The teacher gives the businessman a lesson

“If I ran my business the way you people operate your schools, I wouldn’t be in business very long!”

I stood before an auditorium filled with outraged teachers who were becoming angrier by the minute. My speech had entirely consumed their precious 90 minutes of inservice. Their initial icy glares had turned to restless agitation. You could cut the hostility with a knife.

I represented a group of business people dedicated to improving public schools. I was an executive at an ice cream company that became famous in the middle1980s when People Magazine chose our blueberry as the “Best Ice Cream in America.”

I was convinced of two things. First, public schools needed to change; they were archaic selecting and sorting mechanisms designed for the industrial age and out of step with the needs of our emerging “knowledge society”. Second, educators were a major part of the problem: they resisted change, hunkered down in their feathered nests, protected by tenure and shielded by a bureaucratic monopoly. They needed to look to business. We knew how to produce quality. Zero defects! TQM! Continuous improvement!

In retrospect, the speech was perfectly balanced - equal parts ignorance and arrogance.

As soon as I finished, a woman’s hand shot up. She appeared polite, pleasant – she was, in fact, a razor-edged, veteran, high school English teacher who had been waiting to unload.

She began quietly, “We are told, sir, that you manage a company that makes good ice cream.”

I smugly replied, “Best ice cream in America, Ma’am.”

“How nice,” she said. “Is it rich and smooth?”

“Sixteen percent butterfat,” I crowed.

“Premium ingredients?” she inquired.

“Super-premium! Nothing but triple A.” I was on a roll. I never saw the next line coming.

“Mr. Vollmer,” she said, leaning forward with a wicked eyebrow raised to the sky, “when you are standing on your receiving dock and you see an inferior shipment of blueberries arrive, what do you do?”

In the silence of that room, I could hear the trap snap…. I was dead meat, but I wasn’t going to lie.

“I send them back.”

“That’s right!” she barked, “and we can never send back our blueberries. We take them big, small, rich, poor, gifted, exceptional, abused, frightened, confident, homeless, rude, and brilliant. We take them with ADHD, junior rheumatoid arthritis, and English as their second language. We take them all! Every one! And that, Mr. Vollmer, is why it’s not a business. It’s school!”

In an explosion, all 290 teachers, principals, bus drivers, aides, custodians and secretaries jumped to their feet and yelled, “Yeah! Blueberries! Blueberries!”

And so began my long transformation.

Since then, I have visited hundreds of schools. I have learned that a school is not a business. Schools are unable to control the quality of their raw material, they are dependent upon the vagaries of politics for a reliable revenue stream, and they are constantly mauled by a howling horde of disparate, competing customer groups that would send the best CEO screaming into the night.

None of this negates the need for change. We must change what, when, and how we teach to give all children maximum opportunity to thrive in a post-industrial society. But educators cannot do this alone; these changes can occur only with the understanding, trust, permission and active support of the surrounding community. For the most important thing I have learned is that schools reflect the attitudes, beliefs and health of the communities they serve, and therefore, to improve public education means more than changing our schools, it means changing America.

SCHOOL CORPORAL PUNISHMENT ALTERNATIVES

SCHOOL CORPORAL PUNISHMENT ALTERNATIVES

Prevention

The best way of dealing with school misbehavior is by preventing it. Schools with good discipline not only correct misbehavior but also teach appropriate behavior and coping skills.
Prevention strategies include:

• Establishing clear behavior expectations and guidelines.
• Focusing on student success and self-esteem.
• Seeking student input on discipline rules.
• Using a “systems approach” for prevention, intervention and resolution and developing levels of incremental consequences.
• Enforcing rules with consistency, fairness, and calmness.
• Planning lessons that provide realistic opportunities for success for all students.
• Monitoring the classroom environment continuously to prevent off-task behavior, and student disruptions, and for providing help to students who are having difficulty and supplemental tasks to students who finish work early.

There are a number of programs that have proven effective:

Social Skills Instruction
There are many commercially available programs that teach social skills. These programs help students learn how to make good choices and teach them the social skills they need to behave appropriately such as listening, asking questions politely, cooperation and sharing. Social skills are described in behavioral terms. The skills are modeled and practiced. Students are provided reinforcement and feedback and are taught self-monitoring skills.
Character Education Program
The curriculum includes teaching children to think about how their actions affect others, how to manage anger, and how to make good choices. Example: Community of Caring Program (Joseph P. Kennedy, Jr. Foundation l994)
Student Recognition Program Commonly held values are taught and recognized including pride, respect, responsibility, caring and honesty. An awards assembly is held periodically to honor students who demonstrate these values and an attempt is made to make sure all students are honored sometime during the year.
Peer Mediation
Students are given specific instruction in active listening, restating problem situations from their own and disputants’ perspectives, anger management, identifying feelings, brainstorming and developing solutions to problems. Peer mediators are trained to help disputants solve problems that might otherwise escalate into conflict and result in punitive actions against the disputants.
Internet Resource: OSEP Technical Assistance Center of Positive Behavioral Interventions and Supports (PBIS)
This program gives schools assistance in identifying, adapting and sustaining effective school wide disciplinary practices. http://www.pbis.org
Second Step Violence Prevention Program
“The award-winning SECOND STEP violence prevention program integrates academics with social and emotional learning. Kids from preschool through Grade 8 learn and practice vital social skills, such as empathy, emotion management, problem solving, and cooperation. These essential life skills help students in the classroom, on the playground, and at home.
The SECOND STEP program is research-based and approved for funding on many federal agency lists. It has been shown to reduce discipline referrals, improve school climate by building feelings of inclusiveness and respect, and increase the sense of confidence and responsibility in students.
The program includes teacher-friendly lessons, training for educators, and parent-education tools.”
http://www.cfchildren.org/
FAST Track Program
“FAST Track is a comprehensive and long-term prevention program that aims to prevent chronic and severe conduct problems for high-risk children. It is based on the view that antisocial behavior stems from the interaction of multiple influences, and it includes the school, the home, and the individual in its intervention. FAST Track’s main goals are to increase communication and bonds between these three domains, enhance children’s social, cognitive, and problem-solving skills, improve peer relationships, and ultimately decrease disruptive behavior in the home and school.
FAST Track is an intervention that can be implemented in rural and urban areas for boys and girls of varying ethnicity, social class, and family composition (i.e., the primary intervention is designed for all youth in a school setting). It specifically targets children identified in kindergarten for disruptive behavior and poor peer relations.”
http://www.fasttrackproject.org/

Other alternatives and punishments

Restorative Justice Conferences
This is part of a process developed by the Colorado School Mediation Project which helps students learn to be accountable for their actions. These often involve conferences of the offender, persons offended, the parents, and school representatives who have an opportunity to tell the offender how they were affected and what they need to happen to go on. The object is for the offender to act to correct the situation: restore relationships, apologize, pay back, clean up, do community service, etc.
Other alternatives include:
Use of discipline codes which are fair and consistently enforced, emphasizing positive behaviors of students, use of school psychologists and school counselors and use of community mental health professionals and agencies.
Punishments include:
In-school and out-of-school suspension programs, expulsion, Saturday Schools, restitution, detention and parent pick-up programs.

Common Interview Questions in Education If You Want To A Job In Teaching, Be Prepared To Answer These Questions

Before my job interviews, I took some time to ponder and prepare my answers to these common interview questions. I even wrote out my answers and studied them, so that the language and explanations came naturally to me during my time under the interview spotlight.

Interview Knowledge Is Power

This exercise helped me to feel confident and as relaxed as possible while I looked for my first job in teaching.

Lo and behold, the interviewers did, in fact, ask me many of these questions. So, my preparation efforts definitely paid off!

Brainstorm The Best Answers

It's also a good idea to brainstorm possible questions related to your specific situation. For example, if you are interviewing at a Title I school, they might ask you, "What do you know about Title I?" Think of everything now, so that your brain can be on automatic pilot in the interview.

Be prepared to answer the following interview questions:

• Tell me about yourself.
• What type of reading program did you use in student teaching?
• If I walked into your classroom during reading time, what would I see?
• Tell me what you know about the 4-block Literacy Model.
• What is your personal educational philosophy?
• If you could design the ideal classroom for the elementary grades what would it look like?
• Which subject area do you believe is your strength, which is your weakest? What steps will you take to improve in this area?
• What are the most important or worthwhile qualifications of a good teacher?
• What are your strengths and weaknesses as a teacher?
• Describe your student teaching successes and failures?
• Describe a good lesson, explain why it was good.
• How would you go about planning a lesson?
• How would you individualize a curriculum for students at various levels?
• How would you identify special needs of students?
• What methods do you use for classroom management? Describe one difficult incident with a student, and how you handled it.
• How would you handle difficult parents?
• Give me an example of a rule or procedure in your classroom?
• What methods have you used or would you use to assess student learning?
• What does being "at-risk" for school failure mean?
• What are some of the factors/conditions that might put a child at-risk?
• What experience have you had incorporating computers in a classroom?
• What grade level would you be most comfortable teaching?
• Are you a team player? If so, please give me an example.
• What was the last educational book you read?

Winning Your Students: Role of Teachers in Preparing worthy Global Citizens

Recently, a shocking news was flashed on news channels and headlines of newspapers about the murder of a 39 year old school teacher in the school premises by a Class 9^th student in Chennai[1]. This news has shocked everyone and all of us were given to a thought of ‘What’s wrong with our teenagers?’ What is that which is taking our students on the wrong track?; Why they are unable to differentiate between right and wrong?; Why they give up so easily to their impulses?; or What is that which is developing mental imbalances in our students? These questions require explorations in-depth. However, one of the important reasons behind all this is the pressure and stress exerted by the schools on students. This paper is the exploration of certain teacher related factors which impede learning and produce extreme level of stress and frustration among students.

There are many impediments to learning created by teachers, deliberately as well as undeliberately, in the classrooms. Teacher often do some mistakes that act as barriers to effective learning.  For a teacher, it is important to know not only how learning takes place but also what can impede or block it. Teachers may unknowingly create many obstacles that can temporarily or permanent block students’ learning process. This paper discusses the faults of teachers that impede students’ learning.

Threats and Coercion

Threat is an enemy of any progress or promotion. A person who is always threatened or coerced to do something can never do well. It is the case with our children in classrooms. Children can show their excellence when their mind is free of teacher’s threats and when they are not forced to do the things. Teachers should not create any pressure on students. Without being coerced, students can always show better results and can learn in a natural way where there is no fear in mind. Coercion and threats are common in our schools and it creates major barriers to students’ learning. Coercive elements, whether in the form of grades, tests, or censures, are the single greatest impediments to creating high-quality education. Classroom threats “downshifts” the brain, rendering students virtually incapable of learning. The brain learns continually and consistently, without effort, in meaningful circumstances (Hart, 1983). In situations of threats and coercion, students’ mind gets diverted to threats instead of learning and thus loses interest in learning rather it becomes a burden.

Children with learning disability are most vulnerable to threats and coercion because every day they use to get continuous threats from teachers who generally have not identified these children. Perceived threats create stress in students resulting in negative effects- children acting out or withdrawing.

A teacher can realize this problem with her own experience. For example, a teacher should think how she would feel when there is a threatening critical authority figure who is always waiting to pounce on her every mistake.

Fear of shame

Teachers many a times use some derogatory remarks in classroom for slow learners or distracted children. These remarks create a feeling of shame. Shame is a cousin of coercion and also reduces the likelihood of learning. The “shame on you” or “duffer” or “good for nothing” are such remarks that teachers, parents, siblings, or peers pass on to a child. This hurts the self-esteem of students and kills their confidence. Without self-confidence, many students experience chronic school failures. These disappointments, in turn, beget more shame. When a child is being declared as a ‘failure’ in school, the likelihood of becoming a ‘failure’ as person increases in the future.

Corporal punishments

Corporal punishments may take other forms than striking or spanking a student. It is sometimes interpreted as any action that could cause emotional or physical damage to a student, such as, taping a student’s mouth or having a student stand with a book on head or making a child sitting in squat position. The courts of many countries in the world have put a complete ban on corporal punishment.  The cruel and unreasonable punishments can ruin the whole childhood where a child suffers from trauma of being punished badly in front of peers. It can affect their participation and learning achievement in school. A child becomes severely reluctant to attend school and perceive school as a place of terror and fear.

Creating non-threatening learning environments

Experience acts as the organizing framework of the brain. Traumatic experiences activate hormones such as cortisol that in effect can give the brain a toxic bath. A traumatic experience becomes the most powerful architect of the child’s brain. This neurochemical wash decreases the number of synapses, or connections, that are so necessary for learning. High cortisol levels during a child’s early years increase activity in the brain structures that are involved in vigilance and arousal. Consequently, a traumatized brain has a hair-trigger set point that is easily activated whenever a child dreams of, thinks about, or is reminded of the original trauma or stress. Self-regulation and control are difficult for a child whose brain has been, or is being, flooded with stress hormones. It has also been found that the hippocampus, a memory-making part of the brain, is smaller in adults who were abused as children (Begley, 1997).

Other researchers have found that the human brain will “downshift” to more primitive structures when under stress. Goleman (1995) referred to this as a “neural hijacking.” When under stress, the brain is programmed to respond in two ways: fight or flee. In times of perceived or real danger, it makes sense that the brain would resort to simple, basic patterns of self-preservation; however when the brain is hijacked, it is at the expense of critical and careful thought.

For example, schools and youth agencies often use forms of threat that disconnect the child from learning. Doing so raises stress levels. In-school suspension for punishment purposes, use of ridicule, and teasing are kinds of “discipline” that may shut down learning. Creating lists of rules and consequences that tightly control student behaviour and choice defeats the community’s ability to build safe environments. Writing names on chalkboards and taking away points for misbehaviour may act as brain inhibitors. Sarcastic teacher comments delivered endlessly in power stances with pointed fingers, elevated voices, and red faces undermine learning.

Low expectations for children ultimately result in limited teacher effort to provide interesting or challenging experiences. Once the teacher decides that a child is not able, it gives him or her permission to limit experience. It may be that the teacher thinks appropriate experiences are being provided, but the reality is that he or she is insulating the child’s brain from the kinds of enriched experiences that are so desperately needed (Bockern and Wenger, 1999).

It is important for a teacher to understand and manage self-emotion as well as that of students because learning to a great extent depends on emotions. Humans are also emotional beings; therefore, it can be understood that information sent and received is embedded in an emotional framework. In his best-selling book Emotional Intelligence: Why It Can Matter More Than IQ, Goleman (1995) suggested that the intellect cannot work at its best without emotional intelligence, which he defined as knowing and managing the emotions of self and others:

“In the dance of feeling and thought the emotional faculty guides our moment-to-moment decisions, working hand-in-hand with the rational mind, enabling — or disabling-thought itself.”

As a result, Goleman stated that it is imperative that we build schools that care about and teach emotional literacy:

“In a time when too many children lack the capacity to handle their upsets, to listen or focus, to rein in impulse, to feel responsible for their work or care about learning, anything that will buttress these skills will help in their education”  Although any number of commercial programs and materials are available to teach emotional intelligence, “there is perhaps no subject where the quality of the teacher matters so much, since how a teacher handles her class is in itself a model … in emotional competence — or the lack thereof. Whenever a teacher responds to one student, twenty or thirty others learn a lesson” (ibid, p. 279).

Threats, coercion, pressure, punishments, mocking, bullying etc creates stress among students. Some of the stressors are:

• Not feeling safe in school environment
• Fear of punishments or scolds from teachers
•  Fear of being mocked in the classroom by other students
•  Fear of being labeled as poor in class tests/ project works/ assignments
•  Bully at school or in the neighborhood
• Peer who snubs or makes fun of child (even a “friend” of the child)
• Conflict with a teacher, even when caused by the child’s disobedience
•  Conflict with a sibling
• Conflict with a parent, even when initially caused by the child’s disobedience, especially when or if the child feels that he or she is under “performance-based acceptance” (PBA). A child feels this when an authority figure fails to “separate the sin from the sinner” (when they criticize the child instead of the negative behavior).

Lack of support and understanding on part of the teachers can produce stress in student that in turn can produce emotional responses such as anxiety, anger, discouragement, hopelessness, low-self-esteem, lack of motivation or interests.

These emotional problems do sabotage to the normal life of a child. It harms the body and produces some physical disturbances such as insomnia, frequent urination, headache, breathlessness/asthma like symptoms, bed-wetting, lack of focus or ability to remember things, obsessive-compulsive behaviour, increased heart rate etc.

These physical symptoms can impede learning by affecting focus and motivation.  They can also function as good tests or indicators of stress in the life of your child.

When a child suffers from the above-mentioned emotional and physical problems, he/she easily accepts negative behaviour such as anti-social behaviour, argumentativeness, violent behaviour, suicidal actions, vandalism, disobedience, etc.

Teachers play an important role in a child’s life. Whatever happens in schools affects a child equally as that at home. Therefore, it is important that a child get a good experience in the school/ classroom that can develop his self-esteem and motivation rather than destroying his enthusiasm to study or to enjoy life. Teacher should be a good friend to all her students and should completely shun the nature of being rude and sarcastic. She should become a counselor, a guide and above all a friend to children.  With the positive behaviour in class, a teacher can herself see a difference in child’s behaviour, confidence, attitude, ability to learn, and overall happiness. Remember, a child is a child. He cannot even realize what is going wrong with him and can only feel the difficulties that keep on collecting in the sub-conscious mind. He/she cannot even find out the real cause of their problems. Also, a child fails to convey his/her problems to the parents as he/she is not even knowing the cause. Parents might not be aware of the kind of environment the child is facing in the school. When a child faces a continuous discouragement, he/she accepts that the problem is within them and that they are not wanted at all. Therefore, being a teacher you should not let your student shatter. Teacher’s behaviour lays the foundation of the pillar of child’s career and life itself. Identify the learning impediments yourself that you create in your classroom knowingly or unknowingly for your students and bring change in your behaviour towards your students. Remember, the most important characteristic of a teacher is patience. With patience, you can make a big difference in a child’s life and he will always recall your contribution to his success.

School is a place of joy and healthy way of learning. Threats, negative remarks, labeling, coercion, pressure, exploitation, bullying, mocking, violence, and negative punishments find no place in an ideal school. These impediments negatively impact the child’s mind where he/she fails to take a right decision and turns aggressive and violent, if not withdrawn. Teachers can play an important role in preparing worthy global citizens who can give their valuable contributions to the global society. This can be done by exhibiting positive behavior and dignity towards students which is the best way of preventing them to turn into juveniles.

References

Begley, S. (1997). How to build a baby’s brain (Special issue). Newsweek .

Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York: Bantam.

Hart, L. (1983). Human brain and human learning. White Plains, NY: Longman.

Van, S & Wenger, L. (1999). Educational best practice or malpractice. Reclaiming Children and Youth, 7(4).  

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[1] A teacher was stabbed to death in the classroom of a private school of Chennai here on Thursday, allegedly by a 15-year-old student who was upset at being repeatedly reprimanded by her for not doing well in studies. The murder happened around 10.50 a.m. According to Fr. Bosco Periyanayagam, a member of the school committee, the boy ran ahead of others into the classroom, where Ms. Maheswari was sitting in a chair waiting for the students. After approaching her on the pretext of wanting to drop rubbish into the bin, he took out a knife wrapped in a paper and attacked her. (News from The Hindu, Edition: February 9^th, 2012).

Teachers need a positive classroom

Do students feel welcome in your classroom? Do you greet them when they enter? Teachers who have a positive classroom are more likely to have positive students. Those positive students make it more likely that you will have success as a teacher. Creating a positive classroom takes a few small steps for a large reward. A positive classroom environment enhances your classroom discipline and classroom management.

Teachers have to want to be there

Do you love your teaching job? Do you hate showing up at your school every morning? If this is the case, how effective do you think you can be as a teacher. Chances are, you will just go through the motions and then dread the next day. If possible, take only a teaching job that you know you will like. Unfortunately, some teaching jobs do not pan out as expected. Sometimes you get stuck. Either way, you have got to want to be there. You as a teacher are the one responsible for the learning of your given students. Give them your best each and every day. No matter how tough the teaching job is, you need to have a positive attitude and WANT to be teaching in your current position. I suppose it is possible to fake it.

So let’s change that. You need to at least appear that you want to be in your current classroom each and every day. Seriously. If you really cannot do that, quit and look for another job. Your students only get one chance.

Welcome the Students

Before each class or school day, be a teacher that welcomes their students with a smile, and comments how glad you are to see them.

Never Show Anger

This can be tough. Teachers get upset. The key is to stop, breathe, think. Then move on as fast as possible. Have faith that students will know you are upset. Many will appreciate that you did not go off. Students know when they have crossed the line. Why make it worse? Your classroom discipline must be mastered. Read the article on classroom discipline and classroom management. Your students will get the idea that you are a cool head. If not, they will think you can be baited and try it frequently. The ones who may empathize with you, will lose faith in you as a teacher. Don’t lose the students you can and have reached.

Treat Every Day as a New Day

Forget about the lousy day teaching you had yesterday. Each day in the classroom is a new one. Strive to be a little better each day. If teachers look at each day as perhaps a new beginning, they cannot help but be positive.

No Question is Dumb

Answer every question with tact. Never make a student look like they are stupid for asking that. A good technique is to always say, “I’m glad you asked that. I know others had the same question.” Or something similar. Try and steer the question to make a better point or reiterate something. Turn each question into something positive. As a teacher, this may take a little practice.

Don’t be a Punisher

What does this mean? Many teachers have a habit of do this or else. Behave or else. Work or else. Teachers need to avoid this “or else” mode. Here’s a newsflash. Students know what is expected of them. Assign work like you expect it to be done. If you expect your students to not work, then not working is what you will get. They will always go for the “else,” or have fun trying. If you wish to assert that you expect them to work, then just say it without the “else.” In other words, simply say something similar to the following, “Here’s your assignment. You all know what is expected.” (Notice the “else” is not needed?) Teachers will have to come up with all sorts of “elses.” Students need to think class work is something expected and normal. There is no “else.” How are you going to punish non-work? With more work? It is the crazy teacher who says, “If you don’t do this page I will give you ten more!” Can you see how ridiculous this sounds?

Call Each Student by Name

Greet as many students as possible as they enter your classroom.

Give Students Choices if Possible

This gives a student the feeling that their input is important. Give them a list of people, places, or things to write about. Is this possible in math class as well? Yes! How many times have you heard something like, do problems 1 to 20, odd only. Why not change this to: Choose 5 problems from 1 to 10, and 5 problems from 11 to 20. It’s basically the same assignment, but students have a choice. Any teacher of any subject can modify this.

Positive Feedback at all Times

Use positive statements when commenting on students’ work. Note how well students are working instead of the ones that aren’t. Wander around the classroom so you can give feedback and help to all students.

Missing Students

Was a student absent? Welcome them back when they return.

Make Positive Calls Home

Calling home is a great technique for classroom discipline. But make the first call positive. Call home to praise before you call to complain. That is, call every parent (yes every) at least once to acknowledge you are glad to have their child in your classroom and hope the year will go well. And yes, call at least one time each semester for every student when you are pleased with the student’s work!

Accept Every Student No Matter What

Students are going to look and dress in a way that pleases them. Sometimes it will make you cringe. Just remember they are young people who are learning to live in society. You will be amazed how the roughest or silliest look is just on the outside. They are still students. This is one time that you do not want to make remarks either way. Don’t be outwardly pleased with the way a student looks either. But be glad and show your appreciation that the students are in your class. Without them, you would have no job!

These are just a few ideas for a positive classroom and becoming a positive teacher. Eventually, your classroom will be such a positive place, that you as well as students will want to be there.

Student –Teacher Relationship

The first relationship after the parents in which a child gets is with a teacher. Teacher is the most important company for an individual’s life. Teacher being an important part does not limit up to the academic growth but is instrumental for the overall development for a child in the parallel lineage with parents.

The important dynamics to be considered in a teacher-student relationship is a real communicative bond among. A good student-teacher relationship is a sharing relationship of something unique that no one else may experience in quite the same way. The student experiences an acceptance of ideas and contributions that may be unequalled to any of the other knowledge resources.
In the society, many relationships are found but a teacher-student relationship is the most sacred one, where an excellent bonding and respect towards the teacher is seemed as the feather on the crest.

In a healthy student-teacher relationship, the student is encouraged and expected to be candid in responding to the teacher`s ideas, methods or words. Part of a teacher`s role is to acquaint the student, not only with the specialized field that is shared, but also with the other leaders in the field and with the ways of professional and academic life. As a teacher, the mentor’s role is to enhance the student’s skills and intellectual development.

The important and the vital part of student-teacher relationship is that despite of closeness and sharing, the respect for teacher in the heart of the student stay consistent throughout the life. The teacher maintains certain evaluative responsibilities and the student continues to be dependent on the mentor`s guidance and approval.

It is unrealistic to believe that all of the students would like every teacher because they look for a friend in the teacher, whom they can respect and look for leadership.

It’s not only a teacher’s actions that can influence a child, but also the way that they communicate and express themselves. Students are often sensitive to tone of voice, gestures and facial expressions. The student teacher relationship is primarily one of trust, guidance and encouragement. Once a healthy student teacher relationship is formed, it can continue to influence the child in positive ways for years to come

Are Our Schools Violence Free?

All children deserve a school environment that is safe and nurturing – one that will allow them to grow, thrive, and maximize their full potential. Yet many students in the developing world face a different daily  reality. The physical, psychological, and sexual violence they experience in and around school compromises their ability to fully realize the benefits of education. It impacts whether students enroll in  and attend school and whether they are engaged, motivated, and able to concentrate and learn while there. Gender violence can occur in classrooms, dormitories, boarding houses, administrative buildings, teachers’ residences, other parts of school grounds, and on the way to and from school. It can have short- and long-term impacts on students’ health and well-being, including reproductive health problems, broken bones, cognitive impairment, substance abuse, depression, and suicidal behavior, among others.

Despite these consequences, there is limited understanding of the depth and breadth of school-related gender-based violence (SRGBV) in the developing world. This report of USAID reviews the literature on SRGBV in order to improve understanding about its causes, prevalence, and consequences. It examines how gender norms, poverty, and a culture of violence contribute to SRGBV. The report explores violence that is  perpetrated by both male and female students and teachers. While much of the literature focuses on sexual  violence, this report also highlights the prevalence and impact of physical and psychological abuse. It examines barriers to preventing and responding to SRGBV, including silence around the issue, inadequate laws and codes of conduct, enforcement problems with existing laws, shortages of teachers and guidance
counselors, and flaws in the design and implementation of existing interventions.

School Related Gender Violence USAID

'Code of Ethics for Educators'

This Code of Ethics for Educators was developed by the distinguished AAE Advisory Board and by the Executive Committee of AAE.

It contains four basic principles relating to the rights of students and educators.

OVERVIEW

The professional educator strives to create a learning environment that nurtures to fulfillment the potential of all students.

The professional educator acts with conscientious effort to exemplify the highest ethical standards.

The professional educator responsibly accepts that every child has a right to an uninterrupted education free from strikes or any other work stoppage tactics.

PRINCIPLE I: Ethical Conduct toward Students

The professional educator accepts personal responsibility for teaching students character qualities that will help them evaluate the consequences of and accept the responsibility for their actions and choices. We strongly affirm parents as the primary moral educators of their children. Nevertheless, we believe all educators are obligated to help foster civic virtues such as integrity, diligence, responsibility, cooperation, loyalty, fidelity, and respect-for the law, for human life, for others, and for self.

The professional educator, in accepting his or her position of public trust, measures success not only by the progress of each student toward realization of his or her personal potential, but also as a citizen of the greater community of the republic.

• The professional educator deals considerately and justly with each student, and seeks to resolve problems, including discipline, according to law and school policy.
• The professional educator does not intentionally expose the student to disparagement.
• The professional educator does not reveal confidential information concerning students, unless required by law.
• The professional educator makes a constructive effort to protect the student from conditions detrimental to learning, health, or safety.
• 5. The professional educator endeavors to present facts without distortion, bias, or personal prejudice.

PRINCIPLE II: Ethical Conduct toward Practices and Performance

The professional educator assumes responsibility and accountability for his or her performance and continually strives to demonstrate competence.

The professional educator endeavors to maintain the dignity of the profession by respecting and obeying the law, and by demonstrating personal integrity.

• The professional educator applies for, accepts, or assigns a position or a responsibility on the basis of professional qualifications, and adheres to the terms of a contract or appointment.
• The professional educator maintains sound mental health, physical stamina, and social prudence necessary to perform the duties of any professional assignment.
• The professional educator continues professional growth.
• The professional educator complies with written local school policies and applicable laws and regulations that are not in conflict with this code of ethics.
• The professional educator does not intentionally misrepresent official policies of the school or educational organizations, and clearly distinguishes those views from his or her own personal opinions.
• The professional educator honestly accounts for all funds committed to his or her charge.
• The professional educator does not use institutional or professional privileges for personal or partisan advantage.

PRINCIPLE III: Ethical Conduct toward Professional Colleagues

The professional educator, in exemplifying ethical relations with colleagues, accords just and equitable treatment to all members of the profession.

• The professional educator does not reveal confidential information concerning colleagues unless required by law.
• The professional educator does not willfully make false statements about a colleague or the school system.
• The professional educator does not interfere with a colleague’s freedom of choice, and works to eliminate coercion that forces educators to support actions and ideologies that violate individual professional integrity.

PRINCIPLE IV: Ethical Conduct toward Parents and Community

The professional educator pledges to protect public sovereignty over public education and private control of private education.

The professional educator recognizes that quality education is the common goal of the public, boards of education, and educators, and that a cooperative effort is essential among these groups to attain that goal.

• The professional educator makes concerted efforts to communicate to parents all information that should be revealed in the interest of the student.
• The professional educator endeavors to understand and respect the values and traditions of the diverse cultures represented in the community and in his or her classroom.
• The professional educator manifests a positive and active role in school/community relations.

How to prepare for first day of school'

It’s that time again, the start of a new school year. Not only do parents and students need to prepare for the first day of class, teachers need to get ready as well. There is a lot that needs to get done before school begins. Here is a back to school guide for teachers preparing for the new school year.

Develop your unique teaching philosophy. Over the summer break, reevaluate your teaching philosophy. What do you feel is most important about teaching and education? Think about how your past experiences may have changed your feelings about teaching and your approach to teaching. The idea here is to reflect on past teaching experiences so that you can be more prepared for your future in this profession. Take a look at my own teaching philosophy here to get a better idea on how to develop your own.

Discover new lesson plan ideas before school starts. All teachers have their little box of “goodies” when it comes to lesson plans. These are the lessons that have always been big hits in the classroom. Don’t rely solely on these lessons however. Add to your lesson favorites each year. Summer is the perfect time to collect some new lesson ideas. Surf the web or steal some fresh lesson ideas from other colleagues.

Get organized. After school begins it can be difficult to get organized. When you start getting organized before the school begins you’ll be able to establish routines that are easier to follow throughout the rest of the school year. Organize lesson plans, handouts and other written materials using folders and a filing cabinet with a working filing system. Go through your lessons to decide what worked last year and what didn’t, and get rid of anything you’ll no longer need. Organize classroom supplies like pencils, paper, paint, etc., making sure that everything has a specific storage place to minimize clutter. Keep all sharp art supplies and any other unsafe materials out of your student’s reach.

Arrange your classroom to promote learning and minimize distractions. The goal here is to create a classroom environment that can keep children focused and on task. Keep potential distractions (windows, heaters, doors, group work areas, your desk, etc.) in mind when you arrange student desks or work tables. Leave room around student desks so that you can offer your assistance when needed. Keep high traffic areas and doors and windows clear. Sometimes it is a good idea to arrange desks facing the board so that the class can focus on your instructions. Students need to be seated so that they can easily see any presentations or teaching displays. Arrange your desk so that you will have a clear view of all of your students at all times. Make sure that any storage space and class materials are easily accessible. And remember to stay flexible once the school year begins. The room’s layout should meet your students’ instructional, behavioral, and organizational needs. You might decide after school begins that your classroom setup needs a little adjusting.

Create a comfortable classroom with a bit of personality. There are plenty of ways to make a classroom a little more unique and interesting. Use posters, bulletin boards, plants, class pets, and even classroom rules to reflect your own personality and teaching style. Create displays that will catch your students’ attention and spark their imaginations. Adjust the natural and electric lighting to ensure that the classroom is neither too bright nor too dark. Play with your classroom temperature as well. Being too cold or hot can be a big distraction for teachers and students. When you make your classroom a comfortable place you’ll be more likely to motivate your students to learn.

Reach out to parents before school begins. Building trusting relationships with students’ parents should be a priority. Make contact with parents early on and plan follow up meetings during the school year. Mail home a letter or call parents directly to introduce yourself and describe your goals for the coming school year. You could also schedule a face-to-face meeting with parents before school begins to learn more about your prospective students. After the school year begins, maintain all of these relationships by giving regular updates on student progress throughout the year.

Reach out to students before school begins. Not only do you want to talk with parents before the first day of class, you want to form relationships with your future students as well. Mail a letter or postcard to each student introducing yourself. Describe a class activity that the class can look forward to on the first day of class or during the first week. Try to get your students motivated before they even walk through the classroom door.

Get acquainted or reacquainted with school policies. Whether it is your first year teaching at a particular school or your fifth, take a close look at those school policies before school begins. Most schools will develop a handbook or manual for parents, students and teachers to read. Make sure you understand attendance procedures, fire-drills, dress code policies and school rules, along with school hours and other important information on how the school runs.

Talk with other teachers and colleagues. Other teachers can be lifesavers during the school year. Meet as much of the school staff as possible before classes begin, especially if this is your first year at a particular school. Other teachers can also clue you in on your students’ behaviors in the classroom setting.

Over plan for that first week of school. Have back up activities planned for when lessons run shorter than expected or don’t go as planned. Also, plan first day activities that will welcome students to the new classroom and get classmates acquainted with one another. Plan a fun way to introduce students to the rules and classroom procedures. Include a variety of activities in your lessons that will appeal to the different learning styles that your students will prefer.

Create a seating chart. Use student files and information from other teachers to develop a seating chart for your classroom. Do two students notoriously talk to one another during class without getting any work done? Use that information and seat them away from one another in the classroom. Be ready to adjust your seating chart after the school year begins when you know more about each student’s unique personality and attitude.

Make first day packets/folders and name tags. This can save you a lot of time on the first day of class. You could put important school papers, letters to parents, welcome notes, and important handouts in these packets. Include a pre-sharpened pencil and pre-made name tags also. Think about the age group you’re working with and the student’s first-day needs.

Develop classroom rules, consequences and procedures. Establish classroom rules that are positive, clear and concise. Some teachers will actually wait until after school starts to involve their students in the rule-making process. Others will feel more comfortable setting their own classroom boundaries. Use your own judgment here. For help in making your classroom rules you could refer to the school rules and your student’s personal school file. Decide on consequences for misbehavior and also a reward system if you choose to incorporate one in your classroom. Also, think about the procedures your students will need to know and follow when involved in specific classroom activities. How will transitions be handled? What about distributing and collecting supplies? How will you deal with homework assignments? What about cleanup and safety routines? Figure out your classrooms procedures ahead of time and tweak them after school if necessary. Post the daily schedule and class routines in a visible area.

The beginning of the school year can be a stressful time, not only for parents and students, but also for teachers. Be prepared for that first day back to school, and remember to stay flexible. Make the start of this school year an easier one.

'Don’t Let “Free Time” Stress You Out'

It’s been said that an “idle mind” is the devil’s playground. Well, if that’s true, and you’re a teacher, then that means most of us have “Devil Disney Land” in our classrooms.

All jokes aside, if you’re a new teacher (even a veteran) there’s nothing funny about students who finish their work early, having too much free time on their hands while you’re still trying to teach a lesson. This “idle time” can lead to excessive talking, disruptive behavior, as well as disruption of learning (for other students) if not planned for and addressed adequately.

So allow me to offer you some teaching suggestions to help you reduce some of the stress in your life. These are six activities you can use to keep your students busy without just assigning busy work:

1. Allow your students to read something they’re interested in or passionate about (ask them for a list of their favorite topics, and start collecting articles and keeping them in their personal folders). Maybe ask them to write a summary about the article as well if they finish too soon.

2. Bring in games that will test and challenge them to think (i.e., Soduku – my 10 year old loves it, puzzles, chess, etc.). Make it a competition and award first, second, and third place prizes for those with the fewest errors or those who finish first).

3. Have them write short stories (or start a journal) about interesting topics (i.e., what they did last week, their high or low this week, their BIG dream, if they were Principal for a day, their favorite teacher and why, etc.).

4. Allow those who are very creative to draw a picture of you (brace yourself) while teaching, or something that they’re really interested in.

5. For the more creative types, have your students write a poem or a rap about different topics (i.e., their family, their friends, the class, the school, etc.) and share it later with the class.

6. For younger students, you can never go wrong with coloring books.

Pick your favorite and feel free to modify any of these suggestions. The key here is to have a plan. Successful classroom management is more about preparation than perfection.

As a teacher, if you use your own “idle time” to prepare for theirs, you’ll never have to worry about your Disney Land becoming the devil’s playground. As always, teach with passion!