motivation Archives - Page 11 of 17 - Inspired Together Teachers

Flexible Seating- A Student’s Perspective

October 31, 2017 by Inspired Together Teachers Leave a Comment

Flexible seating. Have you heard anyone talking about it? We certainly have. In fact, we wrote an article about it a year and a half ago giving a teacher’s perspective of flexible seating.

In a nutshell, flexible seating is about offering students choices in where they work, whether it is tables and chairs, traditional desks, a bean bag on the floor, exercise balls, or a standing desk.

Since the time of our last flexible seating blog post, it has become more commonplace in schools in varying degrees of implementation. We hear teachers talking about the benefits and potential drawbacks. We hear parents and administrators sharing their concerns and triumphs. Overall, the reviews of flexible seating are cautiously positive but we still felt liking something was missing.

Then it came to us…we hadn’t heard the STUDENT opinion of flexible seating. So, we found ourselves a 5^th grader in a flexible seating classroom who was more than willing to share his opinions on flexible seating.

What would we see if we walked into your flexible seating classroom?

It is neat. Maybe not “neat” in the way of a normal classroom but it is a LOT better. You would find yoga balls, a table that is lower to the ground and one that is higher so you can stand up to work if you want. There is a table that you can sit at with the yoga balls that you can bounce on…but just a tiny bit…you shouldn’t really bounce much at all. There is another table with big dice for the seats that are much more comfortable than a normal chair. There are some couches and a few carpets that you can lay or sit on. There is another rug under the low table so it is comfortable to sit on the floor. There are no desks but there are baskets to put all of your stuff in. The baskets are in the shelving area in the back corner. Everyone has their own basket. They are metal.

Can you explain why you like the flexible seating?

It helps you focus. You don’t have to just sit in one spot. You know how sometimes your head can hurt… from too much work… or MAP testing… when you are trying to concentrate too much? This classroom is better because you can sit how you want so your head doesn’t hurt. We actually have a chair that is really comfortable and meant to help your back. It is soooo much more comfortable and easier to do work in. We can’t put our computers on the ground but we can sit at the tables or other places with the computers.

What are some disadvantages to a flexible seating classroom?

Some people can mess around in it and abuse what they have. Sometimes people will jump up and down on the yoga balls. That distracts you and makes it hard for you to read. The flexible seating is meant to relax you, not to distract you.

What happens when people bounce on the balls and distract others?

My teacher says, “No bouncing.” If people still keep bouncing, my teacher says they can’t sit in that spot for a day. If they keep bouncing, it could maybe become two or three days, I guess. I don’t really know because that hasn’t happened.

What else should people know about flexible seating?

Another good thing is that you can sit wherever you want. You don’t have assigned seating. You can sit by your friends. When you have to talk to someone for group work, the whole class can be talking at once with their partners and it doesn’t get loud because you are spread out and whispering.

Do you think teachers should switch to flexible seating classrooms?

Yes! It is so much easier to work in. In a regular classroom it gets a little hard and a little boring because you sit in the same spot every day for about a month or two before they switch the desks. In flexible seating, you don’t have to sit in the same spot. You don’t have to sit by a particular person 24/7. You can sit by different people on different days or by different people in the same day. You can sit wherever you want and where you work best.

It was clear by this fifth grader’s animated voice and positive description of his flexible seating classroom, that he loves the concept in theory and in action.

Are you as sold on the concept of flexible seating as he is? Do you share the same concerns about distractability? Or do the benefits outweigh the potential distractions? Has this fifth grader sold you on flexible classrooms?

Wishing you a comfortable place to work today so your head doesn’t hurt from concentrating too much (we used great restraint not to laugh during that part of the interview),

Listening- The Classroom Management Strategy that Time Forgot

October 10, 2017 by Inspired Together Teachers 1 Comment

As teachers, we are doing 15 different things at any given moment. Every minute of the school day is occupied with students, meetings, prepping, and data collection and analysis. We continually have students talking to us. We half listen to their stories as we scan the class to be sure everyone is on-task. We find ourselves wishing our long-winded students would finish their story before we lose the rest of the class. We try to listen. We really do. But there is just so much we need to get done in a day.

Years ago, when education wasn’t moving at rollercoaster speed, teachers had time to sit down and listen to students. They also had less behavioral issues. Coincidence? We don’t think so.

When teachers listen to students, really listen, it shows students that their teacher has a vested interest in them. It relays the message that what the student has to say is important enough that an adult will stop what they are doing and listen.

Listening can also help us to better understand a student’s perspective. When a student has a behavioral issue in your class, you may think you know what happened. Asking a student, “What just happened there?” allows you to hear their perspective on the situation. Taking it even further, by sitting and actively listening to their reply, shows the student you care about their perspective.

Listening will help you to more fully understand your students’ needs and motivations. Attentive listening can help you proactively understand what is happening in a student’s mind to prevent further behavioral issues.

In today’s fast paced world of education, with standards and pacing hovering right over our heads, it can be nearly impossible to take time to listen to each student each day. However, if listening for a student talk with you for 2 minutes can decrease 5 minutes of behavioral issues with that student later in the day, isn’t it worth it?

We offer the following advice for listening to students in a way that will decrease later behavioral issues:

Resist all urges to “fix” the situation the student is sharing with you– It is our urge, as caring individuals in a helping profession, to jump in right away and offer solutions to a student’s problem. However, this can leave a student feeling like we didn’t honor their situation. It can also leave them feeling belittled because the teacher solved the problem so quickly when it was not that easy for the student. Finally, jumping in and offering advice before a student finishes their story does not show them you honor their experience. Instead of offering solutions, ask questions that lead the student to find their own solutions or value in their experience.

Use your roster as a way of keeping track of who you have listened to each day– Try and listen to your students as much as possible. Students who are attention seeking will not seek your attention in negative ways if they can have your ear in a positive way. To make sure all students get your attention, use your roster as a checklist of who you have listened to. Each time you have the opportunity to listen to a story that a student tells, place a checklist next to their name on a printed copy of your roster. Be sure that each student gets a checklist by their name on a rotating basis.

Make every free moment count- Take advantage of every opportunity to talk with students. There may be a free moment to talk to a student in the hall, before working with a student individually, or in between classes. You will be surprised how many opportunities arise to talk with a student each day when you are intentionally looking for them.

Listening can also occur in reading a student’s written thoughts– Listening does not always have to be an auditory experience. You can assign informal and ungraded writing assignments in which students share their thoughts and stories with you in writing. Be sure that the prompts will help you to learn about the students and that there is no evaluation associated with the assignments. Provide prompts that will help you learn about the student in a way that could prevent future behavioral issues or increase your rapport with them.

Create classroom sharing opportunities– Share some of your own stories to help students see differing perspectives. Model appropriate ways to share your feelings and experiences. By creating an environment that allows participants to express their feelings, opinions, and experiences, you are creating a space in which students will feel safe to tell their own stories and share their own perspectives when behavioral issues occur.

Wait for a student to de-escalate from an issue before asking them to explain their actions- When adrenaline is high, communication skills decrease. Wait for a student’s adrenaline to work its way out of their system before asking them to explain their perspective on a behavioral issue that occurred. You both will be more open to the sharing if you have a few minutes to calm yourselves before talking and listening.

We realize that all of these suggestions cannot be implemented overnight, nor are they all-inclusive. However, like we suggested in another recent article about addressing behavioral issues, good relationships with students will almost always improve student behaviors. Even if allowing students to share their stories does not help you to better see their perspectives, listening to them will most definitely help to build better relationships.

Happy Listening,

P.S. Do you want more information about preventing problematic student behaviors? Enter your name and e-mail below and we will send you our free guide to motivation and management!

What to Do When the Honeymoon is Over: Addressing Student Behaviors

September 12, 2017 by Inspired Together Teachers Leave a Comment

You got off to a great start to your school year. Your students were respectful and well behaved. You started actually teaching content and meeting the standards. You were feeling confident that you might even be a rock star teacher.

And then reality set in.

There was a side conversation here, a set of rolled eyes there. One student bravely challenged you, another blurts out silly answers. Your call for attention is ignored.

The honeymoon is over.

Students are getting comfortable, and their true characteristics have started to appear. No, they are not demons, but they are people with different personalities. Those personalities have started to assert themselves, sometimes in annoying and disruptive ways.

This is the time to recognize those student behaviors and address them. You can’t wait for all the little disrespectful comments or incessant talking to disappear on its own. If ignored, the problems will likely grow worse.

What’s a teacher to do?

We’ve got a few suggestions. Consider some or all of the following:

Discuss Expectations.

If you haven’t already done so, have a class discussion about expectations. What do you expect from them? What do they expect from each other? From themselves? It is a good idea to talk about why we have particular expectations; people are more motivated when they know the reasons behind rules. A student may not discontinue a negative behavior when the reason is “because I said so” but might because another student shares that he wants to learn so he can get a good job and support his family. Consider creating a rights and responsibilities chart.

Create a seating chart.
Perhaps you already have one, but likely it was built without knowing your students. This is a good time to reevaluate. Separate the talkers. Mix the students who regularly participate throughout the room. Put students whose physical movements are distracting towards the back or sides of the room. If student desks are in large groups, divide them into smaller pods. If students protest the new chart, calmly tell them you would love to let them choose their own seats but because they weren’t making good choices you reserve the right to make their choices for them. A seating arrangement isn’t the answer to all of your problems, but it can be a start.

Look at your lessons.
Are students sitting quietly for long periods of time? Is the work challenging, engaging, and meaningful? Do students have some choices in activities, materials or how they present their work? Do students have some opportunities for social engagement and working with partners or small groups? Is there opportunity for movement? Student behaviors are likely to be more positive during active, engaging lessons.

Look for attention seeking students.
These students may wave their hands wildly in the air, not just because they know the answer, but because they want everyone to see them. They may give silly answers out of turn or make inappropriate comments aimed at the general class. The class clown is usually an attention seeker. They can be disruptive, but endearing.

Do not give in to them by answering their blurted or silly questions. Once you realize which students are demanding attention, try not giving them attention when they seek it. Find more positive ways to let them know you are aware of them. For example, you might call them by name as they enter the room and make a friendly comment. Ask them to turn the lights down for a video or pass out materials. Building relationships goes a long way with attention seekers, after all, your attention is often what they want.

Look for oppositional or defiant students.
These students are driven by many needs. Some feel threatened, others are overly anxious. Some want to manipulate others, while some are driven by a need to uphold a reputation. They may smirk, give cheeky answers, or refuse to do something. They may show little concern for other’s needs. They may be asserting their independence or demanding control. For some students, defiance has been a survival tool.

These can be tough student behaviors to handle, but you can win over an oppositional student. Do not yell, criticize them, ridicule them or berate them in front of their peers as these responses can make the situation worse. Do not threaten them or box them into a corner.

Be ready with a few stock statements. Though they are pushing your buttons, try to stay calm and speak in a soft voice. Don’t give them the fight they may be looking for.

“You can’t make me!” is followed by, “No, I can’t. You make your own choices.”

“I’m not doing that.” is followed with, “Then you earn the consequences of your choices.”

“I hate you!” is followed with, “I can see that you are angry. I’ll leave you to calm down and then we can talk in a minute.”

Try one-on-one discussions. These students are often motivated by their own goals rather than yours, so try to help them see how what you want them to do will help them reach their own goals.

Talk to them about their behaviors in ways that describe the behavior without judging. These students may think school is impersonal and unfair, if you can show them differently, they will begin to respect you.

Working with an oppositional or defiant student takes time and often some tough love. Talk to the guidance counselor, social worker, or another teacher to get some ideas for how to best work with the student.

Every teacher faces challenges in the classroom. Don’t take it personally. Continue to build a good relationships with your students because good relationships will almost always improve student behaviors.

Take care of yourself, make time to eat well and get some exercise. Get enough sleep too, because you will make better decisions when you are healthy and well rested.

Lastly, don’t be afraid to reach out to more experienced teachers for help. Find your mentor or ask a trusted colleague for advice when you need it. Some days, students try the patience of the best of teachers. You don’t have to go it alone.

Here’s to strength and confidence!

P.S. Do you want more information about preventing problematic student behaviors? Enter your name and e-mail below and we will send you our free guide to motivation and management!

Positive Notes for Days You Really Need Them

September 5, 2017 by Inspired Together Teachers 9 Comments

For many years I have a kept a worn and faded old manila folder in the bottom drawer of my desk. It is labeled with a Sharpie: Positive Notes for Days I Really Need Them.

This folder is where I stashed the letter from a parent, thanking me for the extra attention to her son. It is where I put the note from a girl in middle school who tried my patience more days than not. I spent many hours with her after school, discussing appropriate behaviors and encouraging her to live up to her potential. A few months after I left that school, she mailed me a letter apologizing for her bad behavior. She told me that she felt safe with me, and that she had learned a lot more from me than she had ever let on. I was flabbergasted.

In my folder, there are also notes from principals, and my positive recommendations. There are a few notes that I jotted down after having a conversation that boosted me just when I needed it. There are funny cards, like the hand drawn one given to me after my sister-in-law died with the heading, “Houston, we have a problem.” He meant well.

Other notes make me cry, like the one from Todd, who even as a twelve-year-old lived life fast and took chances. I remember him, with his sandy hair and his goofy grin. He also tried my patience, but then he would make made me laugh and I never could stay mad at him for long. At the end of the school year, he wrote that he would miss me. I later learned he died young. It broke my heart, but I was not surprised.

There is also a note from another young man who danced with addiction, contemplated suicide and thankfully, didn’t die young. The words, “Thank you for everything,” mean much more to me than the four words he wrote. I know that what they really say is thank you for not giving up on me and not letting me go and believing in me when I didn’t believe in myself. I spent sleepless nights over him, and knowing that I reached him keeps me going on days when being an educator seems too hard and I just want to quit.

As a teacher, you are going to make a difference to someone. It is the nature of our profession that sometimes you will never know how you might have affected someone. Fortunately, other times you will know. People will thank you. You will get scribbled cards, written in crayon in messy first grade writing that say, “You are the best teacher.” You will get a grateful e-mail from a parent or a guidance counselor. Someone will tell you that you are doing a great job.

You need to get yourself a folder or box or an accordion file and save every single one of those positive notes. Save them for days that are difficult, and there will be plenty of those. Save them for when you are working too hard, and not making enough money and it just doesn’t seem worth it. Save it for those day when a parent makes you cry and days when the students are acting out and you are tired of dealing with it all.

When you are down or struggling, take out that folder and start reading. Those messages, notes and cards will lift you up. They will encourage you and remind you that what you are doing matters. They will feed your soul and revive your spirit.

It is human nature to focus on the negative things we experience. If you are going to make it as a teacher, you will also need to focus on the positive. You need to know that someone appreciates your hard work, that someone notices, and that someone cares.

You need to be reminded that you are doing important work and that you are making a difference.

Get yourself a folder and start collecting your positive notes now.

Our best,

Taking Your First Steps As a Teacher

August 29, 2017 by Inspired Together Teachers 1 Comment

Have you ever watched a toddler try and take their first steps?

Of course, they staggered to and fro, eventually falling. Despite the disappointment the child may have felt, the cheers from the onlooking adults were those of admiration and joy. The adult knew that the child was taking the first of millions of steps and that the steps would become easier with time, eventually coming to the point where the child would put one foot in front of the other and do so while talking, reading, and possibly even using those same legs to run races and go places far away…someday.

But for the child just learning to do that task that would eventually become second-nature to them, those first steps weren’t easy.

So, beginning teacher, don’t be too hard on yourself.

Your first steps won’t all be easy either.

You will fall. You will have bumps and bruises, though we hope more figuratively than literally. Your daily audience, in the form of your students, will see you make those mistakes. But just as children are resilient, they are also forgiving. They do not expect you to be perfect. Nor should you expect that of yourself.

Some days you will feel like you are running a race in which you are as light as air. Other days, your feet will feel as if filled with lead. Just when you think you have something figured out, you will falter and your near-confident steps will become uncertain and cautious again.

But each day you are learning and growing, just like your students. Each day you walk a bit further or do so with more grace. As the weeks go by, tasks that required lots of intentional work at the beginning of the school year will occur naturally. One day, relatively soon, you will be caught off guard by the fact that without thinking you had effortlessly completed a task that had required so much thought only a few weeks prior.

Your fans, including your family, friends, and co-workers will be in the sidelines cheering for you. They have the benefit of watching you and seeing the tremendous steps you are taking each day. So, when you share with them that you are struggling, and they tell you not to worry that you are doing a great job, don’t begrudge them. They knew you when you weren’t even walking in the teaching world yet. And though you may be troubled that you aren’t running yet, from their vantage point they can see how purposeful your walk has become without you even noticing the ease at which you now take those steps.

No one expects you to run a marathon at first. No one expects you to figure out walking with your first steps into the teaching world. However, your students expect you to get up after each fall, shake off the dust, and try again. When you fall down, in whatever task it is you are trying to achieve as a new teacher, get back up. Take that next step. Keep putting one foot in front of the other until it becomes automatic. Each day, each week, each month you will learn more and more. Your mistakes will become your best learning experiences.

Can you imagine if, as a toddler, you decided the whole “walking thing” was just too difficult to keep trying? Where would you be now? Certainly not where you are. The same applies to teaching. Those first steps won’t all be easy but once you start walking, you will be amazed how, in no time at all, you will be running. Just keep putting one foot in front of the other.

Best of luck,

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