The storm before the calm… and why teachers need a “reset” button.

Let’s face it… the week before a break (winter, spring, summer, etc.) is a tough one for teachers.  We are trying to cram that last bit of curriculum, give finals, contact parents, analyze data, and submit grades while our students have regressed to acting like toddlers with a sugar high.  I don’t know about you, but even trying to contain my high school students is like herding cats.  The hallways are crazy, the lunch room is crazy, and teachers all over my school are at their wits end.  What students don’t realize that we teachers need the break even more than they do.

How do we keep our kids engaged during this trying time?  It’s so important to be consistent in our classrooms.  Those high standards and expectations that we set for our kids (and ourselves) on day 1 need to be adhered to until that last bell has rung, regardless of the pandemonium that seems to be happening around us… but what if that doesn’t happen?

The awesome thing about teaching is that there is a definite beginning and end to every situation.  If we have a tough year, we can push a reset button and start anew the next.  If we realize that our subject area isn’t our favorite, we can take steps to teach something different.  If we realize that our age group isn’t the best fit for us, we can take steps to change that as well.  If there is one thing that teaching isn’t, it’s monotonous.  I can’t imagine having a job where I do the same thing all day every day indefinitely.

How to push the reset button…
It’s easy to be overwhelmed, whether you are a first year teacher or a longtime veteran.  Resetting our classroom identity is like the scientific method.  We need to break things down one at a time.

Step 1: Identify the problem
Step 2: Research
Step 3: Form a hypothesis
Step 4: Test your hypothesis
Step 5: Analyze data
Step 6: Draw conclusions
Step 7: Use this information to identify further problems and start again

Let’s say that you’re having a classroom management issue with cells phones.  They are the bane of many teachers’ existence.  In fact, it was the biggest issue of my life last year.  Click here to read about what I did in my classroom to nip this problem in the bud.  I treated the cell phone issue like a science experiment and the results have been phenomenal.

-I identified the problem: My students are distracted by cell phones in class.
-I did research: I looked up methods online and observed other teachers.
-I formed a hypothesis: If students are off task because of cellular devices, then removing them from their reach will result in greater academic success because they will be less distracted.
-I tested my hypothesis: I require students to “park” their phones in a designated area of the classroom upon arrival and they pick them up when they leave.
-I analyzed data: I have had ZERO (yes, zero) referrals or repeat offenders with anything relating to cell phones.  The biggest issue has been that students sometimes dilly dally plugging their phones in which makes them scramble for their seat after the tardy bell.
-I drew conclusions: Removing cell phones has indeed resulted in less distracted students and less stress for me because I no longer have the headache of arguing about it.
-I have used this information to identify further problems: Upon return to class in January, I will be holding students accountable for having their phones parked and in their seat when the tardy bell rings or they will have the same consequences as arriving tardy to class.  Utilizing the charging station is a privilege, not a right!

One thing that makes a great teacher is adaptability, or the ability to admit that something isn’t going perfectly and change it.  Coming back from a break is the perfect time to change or tweak something that needs adjustment.  Be honest with yourself and your needs, be firm in your convictions, and be consistent for those first few weeks back and I can assure you that the rest of your year will go more smoothly.

Now go take some much deserved time for YOU!