Classroom Management: The Good, The Bad and the Boys

Managing student behaviours is a constant chess game. One that demands focus, lateral thinking, and most of all, patience.

The more I think about the students in our classrooms that struggle to walk the conformity line - the more I realize that the game needs to change.

In my experience, most students that are "flagged" as having behavioural ‘problems’ or poor decision-making seem to be boys. It's staggering to think that the gender distribution is THAT imbalanced. But, the truth is, it always has been.

Do you know what else has always been the way it is? Answer: Some of the classrooms in which these boys find themselves.

Perhaps the reason that so many of these boys seem unfocused, uncaring and unmotivated to learn in some of our classrooms is because they are. Sit still, don't talk, don't fidget, write neatly, spell correctly, raise your hand, hands to yourself....sound familiar?

The way that school is supposed to look, sound and be like, has largely remained unchanged for decades. Conformity to rules, routines, procedures, and often, teacher-determined expectations is at the forefront; especially, for those of us who feel that we are best displaying our success in teaching by a quiet classroom with the sounds of pencils pushed against the paper.

When I reflect upon my own professional practice, I would have to agree. In my first few years of teaching, I strived to gain the classroom management skills so that I could actually get a class full of grade 8 students to work quietly – uninterrupted – in silence on a task that I assigned.

There is a certain satisfaction – which I believe is the assertion of control – that a teacher feels when the class is quietly working on task. But, how much of the school day is spent striving for this outcome? I absolutely believe that there is a time and place for quiet work in the classroom – but I also firmly hold that there MUST BE time in the instructional day for unstructured, creative, and yes, even loud learning to take place (and I'm not talking about recess).

This is where we are failing our students that struggle to sit still and be quiet. This is where we are often failing our jittery, active and energetic boys. Are there also girls who need to learn in this way and break free of the chains of peace and quiet? Definitely! I am well aware that there are many students of differing genders for which these words hold true. But, I have watched MINIMAL focus and attention in supporting our boys with new educational initiatives over my own teaching career (13 years) for their own self-esteem and well-being – at least not, in the same way that other programs for girls have been implemented and explored.

It’s time to help our boys. 

As a father of two (ages 5 and 8), I am realizing more and more that many of our classrooms are ill-equipped to evolve in the ways needed to support our struggling students. These needs to be a shift in what the real expectations for learning and development in our schools should be in the 21st century.

Student self-esteem is a delicate and challenging issue to approach in any case – but the culture of boys and the pride of masculinity make an educator’s task even more daunting. Many boys often don’t want to talk about their feelings. They have been systematically programmed not to share their worries and fears in a way - that they perceive - somehow demonstrates their strength and confidence. The myths of masculinity and culture of Boykind need to be broken and re-defined.

Let’s start in our schools. The single-most important tool that I attempt to use with a ‘difficult’ student is forging a positive relationship. It requires some surveillance to determine the best approach. By speaking to students, we gain insights into their own interests, beliefs and most of all, character. You can tell a great deal about a student by what they choose to divulge to you (their teacher) or not share.

Building a strong rapport with a student allows you to become a “trusted adult” in the school environment and someone who they can not only “count on” but also will become someone to whom they are accountable. Many of our boys are craving a positive role model (especially from their male teachers) who can provide an alternative view of the gender than the bumbling male idiot during commercials or tv shows. Seriously, watch an hour of television and keep track of how the men are portrayed (especially during ads) - through the eyes of a 7-year-old...

I used to begin each year by telling the students in my class that I knew very little about them – as of right now. I would explain that I have tried my best to avoid conversations with colleagues on how they were in someone else’s class – because I am only interested in who they are and how they conduct themselves in this moment moving forward. Providing a fresh start and a blank slate is something within my own control as an educator.

I’m not suggesting that I ignore details about special needs programming or safety issues; rather, I selectively frame behaviour instances in a context that takes into account more than simply a student’s predetermination for negative or “undesirable” behaviour choices.

The students in my class who had been building a terrific reputation for themselves in their schooling as intelligent, trustworthy and responsible were given, yet another, opportunity to show me these attributes and the character traits that my colleagues had praised over the years.

The ‘impressionable’ group – sometimes referred to as ‘followers’ – were provided with a chance to set themselves on the right path for the year and possibly break away from some of the negative choices that they had made previously.

Most importantly, the “challenging” students had been given an opportunity to begin anew in setting goals, building relationships and demonstrating their potential to become more responsible and positive. I don’t claim to have fixed every troubled or “challenging” student who spent time in my classroom. But I do feel that many of them were given the right nudge at the right moment to inform and set the context for their decision-making.

Many of our "troubled" students are developmentally-stuck in attempting to meet their own basic needs - food, water, shelter, safety, security, love and a postive self-image. These are the first things that we MUST address before the math lesson matters or their narrative is finished.

Student behaviour management is a tightrope walk. Contrary to what some of us have heard while training to become a teacher, you are allowed to smile before Christmas. In fact, you should….it reminds the students that you are a person with emotions and investments in their learning and lives. Find as much common ground with them as you can – but all the while you are still setting a high levels of expectation for them and their learning. You shouldn’t need to be their friend; instead, they will need you to be their support and guide.

Learning requires equal parts of idea (not content), facilitation (not delivery), environment (not structure), startegies and tools (not equipment) and perspective (not rationale). As teachers, we cannot successfully plan and utilize any of these components; without first understanding the students in our classroom, and building a positive, reciprocal relationship with them.

Shatter Your View of the Classroom

Classrooms should be crumbling. But many stand firm in an ageless state.

I want to give credit to one of the catalysts for my own educational shift and reflective view of teaching. Changing Educational Paradigms (by Sir Ken Robinson) is media clip that completely changed how I thought of our current educational system. If you haven't seen this before...spend the next 10 minutes re-thinking YOUR educational experience and reflecting on YOUR school memories. If you teach, how can this reshape your view of the classroom? Your school? Your pedagogy? Your approach to students? Your goals?


One of the things that Sir Ken illuminates is the notion that the industrial age-defined classroom has been, largely, left unchanged. Think about how the world has changed in the past 100 years, 50 years, even 10 years. Now think about how many classrooms you could walk into RIGHT NOW and see the following:

• Student desk in rows
• Chalkboard at the front
• Teacher desk in front corner
• Teacher standing at the front
• Filing cabinets filled with worksheets

Are some of these things still practical? Effective? Purposeful? Necessary?

Sure.

But how many of these things are in place because of familiarity? Conformity? Safety? Tradition?

Now think about how many of these things are in place for student learning.

A classroom is for learning NOT teaching.

Students are tasked with the journey of learning and education. Teachers are tasked with how to facilitate this.

The school day is not block of time to be filled with activities to "keep kids busy." It should be an opportunity to forge positive relationships with students so THEIR learning is facilitated in an appropritately paced and meaningful manner.

If the goal of schools is merely to put in time and have the students feel like they remember something that the teacher has "taught them" by the end of the day - we are doing it all wrong. Because if that's the case, why not set up classroom like movie cinemas and bring in the cozy chairs and snacks?

If all we ask of students is to sit passively and learn through sight and sound alone - how different are we than the movies and television shows that we seem to associate with a negative use of time? No one ever suggests that listening to teachers will rot your brain - but depending on the conditions of learning and structure of the classroom environment - I think there's a possible argument there.

Let's shatter our view of the classroom. Let's allow students to put the pieces together. Facilitate the change. Facilitate the learning.

(Not) Just Another School Year

This year will be different…

Welcome your students with a new kind of message - one that imparts hope, excitement and promise:

“This year is yours to learn.”

1. My year is not planned. I have no intention of putting you through the same activities and assignments that your older siblings have done. Our focus for learning may be the same – but the way that we get there will be according to your learning needs (not my teaching needs).

2. Success or failure is up to you. I have zero interest (or intention) on ‘getting you through this year.’ Take your own learning into your own hands. I will support, guide and facilitate – but it will be you that holds the keys to your own success. I will not make excuses for you – nor will your parents – it is up to you to realize your centrality in this year’s educational plan.

3. Learning is paramount to your personal development. I absolutely recognize that your social networks, personal interests and skills are important to you – they are also important to me. That is why I will do what I can to weave them into my teaching practice. You will see yourself in our curriculum. They are the guiding principles framing our learning together – but they need a face and a perspective – yours, the student.

Let this year get messy. Let yourself fall into the deep, dark abyss that is the unknown. Take on new challenges and learn what it means to love learning – yourself.

I promise you that this will be your year of inspiration, reflection and passion – if you throw away the same old worksheets and craft new learning experiences with an entirely new (and refreshed!) group of students.

Let the journey begin! You are doing the work that matters in helping to bring about new, profound changes to the way we reach students and guide learning.

My Evolving Educational Philosophy

What guts and confidence does it take to open ourselves up and expose our most personal views and insights for all the world to see. Education demands that we peer inside ourselves, first, and plan for learning, second. As teachers, self-assessment of what we truly hold important and that which we frame all programming and delivery decisions needs to be authentic, timely and specific; indeed, if it is to evoke needed re-tooling, re-framing and re-imaging exactly why it was that we stepped forward as our generation's "teachers."

Here is my journey so far. For me, my own education, classroom teacher experiences, professional development and life experiences have all culminated into what I can now confirm is an ever-changing journey of my own life and learning.  

THE BEGINNING: THROUGH A "TRADITIONAL" TEACHER LENS (2001)

(TEACHER'S COLLEGE)

Through my experiences as a student, I have developed an insatiable thirst for knowledge that can only grow through my future experiences as a teacher. My best teachers shared an ability to carry themselves and the material in a certain way directly to their students. I cannot wait to join the 'club' of teachers. I foresee myself placing an emphasis on critical thinking, especially on key world issues, so that my students will be able to 'decode' today's world into terms that relate to themselves and their experiences. I cannot wait to be given the opportunity to directly facilitate personal intellectual growth in the classroom through lessons, films, activities and exercises. I feel that today is an exciting time to be a teacher as resources such as the internet and personal computers have become key partners in the learning process.

THE MIDDLE: THROUGH A LEADERSHIP LENS (2010)

My Philosophy of Educational Leadership

Values and Guiding Principles

Education needs leadership. It craves direction and begs for insight. Teachers need to feel that they matter and are part of a bigger picture in the lives of their students. Without strong educational leadership, no teacher can teach to their true potential. Leaders find purpose and value in any action; whether it is a positive or negative experience. Visionary leadership is the ability to make connections that are not even there yet, and to offer possibilities that no one has thought of. However, it is the social connections that leaders make with their educational teams and staff that cultivates the audience for your school ambitions and goals as a leader.

My own personal philosophy of education is that people, intrinsically, want to better themselves. Learning and interacting are two important ways to accomplish this, and both are available through the vehicle of education.

The classroom environment is as important to a student as a home to a family member. Within these walls, students must feel safe, appreciated and welcome. Whether through the seating plan, wall posters or classroom routines; your decisions must consistently demonstrate fairness - not necessarily equality. The same is true for a staff. Fairness must emanate from your choices and actions. Your decisions must be transparent and predictable, that is how teachers become comfortable with your vision for the school and its direction as it pertains to their daily work.

Effects of my Philosophy on my Interactions

My educational philosophy guides and influences the majority of what I do and say. It is through my beliefs towards education that I foster positive relationships with colleagues and community, in an attempt to get closer to the promised land of self-fulfillment and attainment of my personal goals. Functioning as a valuable team member on a school staff is only possible through the use of the same differentiation instruction techniques we use when instructing students. Depending on the person we speak to, it is important to change our tone, change our words, or even to change our overall approach to the conversation. Our methods of reaching students are the same. No one style can reach all learners. No one approach can be successful with all colleagues.

Contemporary Issues/Theories in Education

I think that, as teachers, we find ourselves in interesting times. The current educational system in this province – and even beyond our provincial boundaries – is in disarray. Funding formulas seem unsustainable. Student enrollment is declining. Data-driven goals are placing heightened pressures on administrators and teachers alike. Caught in the middle of a technological revolution, schools find themselves on the outside looking in when it comes to reaching students and motivating learners. Many teachers are learning how to implement new technologies and incorporate fresh ideas in their classroom practice, but curriculum constraints and increasing accountability to a vocal (and aware) public inhibit true change in many teachers today.

Whole shifts in the way we approach learning in a 21st century school are needed. Previous ideologies and values are being eroded and compromised by a student population that has been raised to believe, “that which they do not like, they re-write.” Online social media and web 2.0 tools have placed new perspectives on learning and the sharing of knowledge. Raising digital citizenship in our classrooms and surviving this educational crisis is only achieved through visionary and bold leadership decisions.

My Motivation to Become an Educational Leader

I want to be at the forefront of this exciting educational transition. Possibilities and perspectives emerging in academic and social discussions offer truly unique ideas in the organization and administration of schools. Having experiences as an overseas teacher, French teacher, Special Education teacher, and Junior/Intermediate teacher, have equipped me with a fused view of teaching from many different perspectives. Through my involvement with the Federation (as a collective bargaining rep and steward), I have been able to experience first-hand the overriding principles of our collective agreement and regulations and the practice of their implementation at the school level. This administrative step is the next phase of my educational journey in being a part of the new process of reaching 21st century students and teachers. It is only through direct involvement in these matters that I will satisfy my ambitions and pedagogy in the field of education.

THE NOW - THROUGH A SELF-DIRECTED/INQUIRY-BASED LEARNING LENS (JUNE 2013)

My Philosophy of Education

Students are the key. Whether it is designed authentic, learning experiences based on student need and interest; or engaging in purposeful conversations to uncover who they are and what they hold important – we need to know our audience.

Through inquiry-based learning, collaborative planning, feedback and sharing sessions, we are able to create the conditions for learning that will raise student engagement and improve student achievement.

Redefining teaching practice and constructing student-centered learning requires bold reflection and brave risk-taking. We need to expose ourselves as the life-long learners we truly are. We need to put our practice on display for ourselves and others to experience, discuss and reflect upon – if we are actually going to make the necessary changes to meet the needs of an ever-changing world.

The keys to facilitating learning for today’s students rests on our own ability to treat the daily experience as a work in progress and not a well-rehearsed presentation that we have perfected over the years.

If you want to join in the conversation of your own evolving educational philosophy and how you can make sense of it, use #engagedinmyed on Twitter. Thanks, Neil!

Are we in the "Matrix" of our Education System?

Ever feel like you've been living in a dream world?

Our greatest goal is to educate students in a way that equips them with the tools for success, and that cultivates a culture of life-long learning. Our charge is to find a way to deliver this on a daily basis. We are providing the future with an opportunity to a better life.

Here are questions that cross my mind, from time-to-time...

How many individual students do I reach day in and day out?
How effective is the tone I set during instruction?
Do I find ways to connect and personalize the learning environment for each of the students in my room? Why don't I give students an exit ticket like a comment card at the end of a restaurant meal?
What is it that worries me about walking into a classroom and discovering that my method of teaching may not be as effective for the needs of the learners?
Do I matter?
Does this system of teaching - and learning - need an overhaul?

I think the teachers, indeed, have one of the greatest professions, the most profound, the scariest in magnitude, and ultimately, the most responsible in terms of future society and generations.

I know that's why I got into this job in the first place. I wanted to affect change. It's like that scene in "The Matrix" when Laurence Fishburne's character says something to Neo (played by Keanu Reeves) like, "you knew that there was something wrong, that something just wasn't quite right, but you weren't sure what it is," and he explains to him what The Matrix is and how he has been living in a fantasy world. Sometimes I feel like this might parallel our education system, and while it sounds critical, and it sounds like I'm in that dark place - perhaps being a naysayer or a pessimist - there is nothing further from the truth.

I want our schools to matter. I want my son - now in our public education system - to be excited about learning. I want to do the best job possible with the tools I am equipped with. And I am willing to take risks to do so.

I know many educators that feel the same way that I do. Our schools are the places where we live and breathe and work. When something doesn't quite feel right you know that change is needed. Whether it's engagement in the intermediate classroom, escalating behaviors, or a general difficulty in communicating with parents and school community - we are facing difficult times in terms of leading learning.

If we are to be successful in educating our students today with today's goals in mind for future successes and opportunities - we must be willing ourselves to try new things today. Things that we don't know off by heart. Things that we can't recite from our own school experiences, and perhaps, ask new questions that weren't even questions as little as five years ago.

This might seem like ramblings. Like some moral epiphany ala the Jerry Maguire. But this is actually how I feel. This is what I think - and I know I am not alone.

Schools have changed. Students had changed. Have teachers changed? A big question with a lot of ammunition waiting quietly behind it to ask more targeted questions. But I'm not afraid to ask it - are you?

I would love to hear what you think about our schools; about the way that we teach our students; about how you think things are done, and why, or if, things need to be closely examined?

Share your thoughts. Offer your ideas. Be a part of the change conversation.

I'll end with the ending words from the Matrix:

I know you're out there. I can feel you now. I know that you're afraid. You're afraid of us. You're afraid of change. I don't know the future. I didn't come here to tell you how this is going to end. I came here to tell you how it's going to begin. I'm going to hang up this phone, and then I'm going to show these people what you don't want them to see. I'm going to show them a world without you. A world without rules and controls, without borders or boundaries; a world where anything is possible. Where we go from there is a choice I leave to you.

What do you think? Are you part of "us' or part of "them?"

How We Can Unlearn Our Students

A recent news story on CNN entitled "Unschoolers learn what they want, when they want," brings many questions to the forefront of any educational reform to the public school system. These Sudbury schools allow students to follow their curiosity and internal drive for learning in a way that puts life experiences at the pinnacle of the learning paradigm.

At a time when public education is experiencing further budget cuts, there are many things needed to restore public confidence and prevent more families from deciding that it is in their child's best interests to attend alternative or private schools.

Our students should be driving their own learning. The Ontario Curriculum is a foundation of knowledge and baseline content that should serve as a springboard for inquiry and experience in the pursuit of cultivating 'self-directed learners.'

Unschooling is a terrific climate to better meet the interests of our naturalist intelligence students (in Gardner's multiple intelligence theory). It is also a terrific opportunity to differentiate the environment and process for our students in a differentitated instruction teaching model.

So why can't we - in public school's - adopt approaches such as this and experiment with our own approaches to instruction and learning? Well, we can. There are many teachers out there that will quickly step forward as testers of these models and 'guinea pigs' for these educational experiments. With the right combination of support, funding, time, and even modeling, there are incredible prospects to revamp and retool our public education system's model for learning.

If we are to show the public that their options for private and alternative schooling are not 'cutting edge' or 'revolutionary,' but rather, that they mirror our public schools - only with a hefty price tag - not only can we restore confidence in our system, we can also meet the needs of our students in exciting and inspirational ways.

Unschooling holds that there needs to be an undoing of our school's work. Let's re-school the unschools by showing them that we are also ready to move forward and meet the 21st century with vigor and curiosity ourselves as leaders and educators.

Given the right publicity and media attention and we could have more families opting in to their right to a publicly-funded education; instead of footing the bill to find a service that they feel fills a void. We expose and address that void; we will gain the respect and momentum of a public shifting back to our classrooms with confidence and trust.

The Obstacles to Technology in our Schools

An article entitled, "What do Kids say is the Biggest Obstacle to Technology at School?" is the basis of my post today. Here is the comment I posted as a response to some of the ideas contained within it.

There has never been a more critical time in our educational institutions to discard what isn't working and take dramatic action in the days that lay ahead for education. Students are customers to our programming. If they don't enjoy what we offer; they will focus their attention on something else and avoid interacting with the material. We need to build a more engaged and loyal client base. Give them what they want. As professionals we should have all the tools to make it work somehow (both in timing and curriculum obligations).

Until we are willing to face the unknown and allow students the much needed access to setting their own learning goals (with teachers as facilitators - not experts), we are fighting a losing battle for their attention, ambition and engagement. Today's school programming needs to be the next Twitter. It needs to battle Facebook. It has to go head-to-head with online games and instant messaging. In short, we shouldn't just be including our schools on these social networking sites for publicity purposes - we should be developing the next big thing that will detract student efforts away from these things and direct them towards our own learning experiments and activities.

Think of the number of people within education in North America alone that have incredible ideas and technical strength. Surely we can mount an effort to revolutionize the system in a cohesive and comprehensive manner. Let's think big. Instead of fighting over the scraps of our student's attention after their preferred activities have finished for the day, let's compete head-on with the way they want to spend their day and somehow make it learning. Until we can do this, we are going to lose this battle.


Studies like the one that has fueled this article are desperately needed. In a time when data is everything to the education sector - we need to start using it to convince the right people of what is needed in our schools. Please post any comments that you have about the different views of technology between teacher and student occuring right now.

The Seven Sins of Forced Education - Review

"Seven Sins of our System of Forced Education" (Sept. 2009) is an article written by Peter Gray that was featured in Psychology Today. I was passed on this link by a member of a LinkedIn group of teachers that I belong to. I thought the name seemed familiar, so I checked my bookshelf and discovered that this is the same Peter Gray that wrote the 1st Year Psychology textbook that was used when I went to Queen's University. This man has important things to say and the psychological training and field experience to back it up.

I explored his blog entitled "Freedom to Learn" and read the titles of some of his recent blog posts. There is a great deal of overlap on what he tackles and the main ideas of my blog posts, since starting it in January of this year. That's not to say that I should be held in the same company as Dr. Gray and his insights, but it does solidify the reason I started this blog, and affirm the notion that there are so many talented and brilliant writers out there who are also driving educational change.

"Seven Sins" has many harsh and blunt moments. It accuses schools of being prisons. Reading this article forces the reader into a prison-like state-of-mind cultivated by the desire to read on through the damaging comparisons, but feeling helpless when Gray's critical observations hit home, especially to those of us currently working in the education sector. Gray states that he is casting off euphemisms, in an attempt to expose the truth - regardless of the uncomfortable thoughts it creates.

The main points of Gray's article focus on the negative effects of schools directly created by achievement-driven programming, isolating student tasks, age-based groupings and policies, lack of student input and direction in school activities, limiting top-down teacher delivery of the curriculum, lack of play and exploration in learning, anxiety cultivated through competition and student comparison, and an overall limiting curriculum that inhibits student resourcefulness, ingenuity and critical thinking skills.

Many who read this article will debate and refute the merits of such a scalding exposition. I propose that Gray's seven signs should be a report card of sorts for educators and administrators who can use it to self-reflect and track their progress on the path to educating our youth. Every teacher, school, school district and state or province, would fall somewhere on a spectrum for each of these sins on any given day or at any given teaching moment. These sins should be a warning. A glimpse into the mirror to measure our resolve in eliciting the lasting and meaningful change needed to better serve our future generations.

Rather than scoff and dismiss Gray's arguments as tyrannical judgments on your chosen career path. Think about each area of criticism and provide yourself with the personal examples and insights that absolve you (at least to a degree) from the idea that you have helped to perpetuate the very things that need to change in the best interests of our students.