from Walmart for $7.00-$9.00 a piece.  I didn't think the kids would use them much, but when 2 or 3 kids want to work it a quiet corner with a friend, they grab a rug and find a place to sit.  Sorry, I didn't get any pictures of that.  Just imagine kids sitting on a bathmat! Ha! 

I already had clipboards for each child because in first grade we do a lot of group work on the carpet with the promethean board, document camera, and clip boards.

Here's how it works..
After a lesson on the carpet, I draw their name out of the name cup and allow them to find a spot to work one or two at a time.  This keeps the kids from all rushing and fighting to get to the spot they want.  It only takes about 1-2 minutes for everyone to get settled.  The students must quickly find a spot and are not allowed to save seats for other friends.  They  are allowed to take the bean bags or bath mats wherever they like in the room, as long as they are WORKING QUIETLY.  Working quietly is a relative term, because my students are a very loud, chatty bunch, but they are no louder than when they sat at desks. 



If the student is not working quietly, I tell them "That is not a good spot for you.  Choose a new spot".    The student has to move to a new spot, which does not make them happy.  If they continue to be off task, I choose a spot for them to sit.  They really hate that! So now I have an additional very effective behavior management tool at my disposal.

The students can pick a different spot each time we finish with a lesson together, so they have 5-6 opportunities to pick different spots.  I know some teachers let the students pick their spot for the day, but the little guys do just fine picking a new spot every time.  Knowing that they will have 5-6 turns at picking a seat reduces the arguing and grumbling over choice spots.  Older children may be able to pick one spot for the day with less wailing and gnashing of teeth.  I guess it just depends on your class. 

When our class started the flexible seating, we had a discussion about taking care of our new classroom setting and being proactive and responsible, especially with the stability balls.  They do need occasional reminders to sit, not bounce on the balls and not to leap into the bean bags, but they have taken good care of our room.  The kids help me put all the stools, pillows, cushions and bean bags on the desks at the end of the day so that the janitor can sweep, but when the kiddos arrive every morning, they go around and put everything in place. 

I'm really glad I implemented this now, because there were some kinks that had to be worked out.

1.  Where do the students keep their materials?
I will need to find a shelf or cubby for student boxes for next year.  This year, they kept them on the shelf up by the promethean board and it worked ok.  Notebooks and spirals were kept in their lockers, but I will need a better plan for next year. 

2. I didn't realize how much I depended on each student having a designated spot with their name tag on it!  We needed a new procedure for passing out materials and collecting materials.  I now set out the materials and the students pick up their materials on their way to find their spot.   

3.  Testing- I used privacy folders before and the kids are used to using them, but now the kids pick up a privacy folder and a clip board if they are not sitting at a desk.   They have to sit away from other students on the floor during a test.   The students are actually more spread out than they were before, so "borrowing" answers from a friend is harder. 

4. Bathroom passes- I don't let the kids take the bathroom pass with them to the bathroom (ick!) so they put their pass on their desk while they are gone, so I can look and see who is in the bathroom.  Now they hang the pass on their locker handle.  I may put some small hooks on the lockers next year. 

5. Having a reset spot- Sometimes when the class is getting a little out of control and I needed them to sit, breathe and reset, I had them sit at their desks and put their heads down for a minute or two.  Now each student has an assigned spot on the carpet.  If I need a class reset, they return to their spot on the carpet.  It actually works better because I have taught them some relaxing yoga poses, and that seems to center them as well or better than putting their heads down on their desk. 

6. Friends wanting to work together-  Yes they do, but if they are not being productive and quiet (again quiet is a relative term in my room), they have to give up the spot they chose and move, and they really don't like that. I do have some students who always want to sit by each other and that is fine as long as they work. Getting to sit by a friend can be a motivation for productivity. However,  I have noticed that quite often kids who would never normally work together end up picking a spot by each other and strike up a friendship or a very productive working relationship.  

Overall, it has been a very good change for my class. The kids are more relaxed and happy, and I have to take very few brain breaks each day because the kids can move more and sit less.   I am anxious to see how it will work starting out the year with the flexible seating and what it will look like with a new class.  I hope this has been helpful to you.

Why I'm Dumping The Clips and Colors

   




    For years, I used the Clips and Colors as my behavior management plan and I loved it.  It was simple and easy.  When students made good choices and made me happy, they moved their clip up, and when they did not and made me sad, they moved their clip down.  This was a highly effective behavior plan, and my dudes and divas were very well behaved…. when I was there, and when I was focused on them.  When I had a sub, or at lunch, or even if I was busy working with a small group, there were always those 5-6 goobers who just could not hold it together.  And that was frustrating to say the least!

     As I began to implement The Leader in Me principles, I realized that my beloved Clips and Colors actually IMPEDED the process and was diametrically opposed to The Leader in Me idea of personal responsibility and integrity.   The Clips and Colors allowed me to control the students’ behavior quite effectively, but it made ME the center of the discipline plan, not the STUDENTS.  They were kind and helpful not because it is the right thing to do, but because they wanted ME to see and move their clip up, but there was really no reward for doing the right thing if I was not there to see it.  My students were not learning to be People of Integrity, but People Who Needed Someone To Always Validate Their Behavior, and felt no personal responsibility when no one was watching. And that broke my Teacher Heart.

      The final straw that made me re-evaluate The Way I Had Always Done It was a very personal one.  My grandson’s teacher used the Clips and Colors and his mom and dad, being responsible, good parents would ask him what color he was on when they picked him up.  If it was a good color, there was Rejoicing in the Land, but a not-so-good color meant No Fun for Wyatt.  It became a great source of stress for their little family and to Wyatt himself.  And that broke my Grandma Heart.

      I realized that I had seen the same scenario played out many, many times as parents of my students picked up their children.  Good color… happy family… bad color…. sad family.  As I made the paradigm shift from me being the Disperser of Discipline to students taking responsibility of their own actions and learning to self-monitor, the Clips and Colors just didn’t fit anymore.  Sooo…I dumped it!

     This year my class will be encouraged to solve their problems with each other, with me acting as a mediator when needed, using the tools and language taught by The Leader in Me.  Yes, I will have a discipline plan with consequences for behaviors, and when things go wrong, as they frequently do, consequences will be immediate and appropriate.  But more than that, the mistakes made in the classroom will be used as an opportunity to learn how to regroup, make a new plan, and start again.   This year is going to be a great year!