YEP-MEA Inspire Winter 2019

inspire.

Young Education Professionals of the Maine Education Association

A special publication for early career educators.

When Your Classroom Ship Sails Adrift The school year started off great, but now your class is en route to the island of chaos. How can you get your classroom management back on track?

PLUS: IN TRANSITION - SUPPORTING TRANSGENDER & LGBTQ STUDENTS IN SCHOOLS

WINTER 2019 10.

WHEN YOUR CLASSROOM SHIP SAILS ADRIFT 03. PRESIDENT’S LETTER “FIRSTS”

04. EDITOR’S NOTE -

MAKING YOUR MARK

05. YEP-MEA 06. A NEW WAY TO PAY

DOWN YOUR STUDENT LOAN DEBT

07. YOUR COMPUTER

ISN’T BROKEN: QUICK TECH FIXES FOR YOUR STUDENTS

08.

IN TRANSITION

SUPPORTING TRANSGENDER & LGBTQ STUDENTS IN SCHOOLS 10. READ WITH ME There are always new ways to learn how to better manage your classroom, new ideas to both help keep things in order and keep students on task.

11. SAVE THE DATE:

QUALITY SCHOOL SUMMIT Saturday, April 6, 2019

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YEP-MEA Inspire Winter 2019

from 8 a.m. to 4 p.m.

12.

SPOTLESS CLASSROOM CLEANING TRICKS 13. ONLINE WITH NEA EDCOMMUNITIES

Research shows many of the youngest students in schools nationwide miss 10% of the school year.

14. WHEN YOUR

CLASSROOM SHIP SAILS ADRIFT

16. MEA CALENDAR

PRESIDENT’S LETTER

“Firsts”

I

t was November, not March. And it was my tenth year of teaching, not my first or second or third. But it was my first year in Maine, and teaching in a high school (having taught in Spain and in Massachusetts at younger levels), and it was also the first year in our new—unfinished!—home, the first year of life for our first daughter, my husband worked the evening shift, and just to top things off, I was teaching five different preps, all new to me—Spanish I, II, III, IV, and Senior English Composition.

Talk about stress! It was enough “firsts” that although I was a “veteran” teacher, I think that year relates to what many Young Education Professionals may be experiencing just about now. I remember it all as though it were yesterday. I guess it was all taking a toll on me quite visibly (I’ve never been good at poker!) because my principal at that time called me in for a conference (which of course increased the stress level considerably!). Sitting in his office, I was naturally nervous about what he was going to say. But I couldn’t have been more surprised—or relieved!-- when he pointed out, “You’ve made it through the first quarter! Good for you! Look at all you’ve done so far!”

His message was so needed and so timely—seriously, had he not taken a cheerleader stance at that moment, I have doubts that I would have carried on in the profession. Teaching is hard work—whether you are in your first year or second or twentieth!

It looks “easy” to outsiders, of course—because so much of what we do is simply not visible to the public—the hours outside of the school day spent in meetings, and preparing lessons and materials, grading student work, taking courses, attending workshops, reading journals, communicating with parents and with colleagues, or, when we can grab a few moments, reflecting and making plans for improving lessons and strategies. Not to mention, all that educators do without hesitating during the school day (along with teaching!)—working with a student who is struggling, consoling another who is going through some difficulty, finding the resources needed for yet another, listening to a student and encouraging him or her—none of this is easy, but oh, it is so rewarding when you see your students learning and you get that smile that conveys you reached them!

So if you are feeling as I did back in that long ago November, stop, breathe, and take a look back at all you have already accomplished! Even though this profession has its challenges and it is hard work, things do get better, and you get even better at meeting those challenges successfully! Meanwhile, try to make connecting with your colleagues and especially your fellow “YEPs” a priority—the support we get from one another is priceless. MEA is here, too, to help you all we can to keep our profession strong and to help you stay strong as well!

Grace Leavitt MEA President gleavitt@maineea.org

Winter 2019 • www.maineea.org

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EDITOR’S NOTE

Making Your Mark CHICAGO 2012.

WEST VIRGINIA 2018.

OKLAHOMA 2018.

LOS ANGELES 2019.

DENVER 2019.

T

here has been no shortage of news stories about education and educators rising and speaking out about what’s necessary for their students.

It seems as if as soon as one school district finally agrees to better working and learning conditions, there is another with teachers walking out and wearing red in solidarity. What’s now known as the #RedforEd movement has unified educators across the nation to keep the conversation going about the needs of our public schools. The walkouts have been a defining moment both in education and in the power of labor unions.

career educators where you can share ideas and work together? What about teacher leadership opportunities? These are all things your union can help you with as you learn and grow. It’s as much about knowing how the union can support you as it is having an idea.

Returning to the power of collective action, think about the other newer educators in your district. Are they members? Have you asked them to join? Find out—because the bigger the union the greater the possibilities. Strength in numbers isn’t just a cliché—it’s a reality. You only need to read the daily headlines to see it in action.

Giovanna Bechard Editor editor@maineea.org

Let’s face it, walking out alone does nothing.

Walking out with thousands of other people who support your cause, and tens of thousands (maybe more) of others online showing their support on social media shows the true power of solidarity. It’s a very “union” word-but it’s in that union where there is strength and power for change.

Labor unions fell out of popularity for a while, but research shows that about 60% of those younger than 30 express support for unions compared to about 40-45% of older Americans. That’s many of you and your peers—which brings me to my longwinded point. As a member of a union what will be your mark? How do you fit into the larger equation? Now, I’m not saying you need to organize some large movement… but have you thought about how your ideas can help shape professional development in your district? Or what about creating a group within your local dedicated to early 4

YEP-MEA Inspire Winter 2019

A 2012 strike by Chicago Teachers Union lead to a 17 percent salary hike. (Flickr)

Winter 2019 • www.maineea.org

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Educational Opportunity Tax Credit FAQs

Source: Maine Revenue Services

1. Who can claim the credit?

The credit for educational opportunity is available to Maine residents who obtain an associate or bachelor’s degree from a Maine college, community college or university after 2007 but before 2016; or an associate or bachelor’s degree after 2015 from an accredited Maine or non-Maine college or university; or, a graduate degree after 2015 from an accredited Maine college or university and who, after graduation, live, work and pay taxes in Maine. The credit is also available to employers of qualified graduates.

2. I was not employed in Maine during the entire tax year. Can I claim the credit?

A New Way to Pay Down Your Student Debt

Only eligible education loan payments made during the part of the tax year during which the individual was a resident of Maine working in Maine or was deployed for military service in the United States Armed Forces or was employed at least part-time on a vessel at sea qualify for the credit. Except that for tax years beginning on or after January 1, 2015, an individual working outside Maine for up to 3 months during the Maine residency period will be considered to have worked in Maine during those months.

Companies and rural areas offer tax breaks and other benefits.

By Kaitlin Pitsker

An employee who worked in Maine for any part of a month is considered to have worked in Maine for that entire month.

As the job market continues to tighten, cities, states and private employers are offering prospective employees a new perk: help in paying off their student loans.

3. I am self-employed. Do I qualify for the credit?

Here in Maine, the state provides tax credits to student loan borrowers who live and work in the state if they graduated from any U.S. college in 2016 or later. Eligible residents can subtract their loan payments for the year from their state tax liability.

Borrowers who studied science, technology, engineering or math will receive a check if they pay more toward their student loans than they owe in taxes. Other places that offer financial incentives to student loan borrowers include the state of Kansas and Niagara Falls, N.Y. Private employers are helping with student debt, too.

Employers that offer the benefit, including Aetna, Hulu and PricewaterhouseCoopers, typically offer a monthly or annual payout over several years. Last year, about 4% of companies offered repayment benefits, according to the Society of Human Resource Management. As more companies shy away from salary bumps in favor of bolstering benefits, more will likely begin to assist with student loans. Š 2019 The Kiplinger Washington Editors Brought to you by NEA Member Benefits.

Content provided by: Kiplinger 6

YEP-MEA Inspire Winter 2019

For tax years beginning on or after January 1, 2015, the credit is extended to otherwise qualified individuals who are self-employed in Maine. The self-employed person may also qualify for the credit for employers if the self-employed person has employees.

4. I earned my degree in Maine but some of my credits were earned at a non-Maine college, community college or university. Do I qualify for the credit?

For tax years beginning on or after January 1, 2008 but before January 1, 2012, 100% of coursework toward the degree earned after 2007 must have been performed at a Maine community college, college or university.

For tax years beginning on or after January 1, 2012 but before January 1, 2016, eligible education loan payments may include payments made for loans associated with earning up to 30 credit hours after 2007 for the degree at an accredited non-Maine college or university by a qualifying graduate who transferred to an accredited Maine college or university after December 31, 2012.

For tax years beginning on or after January 1, 2016, there is no limit on the number of credit hours earned at a nonMaine college or university.

5. How much is the educational opportunity tax credit?

The credit for educational opportunity is equal to payments, up to the benchmark loan payment amount, made by the taxpayer on eligible loans included in the qualified graduate’s financial aid package. Certain limitations apply.

The credit is limited to tax except that for tax years beginning on or after January 1, 2013, the credit is refundable if the graduate has obtained an associate or a bachelor’s degree in science, technology, engineering or mathematics (STEM degree). For tax years beginning on or after January 1, 2016, the credit is refundable for all associate degrees. Unused portions of the nonrefundable credit may be carried forward for up to 10 years.

The Employer credit is not refundable even if the graduate has obtained an associate or STEM degree.

More questions? Check out: https://www.maine.gov/ revenue/faq/eotc_faq.html

Your Computer Isn’t Broken: Quick Tech Fixes for Students

BY JACQUI MURRAY NEATODAY.ORG

The Number One reason—according to students—why their computer doesn’t work is… It’s broken. As a teacher, I hear this daily, often followed by their preferred solution, “I need a different computer.” My students innately think computer problems are something they can’t solve. I asked them what happened in class when I wasn’t there to fix the problem, or at home. I usually got a shrug and one of these responses: • “My classroom teacher can’t fix them.”

• “My mom/dad can’t fix them.”

• “The school tech people couldn’t get there fast enough.”

Which got me thinking about how these problems that bring learning to a screeching halt really aren’t that complicated. They don’t require a Ph.D in engineering or years of experience in IT. So why not teach kids how to troubleshoot their own problems?

I started with a list. Every time a student had a tech problem, I wrote it down and then ticked it off each time it happened. It didn’t take long to determine that there are about 16 problems that happen often and repetitively. Once students learned how to solve these, they’d be able to fix half of the problems that bring their education to a screeching halt. I spent the school year teaching the solutions authentically as they arose starting in kindergarten. By the end of second grade, students felt empowered. By the end of fifth grade, they rarely asked for help.

Here’s my list but yours may be different. Include those that arise in your school’s educational endeavor. For example, if you use Macs, right-click issues won’t be as big a deal.

Once students have these in their toolkit, they realize they can solve their own problems, they can troubleshoot, and they can act independently. Not only does this impact how they use technology but every other part of their lives.

Winter 2019 • www.maineea.org

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In Transition - Supporting Transgender and LGBTQ Students in Schools The MEA/NEA believe every student has the right to learn in a safe and accepting school environment. To that end, the NEA worked with key partners including the ACLU, the Human Rights Campaign Foundation and others to prepare an in-depth resource guide to help educators both better understand the issues transgender students face and how to best support them in school. Maine Educator dove into the guide, and other research from the Gay, Lesbian, & Straight Education Network (GLSEN) and pulled out some facts to help start or continue the conversation at your school.

You can find the full report, with all the resources mentioned below in the Maine Educator Online found on the MEA website, maineea. org. The guide developed is designed for all school personnel who are interested in addressing gay, lesbian, bi-sexual and transgender issues related to sexual orientation and gender identity in schools

85% Negative Remarks about Gender Expression 62% Negative Remarks about Transgender People • Over 1 in 4 LGBTQ students in Maine were disciplined for public affection that does not result in similar action when it occurs between non-LGBTQ students (27%).

• In Maine, about 3 in 10 LGBTQ students (29%), and over half of transgender students (53%), were unable to use the school restroom that aligned with their gender.

Additionally, about a quarter of LGBTQ students (24%) were prevented from using their preferred name and gender pronouns in school.

• Only 9% attended a school with a comprehensive anti-bullying/harassment policy that included specific protections based on sexual orientation and gender identity/expression.

• Nearly all could identify at least one school staff member supportive of LGBTQ students

Understanding how Students Feel in School GLSEN conducted a National School Climate Survey to obtain a representative national sample of lesbian, gay, bisexual, transgender, and queer (LGBTQ) and transgender youth with representation from all 50 states. Students participating were between the ages of 13 and 21. Below is the data to key questions from the students from Maine who participated in the survey.

Effects of Victimization

Percentage of LGBTQ students hearing Anti-LGBTQ remarks in Maine Schools 82% Heard “Gay” Used in a Negative Way (e.g. “that’s so gay”) 78% Homophobic Remarks (e.g. “fag”, “dyke”)

• LGBTQ students who experienced higher levels of victimization because of their sexual orientation: • Were more than three times as likely to have missed school in the past month than those who experienced lower levels (62.2% vs. 20.1%) • Had lower grade point averages(GPAs) than students who were less often harassed (2.9 vs. 3.3)

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20%

11%

Verbal Harassment

Physical Harassment

Physical Assault

YEP-MEA Inspire Winter 2019

49%

13%

Verbal Harassment

Physical Harassment

7% Physical Assault

Gender

66%

Gender Expression

Sexual Orientation

Identity-based Harassment & Assault in Maine Schools

47%

11%

9%

Verbal Harassment

Physical Harassment

Physical Assault

How to Support LBGTQ and Transgender Students Research shows a positive school environment has a major impact on how well not only students feel at school but also how well they perform, and if they stay enrolled. In fact, according to the GLESEN survey, 75.2% of LGBTQ STUDENTS in schools with an inclusive curriculum said their peers were accepting of LGBTQ people, compared to 39.6% of those without an inclusive curriculum. In addition, the Guide to Supporting Transgender Students recommends schools have a Gay-Straight Alliance to empower and affirm gender diversity for all students rather than set limitations. Furthermore, things like “safe stickers” which identify educators who are supportive help create a more welcoming environment. The research shows schools with these types of supports help foster an environment where all students are less likely to hear homophobic slurs.

While an inclusive curriculum and organizations like a GayStraight Alliance in their school help children feel safer, the role of supportive educators is crucial, according to the survey.

According to the research compared to LGBTQ students with no supportive school staff, students with many (11 or more) supportive staff at their school: • Were less likely to feel unsafe(40.6% vs. 78.7%); • Were less likely to miss school because they felt unsafe or uncomfortable (16.9% vs. 47.2%) • Had higher GPAs (3.3 vs. 2.8) • Were less likely to say they might not graduate high school (1.7% vs. 9.5%) and were less likely to not plan on pursuing post-secondary education (4.5% vs. 14.7%) • Felt more connected to their school community.

It is important to avoid seeking a universal “correct way” to support LBGTQ students, especially those students who are transitions. Instead, according to experts in the transitioning guide, it’s important to “focus on identifying which steps will create the necessary conditions to make this particular student’s experience as positive as possible.” Creating a tailored Gender Transition Plan for those students in need is the way experts recommend schools help a student feel safe and succeed in school. For more resources and information on how to create a plan for your school and your students, log on to the Maine Educator Online.

“

Startling Facts Remarks about 85% Negative Gender Expression Homophobic Remarks (e.g.

78% "fag", "dyke") Heard "Gay" Used in a Negative 82% Way (e.g. "that's so gay") Remarks about 62% Negative Transgender People Common Question

Do people in the school community have a right to know about the student’s gender transition?

The simple answer is “no.“ A student’s transgender status, legal name or sex assigned at birth is confidential medical information and protected personally identifiable information, and disclosure of that information may violate the school’s obligations under the Family Educational Rights and Privacy Act (FERPA) or constitutional privacy protections.

At my last school I felt miserable and got called ‘freak’ and ‘weirdo’ as if those were my name instead of the name I had asked them to call me. They called me by my birth name as well and She/Her/Hers pronouns. They had no respect for me despite how kind I had acted towards them. Freshman year was horrid. I felt like I didn’t belong, and I felt like a failure. I felt like there was no place there for someone like me.

Winter 2019 • www.maineea.org

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Your Association

Read with

ME

Need a new book to share with your students? The following are recommended reading from MEA members from across the state.

Reading Level 4 “Any book from the Maine Student Book Award.” including Mystery on Pine Lake by Tamra Wight.

- Janice Rawson, RSU 16 EA

With an engaging voice, reluctant camper Cooper Wilder tells a story of environmental intrigue for outdoorsy middle-grade readers. Author Tamra Wight has young readers tasting the oozing s’mores, smelling the stench of maggot-riddled trash, and feeling the squishy mud between their toes with her descriptive language. Source: ForeWord Reviews

Reading Level 7

Share your favorite reads:

facebook.com/ maineea or

tweet us

@maineea

Reading Level 9-12

“I always recommended books by Roald Dahl and Gary Paulsen.”

- Lois Kilby-Chesley, RSU 5 teacher and MEA President In this unique retelling of a young boy’s struggle to survive in the Canadian wilderness, Paulsen raises the stakes with the question: what if Brian hadn’t been rescued at the end of summer, but instead had been left to confront his deadliest enemy—a northern winter?

Source: www.scholastic.com

TALK To US

“Bowling Alone is a great read for government classes. It makes the argument that Americans are losing their sense of community and civic virtue, and how this generation can recapture the idea that there is a common good.”

- Mike Thurston, History Teacher, Winslow EA

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Contest I Love You can depend – on What Horace Mann to give you auto insurance protection when you need it most.

AndAbout because weMaine know educators make good drivers, we offer them preferred rates.

Call designed our number or visit The Maine Educator will feature a cover by a Maine public school art student depicting the theme “What I Love About Maine.” Submissions can be any form of art and should be Lisa Bussiere, Auburn - 207-783-3660 8.5” by 11” or able to be photographed.

Please advise students that theJoe magazine title willBangor be across-the top and 2.5” high.

DeFranco, 207-941-2121 Entries must include the name of the student, the school, and Stewart Durrell, Wilton - 207-645-4779 the submitting teacher’s name and email.

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WHO: Grades K-4, 5-8, 9-12 – There will be 3 finalists from each Debby Schwarz, - 207-467-3650 category, plus electronic art. Kennebunk One overall winner will be chosen from theDominic finalists and have theirWaterboro work on the cover.

Vermette, - 207-247-0186 HOW: Submit artwork to Giovanna Bechard via mail at 35 Community Drive, Augusta, ME 04330 or email at contest@maineea.org.

DEADLINE: April 19, 2019 18 10

Maine Educator • September 2014

YEP-MEA Inspire Winter 2019

horacemann.com today.

David Case, Bangor - 207-941-2121 Jeff Delisle, Augusta - 207-623-5004 Martha Frost, Falmouth - 207-797-3019 Charles Lynch, Camden - 207-230-7620 Troy True, Brunswick - 207-729-1975 Paul Yarnevich, S. Portland - 207-510-6600

APRIL 6 2019 UNIVERSITY OF MAINE FARMINGTON

MEA QUALITY SCHOOL SUMMIT FREE FOR MEMBERS

REGISTRATION OPENS ONLINE AT MAINEEA.ORG FRIDAY, FEBRUARY 22, 2019

MAINEEA.ORG

Winter 2019 • www.maineea.org

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Spotless Classroom Cleaning Tricks Spotless Classroom Cleaning Tricks–Revealed!

From stubborn whiteboard stains to mystery sticky spots, educators share resourceful ideas to quickly clean classroom messes.

As you look around your beloved school are you annoyed that your desks are dirty, you have crayon on your walls and there are Sharpie stains on your whiteboard? With help from NEA Member Benefits, your fellow educators have devised plenty of ways to clean stubborn messes quickly and cheaply. If you’re in need of some cleaning inspiration, try these educatorapproved, smart and even fun ways to conquer your nagging classroom cleaning chores.

Whiteboard magic

If someone accidently used an indelible marker on the classroom white board, or dry-erase board, it’ll come off if you wipe the board with a paper towel or napkin moistened with Coffee-mate non-dairy creamer, Green says.

“Rubbing alcohol will do the same thing.” Many Pinterest boards show other clever ways to clean whiteboards using hand sanitizer, vinegar-water, WD-40 and Febreze.

Shaving cream clean

Use shaving cream to clean classroom desks, suggests Joey Green, an expert on wacky uses for everyday products and author of “Joey Green’s Cleaning Magic.” The great thing about shaving cream is “it’s basically condensed soap. When you wipe it off, you’ve cleaned off the desktop.”

At the same time, you’ve made cleaning a fun project that students can do, and will want to do, themselves. “Small children (and even older ones) enjoy finger painting on their desks using shaving cream,” agrees Sara Van Donge, who has been a K-8 dual language teacher for 16 years. It takes between five and 15 minutes for the shaving cream to clean each desk. The timing is perfect because “the foam starts to diminish after about five minutes, but children still enjoy [playing with] it for up to 15,” says Van Donge. By the time the teacher moves from desk to desk and finally covers the last desk in the classroom with foam, the first desk is ready to be wiped off with a clean damp towel or sponge.

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YEP-MEA Inspire Winter 2019

Crayon eraser

Toothpaste works well to remove crayon marks from walls, says Green. Choose a white, regular flavor toothpaste without tartar control, whitening agents or other chemicals. Apply it with a sponge or toothbrush. “It just takes the crayon marks right off the walls” at school or home, even on wallpaper.

Kids can help or do the job themselves, Green adds.

ONLINE with NEA edCommunities

Your Online Professional Learning Community

NEA edCommunities is a place where members can log on and, for free, join forces to improve student success.

The online groups of educators share information and resources on a variety of topics and issues including:

Flipped Classrooms

ESP hot issues

School bullying

National Board Certification

Safe and healthy schools

Every Student Succeeds Act (ESSA)

You can also form a group of your own to advocate and collaborate on an issue that matters to your students and schools. Great minds lead the profession on NEA edCommunities.

This is your community — get inspired and inspire others! Share your strengths, exchange ideas and resources, create innovative materials and tools, join webinars, and engage with others who share your commitment to our public schools and a student-centered education agenda.

Connect With virtual learning events to expand your PD opportunities!

Collaborate With other educators and education professionals!

Share Classroomready resources and assessment and instruction materials!

Engage With those who share your commitment to student success!

Join the other great minds on NEA edCommunities to connect, collaborate, share, and learn.

SIGN UP AND GET STARTED TODAY MYNEA360.ORG Winter 2019 • www.maineea.org

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When Your Classroom Ship Sails Adrift

BY MARY ELLEN FLANNERY NEATODAY.ORG The school year started off great, but now your class is en route to the island of chaos. How can you get your classroom management back on track?

You and your class set sail at the start of the school year, straight toward the idyll of learning, and now this journey is a mess! You’ve got disinterested sailors in the front row, a whirlpool of time-wasters in the corner, and an undisciplined crew in the back. Unless you can turn this ship around, these next few months are going to feel like you’re on the Titanic.

Take heart, Captain! It’s never too late to get your classroom’s compass oriented to N—for No Nonsense, kiddos. Your colleagues, many of them master navigators of the classroom, have plenty of time-tested, effective advice.

Be Direct and Talk with the Crew “Every day is a new day,” says Peg Scholl, a Missouri second-grade teacher, who has calmly and capably captained her classroom for more than 30 years.

Scholl, who also trains new teachers in her state’s I Can Do It! classroom management workshops, adds, “It’s never too late to change.”

While you may think you’re hearing a bit too much from some students, seemingly trying their worst to lure you onto the rocks, it might actually be helpful to have a frank conversation with the would-be Sirens.

“My very first year, I had exactly that [chaos]. I was unfamiliar with the school structure, unfamiliar with the curriculum, and part of it was that I wasn’t all that familiar with what middle school was like,” recalls Kate Ortiz, a retired Iowa teacher who has taught everything from K-6 to graduate school, including special education, and who also trained new colleagues in management techniques.

“I sat down with every class—all five sections—and said, ‘Things are not going well. Here are the things that I’m concerned about. And what I need to know are your suggestions for making things go better. Remember, our goal is to learn. I may not agree with every suggestion, but I will listen to them.'”

Dave Foley, a Michigan retiree, and author of Ultimate Classroom Control Handbook, also favors a direct approach. “I’ll say, ‘We’re having trouble getting some things done and we have some control issues, and I think I’m going to have to tighten things up.…Or I’ll sit down with the one kid and say, ‘You’re kind of making it difficult for me here. Is there anything I can do to help you to behave better?’ And you listen.”

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YEP-MEA Inspire Winter 2019

Use Exit Cards and Surveys To Test the Waters Ortiz calls it a “survey”: she asked students to write their responses to questions. What’s going right in this class? What’s something that should change (and how would you change it?) And “what else I want Mrs. Ortiz to know…” She reported the results to her students, as well as her responses. And she did these kinds of barometric measurements at least twice a year.

Jim Burke, a California high school teacher and author of The Teacher’s Essential Guide to Classroom Management, calls them “exit cards,” distributed at the end of a class period. He also uses them to give a constructive voice to his students.

“The classroom is a very complicated political space. You have kids, who, on the one hand, are supposed to be learning the skills and knowledge that they need to succeed in the adult world, independently. At the same time, they’re getting the message that they have no voice. ‘This is just the way it is. Sit down.'”

When the waters get rough, Burke uses the cards to gather anonymous suggestions on how to improve the class. “You have to be able to follow through,” Burke cautions. “If I do that, I’m going to come in the next day and say, ‘I got some good comments, I definitely appreciate that, a lot of you were saying this… and so we’re going to handle that another way.…’ It lets them see that you’re listening to them, and that you’re in it together.”

Recruit a Reliable First Mate So you get the kids on board. But you also might need some adult help—a reliable Starbuck, so to speak. While many new teachers are assigned mentors, any teacher can (and should) ask for a colleague’s help. Vermont’s Kathy Buley, a longtime veteran of second grade, also leads training with her colleagues and says, “It always brings me back to the belief that it’s the shared colleagueship and ability to reflect on practice where we get solutions to our problems that we face daily.”

Specifically, it can be very helpful to have a colleague visit your classroom during their prep period, Ortiz suggests. Ortiz once observed a colleague whose classroom was “way out of control, all this talking out and talking back….I visited and said, ‘Here’s what I noticed: How do kids get your attention?’ And she said, ‘They come up to me, they tap me, they yell….’

‘Well, how do you want them to get your attention?'”

“Sometimes, when we’re in the thick of it, we don’t notice what’s going on,” Ortiz notes. Videotaping yourself can help, too.

Burke also recommends visiting other teachers’ classrooms to see how they get things done. (Some good questions to ask yourself: How do they welcome students? Do their students start work immediately? What happens when students don’t ‘get it’?) In an extreme situation, you probably could convince your administrator to hire a substitute for you for the day.

Quick Strategies for Smoother Sailing Other strategies to consider: Are all your pirates parked together, conspiring to hijack your class? Ortiz changed seat assignments monthly.

“I don’t think it’s fair to make somebody sit next to the same person for the whole year,” she says. But changing seats—without setting behavior expectations, isn’t going to help much, she warns.

So consider writing a behavior contract with your students. And “with” is the key word in that last sentence. Make clear that there are rewards and punishments for their behavior, Foley advises. He used to take his best classes outside—what fun! Those kinds of rewards create positive peer pressure to behave.

And, of course, don’t forget parents. “Calling parents scares teachers—even ones who have been teaching for years! They can deal with the wildest kids in the class, but they’re nervous about calling parents,” Foley says. “Use the right words—say, ‘Can we work together on this, can we kind of team up?’ Very few parents will say they don’t want to work with you.”

The more allies you have on the high seas, the smoother your sailing will be.

Winter 2019 • www.maineea.org

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YEP-MEA Calendar February MEA Sponsored Ed Camps

March

April

YEP-MEA Weekend Dedicated to those looking to engage other newer educators in the profession.

May

MEA Quality Schools Summit Contact hours & Professional Development suited to your needs!

June

YEP-MEA Year End Celebration

MEA Marches in Pride Parades

Stay up to date with events and news from YEP-MEA visit: maineea.org/yep-mea/

My Hero Works at School Essay Contest The MEA is pleased to join with the Portland Sea Dogs for its 4th annual “My Hero Works at School” essay contest. Students are encouraged to write a short essay, no more than 300 words, about their school hero. Two winners will be selected and receive tickets to a 2019 Sea Dogs game for themselves, their family and their school hero. Entries must include the name of the student, the school, the submitting educator’s name and email and the name and email of the school hero, if different than the submitting educator.

WHO: All public school elementary and middle school students HOW: Submit essays to Giovanna Bechard via mail at 35 Community Drive, Augusta, ME 04330 or email at contest@maineea.org

DEADLINE: April 10, 2019

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YEP-MEA Inspire Winter 2019