Sometimes when I speak with new teachers, they often say how scared they are to reflect on their lessons.

Often the voice of a teacher’s intuition goes a long long way. When I first started out in a new Israeli classroom, I had to quickly become my teacher’s intuition best friend. After all, I was teaching in a culture, mentality and language that I often did not feel connected with!

Like many new teachers, I was often unsure about the best kind of activity for my students. This is why the voice of intuition is a great place to start as it can often guide you based on the following classroom situations:

1. What activities would be helpful for your students NOW!
2. What should you stop doing NOW? Maybe you should speak softer or louder; maybe you need to catch your and your students’ breath before jumping into another activity?
3. Will your students benefit from a periodic review session before you move full speed ahead to a new unit?

I like to view the voice of a teacher’s intuition like a system of “checks and balances”. Since there is so much that happens during a lesson plan, your intuition gives you the mental blueprint or a basis upon which you can make decisions.

The same principle of course, also applies to life!

Sometimes these decisions will take you out of your comfort zone, but this is part of the process which every new teacher undergoes. Many new teachers tend to misjudge their voice of intuition with classroom experience. They feel that because they know they don’t have the confidence, they have an “excuse” or a reason not to listen to the voice.

But the more connected you are to your teacher intuition, the more at ease you will be when you make decisions for a variety of classroom situations.

A teacher’s intuition is a powerful and very user-friendly tool; I usually like to give it the benefit of the doubt when I am faced with a difficult or challenging classroom situation. When I am totally unsure however, then I turn to a variety of experts.

So what are you waiting for? Don’t just sit there, try it!

I just had the honor to interview Dr. Jane Nelsen, author and speaker of Positive Discipline, A Teacher’s Guide from A-Z. She has appeared on Oprah and is the creator of the positive discipline series. You can read all about her positive discipline experiences and ideas on her website.

In today’s classrooms, teachers are hungry for solutions for building effective classroom management plans and relations with their students. Dr. Jane Nelsen maintains a blog on positive discipline and maintains that dealing with discipline is based on communication that is nurturing yet firm. You may be thinking to yourself: “no way, I can never be that teacher I’ve always dreamed of” but the truth is you can. Dr. Jane Nelsen shows you the steps you need to take. Visualize yourself using them and you will in fact, succeed.

Please find Dr. Jane Nelsen’s answers to the recent questions I’ve asked. thank you Dr. Jane Nelsen. There is no doubt in my mind that your answers will give new teachers the confidence they need to begin implementing the ideas in their own classes.

1. Please describe for me your teaching experience and more specifically, your experiences with classroom management.

I got my credentials as a teacher and then went on to get my counseling credential. I was an elementary school counselor for ten years and taught classroom management to teachers focusing on class meetings. I became the director of a federally funded project called ACCEPT (Adlerian Counseling Concepts for Encouraging Parents and teachers.) Ask part of this project we gathered statistics in two experimental schools and one control school. I worked with teachers and had six para-professionals who taught parenting classes. Since we had a paid evaluator to gather and interpret the statistics, I decided to use this for my doctoral dissertation. The statistics were great: .001 significance measuring positive behavior change for children in both homes and classrooms.

2. What are the greatest challenges you and/or other teachers you know face in the classroom?

Discipline. When I was doing my student teaching, the one thing that scared us was how to deal with discipline, but our classes focused on curriculum. I believe that discipline is the number one reason teachers leave teaching. The other challenge is that the only discipline methods most teachers learn are based on “behaviorism” (punishment and reward). Research at major universities had proven for years that punishment and rewards are not effect long-term (they may work short term, but teach “external locus of control”) but all that research is buried in academic journals. It is very difficult for teachers to make the paradigm shift that giving up punishment does not mean that permissiveness. Students respond to the Five Criteria for Positive Discipline:

1. Helps children feel a sense of connection? (Belonging and Significance)

2. Is kind and firm at the same time. (Respectful and encouraging)

3. Is effective long-term, (Punishment works short term, but has negative long-term results.)

4. Teaches valuable social and life skills for good character? (Respect, concern for others, problem-solving, cooperation)

5. Invites children to discover how capable they are? (Encourages the constructive use of personal power and autonomy)

3. Describe one positive outcome of your teaching using the methods of positive discipline as you write about in your book.

Children develop a sense of their own capability because they are taught to focus on solutions and to be respectful and helpful to each other. They are respectfully involved in practicing compliments (looking for a verbalizing positive things about each other), focusing on solutions to problems that are relevant to them (they put their concerns on the class meeting agenda), they learn “inner locus of control” instead of relying on “external locus of control”–someone to “catch” them being “bad” and mete out punishment, or to “catch” them being good to mete out rewards.

4. Why positive discipline? How is it different than the traditional concept of dealing with discipline problems as we know it?

Positive Discipline is never punitive or humiliating to children. On the other hand, it is not permissive. It is both kind and firm at the same time. Two themes are 2) focus on solutions, and 3) connection before correction.

5. What prompted you to write the book Positive Discipline?

I wanted to be a better parent, but didn’t know how. I would be too permissive until I couldn’t stand my children and then to punitive until I couldn’t stand myself. I didn’t know about being kind and firm and the same time. Then a took a college class where the professor said, “I’m not going to teach you a bunch of theories for working with children, but one theory that will help children learn self-discipline, responsibility, cooperation, and problem-solving skills. (This is the Adlerian/Dreikurs philosophy and methods.) Even though it was difficult for me to make the paradigm shift (I had a lot of “yes, buts,” and “what ifs?”) I found these methods so effective in with my children (I really enjoyed being a parent) that I wanted to share it with others. I started facilitating parenting classes. Then I go my teaching and counseling credentials and became the director of Project Accept (mentioned above) which was so effective that we obtained 3 more years of funding to disseminate throughout California. I developed a two-day workshop. The book I was using as a resource went out of print so I sat down and wrote Positive Discipline in two months. It has gone through 5 revisions and is still in print 27 years later. Years later I wrote several other Positive Discipline book with co-authors, including Positive Discipline in the Classroom with Lynn Lott, and Positive Discipline: A Teacher’s A-Z Guide with Kate Ortolano, Linda Escobar, Roslyn Duffy, and Debbie Owen-Sohocki.

6. How has this book been influential in helping new and seasoned teachers manage a class more effectively?

Many have said things such as, “I was ready to get out of teaching. Now I enjoy my job again.” “I was tired of being policeman, judge, jury, and executioner. Now I have time to enjoy teaching again.” There are now three Positive Discipline Demonstration schools and one that will soon be a demonstration school. I have visited all of these schools and was touched to tears. My thought was, “Every child should have an opportunity to be in schools like these–where children are treated with dignity and respect and treat each other the same.” These schools are listed at www.posdis.org. The school that will soon be a demonstration school is the Discovery School in Spokane, WA.

7. What do you think are the more challenging elements affecting teachers and their ability to effectively manage a class today?

Too much emphasis on testing and homework. I would like to write a book called, “Homework and Testing Hell.” Alfie Kohn has written a book called “The Homework Myth.”

8. How has Positive Discipline continued to make a difference in teachers and their classroom management decisions?

I don’t think the Positive Discipline books would stay in print for so long if they weren’t helping parents and teachers. Presently, 11schools in the Seattle School District are in their 3rd year of a three-year implementation of Posi
tive Discipline in the Classroom that includes excellent statistics. Our goal is to gain “best practices” status which will make the program eligible for funding.

9. What beginning advice can you give to a new teacher who is just starting out with the challenging task of effectively managing a class?

Start with class meetings on the very first day to teach students the skills to manage their own behavior and to help each other focus on solutions. If you go to www.youtube.com and search for Jane Nelsen, you will find a two-part video narrated by Bill Scott, a former principal on Rocky Mount School in Marietta, GA where teachers (and one parent) share what they think of Positive Discipline and students demonstrate the 8 building blocks for effective class meetings.

10. Is there a relationship between collaboration with other teachers and effectively dealing with discipline problems?

I think it is much better when a total school is implementing Positive Discipline, but many teachers have done it on their own.

11. If you could change one thing about teaching and education, what would it be?

Tee hee. They would all be Positive Discipline Demonstrations schools–and all children would experience the 5 Criteria for Positive Discipline.

When I do my Monday Google blog search, I am always so surprised by how many teachers and school administrators make the effort to begin and maintain blogs during the school year.

Because there is such a large choice, I am looking for the right “tone” that speaks directly to teachers so that they can use the information right away in their practices and in their lives. Not every teacher feels comfortable with all the new technologies springing up everywhere. I personally still stick to the pen and paper method, rather than relying on an electronic dictionary to handle important dates.

I also know there are many teachers like me, who prefer the pen and paper method because it’s easier to control.

For those teachers who are also parents, organization doesn’t stop with the teacher’s desk.

So, here in a nutshell are a few blogs which I am reading:

Free Personal Organizational Tools from Free Technology for Teachers

What Parents can do to help their children get organized from Jen Kotkin’s blog

Using a Google notebook to get organized from Additude: Living Well with ADD and disabilities

Some of best references I have used as a beginning educator, stayed next to my bed all throughout my first year of teaching. As a new teacher, you will need to raise your confidence and seek the help of experts who can help you be the teacher you want to be.

Positive Discipline - A Teacher’s A-Z Guide.
By Jane Nelsen, Roslyn Duffy, Linda Escobar, Kate Ortolano, and Debbie Owen-Sohocki

As a supplementary book, you can find every type of classroom management situations structured in alphabetical order. Each chapter provides a discussion session, suggestions, planning ahead tips, class meeting solutions. The focus is on using positive discipline as a motivator and as a reward to nurturing good working relationships in the classroom. This is an excellent book for new teachers concerned about classroom management and discipline.
(five stars)

Chicken Soup for the Teacher’s Soup
Edited by Jack Canfield and Mark Victor Hansen

When the challenges seem insurmountable, read the stories of why teachers still continued to teach despite low pay, standardized testing, school violence, large class sizes. All teachers need to know that they can make a difference in students. The editors write: “These stories will show that you have the power to help your students believe in themselves and give them a glimpse of what they might become.”
I think that pretty much sums it up.
(five stars)

An Educator’s Guide to Differentiated Instruction
By Carol Ann Tomlinson

Let’s face it: teaching (large!) mixed ability classes is a fact for every new teacher starting out and teachers are expected to provide graded material that allows for learner independence and choice. This thin booklet of only 35 pages provides the new teacher with all the basics for implementing the principles of differentiated instruction. There are tons of ideas and examples from pre-assessment to closing the gaps of struggling readers. There is also an extensive reference section complete with online resources.
(five stars)

Teacher talk: What were some of the best books that helped you as a new teacher? What other references for the new teacher might be a good fit?

Don’t forget this month’s Teacher Giveaway! The end of the month is quickly approaching, and this month’s theme is Back to School.

Are you ready to begin your lesson?

As a writer, I query a lot to major magazines. I have learnt the importance of saying a lot but in just a few words.

I suppose effective lesson beginnings are like a strong pitch to an editor. You have to do something to grab your students just like pitching your story.

Editors are also very much like students - they need to be engaged and quickly!

And like editors, students want to feel a sense of connection with their teacher.

So on that note, learning the art of effective beginnings is a real lesson for many new teachers because of the trickiness involved in building a connection.

Obviously, your aim is to engage all students 100% of the time but there is also the element of classroom management. So how is it possible to do that in just ten minutes and yet still build some sort of connection?

The trick is to build personal touch with students (in smallish doses) consistently with each student over a period of time which will have the full class effect. Don’t worry if you haven’t built a personal connection with all your students. Some students won’t respond as positively to the personal touch and that is fine. Students will notice and feel the kind of person you are and will connect to you in one way or another. The most important thing is not just keep to your role as classroom manager teaching academic content.

After all, you are not teaching x number of students, you are teaching 30 INDIVIDUAL students with individual needs. There is a real difference.

You will begin to also notice that building this connection will also affect how well you are able to engage your students right from the very minute you enter their class.

If they don’t feel a connection with you however slight as it may be, they may not necessarily feel compelled to learn. with that said, I’m not suggesting you go out to be their best friend, but connecting with your students does not necessarily begin with teaching academic content.

So in order to help you build the right classroom environment for starting a lesson, pay attention to the following issues, which can substantially affect the ‘pitch’ of your lesson.

1. Is the class calm enough? Maybe your class would use a little more personal contact with students. Start small. You don’t have to have a lengthy conversation just say something short and sweet like: “I noticed how well you did during that football game - well done!” Just keep it genuine.

2. Pay attention to external circumstances - temperatures, excessive heart, the time of day.

3. Entering the classroom with a smile on your face is humbling and brights up the room. A smile brings the students closer to who you are.

Have you entered this month’s giveaway? The end of the month is quickly approaching and this month’s theme is “Back to School.”

If I were a new teacher starting out today, I would definitely start out with blogging as a quick and easy way to connect. I have quickly noticed that teachers usually get bored by just writing lesson plans and talking about students.

So, it’s that time again. Monday blogs at the time of August signify for many new teachers a sudden end of summer and a hopefully fortuitous new school year.

I’m noticing that many teachers are blogging to vent their anxiety, trepidation, fears which is part of the new (or continuing)new teacher syndrome. Some teachers are panicking with last minute changes and news of their classes which they’ve received.

Now’s the time folks not to put your brain in panic zone (a little adrenaline never hurts) but to keep yourself in planning mode. Read good quality informative and updated blogs. If you are still unsure about where you should start in your planning, talk about it with your mentors, or any other experienced teacher you feel comfortable with if you have not yet been assigned a mentor.

It would be impossible to answer the needs of every single teacher, but please feel free to let me know if there is a particular blog I’ve overlooked. Every seasoned teacher is also a new teacher at heart!

Back to school - ESL Ideas

Back to school headquarters (an excellent resource for everything connected to back to school)

As always let me know if these blogs are helpful for you.

Have you entered the New Teacher Giveaway? This month’s theme is back to school.

The sign of teacher planning is everywhere from buying school supplies to planning for the beginning of the new year. Have you entered the New Teacher’s giveaway? This month’s theme is “getting ready for the school year” and here is how you can enter!

For this giveaway, I’ll be giving an excellent Barnes and Nobles planner, which has saved me for spilling my brains all throughout my teaching career. It’s a god send – the brain child of a teacher. The reviews prove it. All you have to do is email a short post on what type(s) of activities you intend to begin the school year off with and how you think it will motivate to help your students to succeed. It can be a short snippet of a lesson plan or a description of a five minute activity. The winner will be posted after labor day and all ideas will be posted on this blog.

This giveaway is open to all teachers with a US and overseas addresses.
Good luck and I look forward to reading your entries.

email me at: sasson92@gmail.com

Blah - Monday again! No, it’s blog day.

Well, every day is really blog day for me.

As a new sub with the Pittsburgh public school system, I’m looking for new teacher blogs that have serious practical resources and information, but not only for subbing. I need to arm myself with as much information as I possibly can as a new sub with the Pittsburgh board of education in a very short time. For example, the way discipline is dealt with here is very different than how I dealt with it in Israel.

As I look for inforamtion, I ask myself: what would be infinitely most helpful for new teachers to read right now before the beginning the school year? With no shortage of information, teachers can widely seek out information but the key is to find the more immediate answers within your own resources teaching colleagues, school, district, etc)

From venting and networking (technology) with other teachers, reading other teacher blogs has provided me with a wealth of information.

Here are a few teacher blogs that I found helpful based on the wealth of practical information that new teachers need right away. One of the criteria is to look for blogs that teachers update at least twice a week. These will be added to the blogroll:

Strange New Teacher

The Elementary Educator

The New Teacher Support blog (my previous writing assignment for suite 101)

Every Monday, I will add a few more to the blog roll, so be sure to check in then!

While most classroom teachers enjoy the summer break from work that a teaching position gives them, other teachers struggle to find part-time work during that time to earn a little extra income.

If you’re one of those classroom teachers who searches for part time work during the summer, writing for children just might be the job you’re looking for. Here’s why:

1. During the school year you’re in close contact with children and/or teens in your classroom. That means you know first hand what kids or teens think about, how they talk, and how they act. You can use this information to create believable child or teen characters and dialogue for these characters that rings true. If you read stories and books for children with your students during the school year, you also know the kinds of story lines that appeal to children and teens.

2. As a teacher, you have access to your school’s library. Talk to the librarian to find out what kinds of books students find most interesting. Also, what kinds of books seem to be in short supply? Does your school librarian think there needs to be more middle grade novels available for girls, for example? Or, is there almost nothing available on certain topics of interest to children? Use this information to create stories, novels, and nonfiction articles and books that will help fill these voids or shortages.

3. You know what kinds of materials you like to use in your classroom with your students. Why not try your hand at creating some of these materials for children’s educational publishers? Most of the best teaching materials are created by teachers themselves. Why not make some money from the types of materials you are probably already creating and using yourself in your own classroom?

4. Once you gain a few publication credits, you can continue writing for children or teens during the school year. You won’t have time for as much writing while you’re teaching, of course. Still, you can probably manage to work on at least one nonfiction article or short story for children or teens each month. Even if you don’t finish these pieces and submit them for publication during the school year, when school ends for the summer you will have plenty of writing projects to finish up and submit to editors.

5. Once your part-time children’s writing career is established, you won’t need to search for a part-time job every summer. You can immediately get to work once summer break begins. You might even manage to line up some regular summer writing assignments with one or two children’s educational publishers. Many full-time teachers manage to write a short nonfiction book for children or teens every summer and substantially increase their yearly income.

6. Should you ever decide to stop teaching, or when you retire from teaching, you will already have an enjoyable second career to fall back on. And this time, you can work from home in the comfort of your pajamas if you like!

These are just a few of the reasons that so many classroom teachers turn to writing for children as a part-time job or second career. If you enjoy writing as much as you enjoy teaching, then writing for children just might be the perfect summer job or second career for you, too.

Learn to write for children

In the beginning, it will be very hard for you to see the pearly gifts from your students. No, I’m not talking about the apple or the the occasional “thank you” but the gift of feedback.

It’s hard to see these gifts at first especially if you are teaching 30 plus students. But often you will be able to make a connection with at least one student and that connection in itself is a wonderful thing. Eventually, the relationship you begin to build with your class will, over time, work for you. You’ll be able to see ways to explain things clearer. your students of course will say, “Teacher, I don’t understand. What do we have to do?”

Their language is not part of a new teacher’s language. The most important thing you can develop right now is the gift of flexibility - knowing how to adapt to different situations as they come up. Your students will show you the way. All you have to do is allow yourself to listen to them and the rest is up to you.