Find Your Teacher Personality

Find your Teacher Personality And use it to create a learning environment for student success

By: Hilary Richardson

Don’t smile until Christmas. Never ignore rule breakers. We’ve all heard the classroom management advice. But, what really works?

Toss out the advice that doesn’t allow you to adapt as needed. Every teacher has to find their “teacher personality” – that is, who you are in the classroom and what level of chaos (because, let’s face it, learning involves chaos) you are able to tolerate. From there, you can work to determine the routines and rules that will work best for you and your students.

Think about the teachers that influenced you and you’ll realize that each had something unique about them. Maybe they were really into a particular sports team or were a total geek. Whatever it was, this made it easier for students to connect with them. Do this for your students. Go a little over the top with something you like, or a personality trait, and connect it to your classroom. Make it connect to the amount of commotion you are comfortable with in the room as well, then work within this framework to design your classroom and rules.

Once you have your teacher personality, use it to organize your room in a way that compliments you. Do you want desks in rows, pairs, or groups? Create the physical space to work with your teaching style. Over the years I have tried many different formations, and I have found that pairs of desks, in rows, work best for me. It’s easy for students to work in pairs, but easy to separate when needed, and can also be made into groups of four if that is best for the lesson. Play with it to find the setup that works for you.

When thinking of physical space, don’t stop with desks. I have a space where students turn in work. This space is near my classroom door so my students can easily turn work in on their way in or out. Papers with no name have their own space, away from the door, where students can check for missing assignments they are certain they completed. I have another space where students can pick up absent work.

This physical space helps to create routines for students, which help get them on task immediately. Again, these will vary based on your personality, but I like to start with a bell ringer or goal that students need to write down immediately upon entering the classroom. This gets them on task and focused while I can take care of attendance and other needs. Another teacher I know greets the class every day with “Good morning class.” To which they respond, “Good Morning, how are you today?” He responds and class begins. I feel cheesy doing this, but it works for him.

Overall, the rules and routines you set need to be consistently enforced all year. Don’t start with 30 rules. Pick 3 that you must have and stick to them. It’s easier for you, easier for students, and it will work.

Article Credit: NEA.org

For example, if you like Star Wars you can play this up with room décor and clothing. Talk about it with your students. Use Darth Vader as the enforcer. Make the students Jedi. If you want orderly rows, use Storm Trooper formations. Embrace your love and share it; the students will love it!

The Six PR’s of Teaching

When it comes to teaching there are a few key things that will help you in your work—in this case there are six that all happen to start with the letters P and R. Take a quick read to learn more about how to do things like better relate to parents, your peers and the public.

PR # 1: Principal Relations

• Develop a positive, professional relationship with your principal. Invite her/him to visit your room classroom. • Forewarn her/him of issues or concerns. • Provide updates on your students, parents, etc. • Discuss evaluation – by whom, when, how? • Read and keep on file the school’s policies, rules, and procedures. • Listen thoroughly and respond to suggestions or concerns in an open manner. • When in doubt, ask!

PR #2: Pupil Relations

• Remember you are the adult. Don’t become involved in illegal or unethical activities with students. • Get to know students as individuals – their needs, health conditions and special interests. • Establish clear expectations and rules. Make sure your administrator(s), students, and parents/caregivers know 10

the rules as well as the consequences. ENFORCE them! • Look for ways to boost self-esteem and provide recognition. • Keep student records and information confidential – this is critical! • Review health records and follow the district’s policies regarding administering medication and reporting accidents and illnesses. • Adhere to the Mandatory Reporting Act for Minors – it’s the law!

PR #3: Parent Relations

• Communicate clearly and thoroughly with parents and guardians. • Be prepared for conferences and conversations. Know what you need to say and how best to say it. Avoid education jargon. Do not talk down to parents/caregivers! • LISTEN to parents, their concerns and their suggestions. • Create a partnership – a spirit of working together. • Understand and plan early and thoroughly for report cards and parent conferences. • Invite parents to visit (open house, classes, events). • Be aware of diverse family situations – know parents’ names and who to contact. • Communicate via phone calls, notes, newsletters or e-mail.

• Let parent/caregivers know about positive performance and behavior as well as areas needing improvement.

PR #4: Peer Relations

• Don’t isolate yourself – get to know your colleagues. • Seek their advice. • Share and plan collaboratively with your colleagues. • Be cautious when you are angry. It’s difficult to rebuild relationships once angry words have been spoken. • Say thanks to those who help and support you. • Get to know all of the school team, including secretaries, assistants, bus drivers, cooks, custodians. Thank them and partner with them for the optimum learning environment!

PR # 5: Public Relations

• Get involved, but not over-involved, in the community – church, scouts, community organizations, food shelves, Toys for Tots, recycling and many more. • Publicize special news from your classroom. • Project a professional image in the community.

PR # 6: Personal Relations

• Contact your local teacher union for assistance with professional, employment or contractual questions or concerns. • Keep a journal of funny, rewarding moments as well as a box of special mementos. • Be cautious with your “self-talk”. You’re human. Don’t

be too hard on yourself. Develop and maintain a healthy lifestyle, including healthy eating, exercise and sleep habits.

Time-management tips:

• Establish a reasonable schedule including time for leisure. • Use your time effectively. • Schedule time for yourself and your interests outside of work. • Know your internal clock – when you’re most effective and when you’ve reached your limits. • Know your goals and priorities – invest time and energy achieving them.

Stress management tips:

• Keep a healthy perspective – separate fact from fiction. • Strive for clear and constructive communication. • Reward yourself for your successes – big and small! 11

Can't Stop Talking Social Needs of Students in the Middle

By Peter Lorain Edited by Giovanna Bechard

Middle school students like to socialize and talk a lot. They chatter about boyfriends and girlfriends. Parents. Their teachers. Movies. The Internet. Shopping. Music. Sex. They talk about everything.

Did you know that talking and socializing are not only normal, but also healthy? Through talking and socializing, young adolescents project the social and developmental issues they are experiencing.

When teachers, parents, and other adults in the lives of young adolescents begin to think of this social behavior as a normal part of human development and not an aberration, they can enjoy and accommodate behavior changes along the developmental continuum.

There are innumerable ways to do this. Here

Here are some ways educators can accommodate the needs of their middle school students: 01 04

Provide lots of opportunity for students to move Ensure that each student has the support of around, work in groups, and work in a variety of one significant adult, an advocate who knows groups. the child's learning style, personality, achieve02 could help the adult promote the success of that child. This is especially important at a

Allow for some individual expression. Young adolescents occasionally reject directions, create their own rules (usually within the formed rules), speak out in surprising ways (sometimes intending to shock), and dress in ways that exhibit their individtime when these students are beginning to look for adults with whom they can safely confide, be listened to, and be supported by. Any number of programs or structures in the school can provide this "one significant adult." uality. This is part of their attempt to develop their uniqueness. Teachers should refrain from judging or condemning their behavior. Trying to change it will only reinforce their determination to continue. 05

Allow students to be like the others in their group. Following the dress and behavior of the group is normal and should not be reason for ridicule or attempts to change. Students select their groups and sometimes change groups. Adults who try to force 03 Promote projects involving social awareness and investigation. Middle school students are concerned about values, right and wrong, and the behavior and unfair treatment of others. Classroom and school activities should promote this emerging social awareness and concern. students to change groups or change their appearance or behavior from that of the group norm could create a situation of perceived or real rejection, which could have serious repercussions. Rejection is a serious issue at this age. ment levels, and any other information that

Children in middle school experience many changes—physical, emotional, and social. Gone is the egocentric child that parents and elementary school teachers know, love, and expect. In his place is a young adolescent with new feelings and a strong interest in others.

As with their physical development, the social development of a young adolescent results in behaviors that are typical of the age group. Middle school teachers who understand these developmental issues and behavior changes can have fun and exciting teaching experiences as they plan for and enjoy the emerging adult.

Article Credit: NEA Member Benefits

REFERENCE MacWilliams, Carol. “Why Middle School? Supporting the Young Adolescent.” Materials presented at the annual meeting of the Middle Years Association of British Columbia. April 2000. About the Author Pete Lorain, author of articles on middle schooling and other education issues, currently works under private contract. Prior to retirement, he served as a high school teacher, counselor, and administrator; middle school principal and director at the district level; director of human resources; and president of National Middle School Associa