“Why Do We Have to Learn This?”

By Bruce J. Stewart

“Tenderness and kindness are not signs of weakness and despair, but manifestations of strength and resolution.” –Kahlil Gibran (1883-1931). Lebanese American artist, poet and writer.

“Mr. Stewart, why do we have to learn this?”

How many times have you heard a student ask this question?  Do you respond to this question with sincerity, along with a compelling reason?

The Restorative Discipline mindset is about creating an environment of trust and respect.  Nurturing trust and respect in the classroom begins with establishing a true sense of belonging for all students.   Parker J. Palmer, in his book, The Courage to Teach, defines a sense of belonging as hospitality; and describes it further as “hospitality in the classroom requires not only that we treat our students with civility and compassion but also that we invite our students and their insights into the conversation.  The good host is not merely polite to the guest – the good host assumes that the guest has stories to tell.” 

Students need and deserve a true sense of belonging in the classroom.  As a host, it was my responsibility to allow each student a voice in the classroom. Being a good host certainly went against a popular adage still prevalent among some teachers that you should never smile before the Christmas vacation.  I found that advice peculiar, because I always stood at the door prior to each period and welcomed each student to class by name along with a smile.

I began each school year by telling my students how important they were and how important my responsibility was as their teacher.  I explained to my students that I would always, each and every day, do the best job I could as a teacher.  My enthusiasm for teaching was genuine and a smile was certainly the best method for each student to feel a true sense of belonging. 

As a good teacher-host, I needed to demonstrate that each student was welcome and comfortable, and that everyone had essential ideas to share with the class.  By doing this, I could earn their respect.  Only after establishing this positive environment, could I could then motivate my students through a curriculum that emphasized the following:

• Relevance of material – relevant to the lives of students and their world, especially students from low socio-economic families.

• An expectation of quality work.

• Choices for students — to create a sense of ownership.

• An emphasis on critical thinking.

• Engagement through Socratic Dialogue – asking students to share their opinions, learning, and experiences through dialogue and writing.

By establishing a personal expectation that it was imperative to earn the respect of all students, allowed me to “sell” my curriculum and my daily lessons with enthusiasm and honesty.  I welcomed the question “why do we have to learn this?”  Students, like adult learners, can be quite skeptical, as they should be, if they are to become critical thinkers.  Therefore, the “why” questions were always taken seriously.  I responded with sincerity; never with sarcasm.  The students trusted my sincerity and these questions diminished.  Their engagement shifted from reluctance to a subtle eagerness. 

A Restorative Discipline mindset compels us to approach each day with openness, kindness, and the highest level of preparation. This mindset inspired me to teach to the best of my ability — then and only then, could I expect the same of my students.

The Joy of Being

By Bruce J. Stewart

Eckhart Tolle in his book Practicing the Power of Now, writes, “As soon as you honor the present moment, all unhappiness and struggle dissolve, and life begins to flow with joy and ease.  When you act out of present-moment awareness, whatever you do becomes imbued with a sense of quality, care, and love – even the most simple action.”

Mother Teresa was quoted as saying, “We cannot all do great things. But we can do small things with great love.”

Teaching should bring joy and happiness to your students and to yourself.  Fear and resentment are negative emotions that cultivate anxiety and uneasiness within your students and your classroom.  Many students and teachers have grown to accept both fear and resentment as a characteristic of education that must be accepted.  However, both of these emotions cannot provide true and lasting inspiration for teachers and students. 

Teaching and learning have a synergistic relationship in which the giving and receiving in a classroom is reciprocal.  At the end of the day, a teacher will have learned as much or perhaps more than their students.  Students will have acquired knowledge, and most importantly have an understanding of its meaning, especially its relevance to the world and to their community. 

Teachers, by remaining in the present moment during instruction, are void of negative thoughts.  Full attention to the present moment is an understanding and acceptance that we as educators are opening our minds and hearts to our students.  This does not make us vulnerable, rather it makes us more aware of our students, their emotions, and how to serve them.  Our mind’s stillness expresses our sincerity and the joy we want to share with our students. 

How do we know if we are NOT in the present moment?

The most obvious thought that can slip into our consciousness is, “If only that student wasn’t in my class, then I could really teach.”    Change that particular thought to, “Today’s the day.  Today’s the day ‘that student’ will transform his thoughts.”   Write “Today’s the day!” in big letters on your lesson plan and highlight it.  You will give these three words the power they deserve.

Another, thought that is incongruous with being in the present moment is, “If only. . .”  This thought is trying to convince us that there is a reason why I cannot be successful.  It gives power to us to be complacent because we believe something is out of our control.  Change the internal dialogue to, “What do I need to do, to study, or who can I collaborate with to help solve the problem.”  Believe that your imagination and creativity can only enter your consciousness with a positive internal dialogue.  Be open, then expect the solution to appear.

By being in the present moment, even the disruptions and interruptions that once plagued you are now opportunities.  For example, a simple response such as, “Sabyn, (‘that student’) could you please visit with me after school?  I believe that we can really help each other.”  This request offered with sincerity shows respect and trust.  It does not demean Sabyn, does not disrupt the class, and demonstrates to all the students that you are teaching with your heart. “When given the choice between being right and being kind, choose kind.” -Dr. Wayne Dyer.

If this advice sounds trite or you are thinking “this will never work with my students,” before discarding it, try it for a few days.  If your methods have been ineffective, try a positive approach; it’s likely to surprise you.

Your Students Won’t Forget You or the Episode

By Bruce J. Stewart

The Television Writers’ Secrets to Lesson Planning

Have you studied the techniques and formula that writers for television use to capture the viewer’s attention?  And, to hold their attention for a 30 minute sitcom or for a 60 minute drama?  You can use these same techniques to capture the attention of your students.

Here’s a Quick, Five Step Lesson Planning Process

Step 1.

You must start the show immediately.  Have you noticed how more and more television shows move right into the action precisely at the beginning of the hour?  There is no time wasted.  Moving right into the action commands your attention.

Do the same thing with your lesson.  Make the second you address your class of students memorable.  Some educational books call this an anticipatory set.  Whatever term you want to use, make the first moment of class memorable; and the last moment of class must be memorable as well.  But we will talk about that later in Step 5.

Step 2.

Study your favorite television drama.  For example, NCIS has been one of the most popular shows for the past decade, due in part to the director, producers, and writers consistently sticking to the NCIS formula.  Of course the acting is good, the scripts are well written, and the viewer knows that they will be rewarded for investing 60 minutes of their time to watch the show.   “Whodunits” have a strict formula, and they always begin each episode with the “big” question – Whodunit?  Of course, other genres have their own formulas.

Your students will invest their time in your lesson if they know they too will be rewarded.  Try using a big question to begin the class.  Some of my colleagues call this the “killer” question.  Use a question (or introduce an idea/concept) that will keep the students focused on the objective of the lesson.

Step 3.

The formula the writers use is to leave you “hanging” in some way.  Television shows are written in segments of time to allow for commercial interruptions.  Each segment is designed to keep the viewer glued to the same station.  Something in the plot line will be revealed following the commercial break.

Young adults are restless.  Their attention span is minimal.  They tend to daydream, a lot. Your lesson planning can use the same strategy.   Try using small segments of time followed by a transition to keep your students active.  Each new segment must move your lesson closer to meeting the objective.

Step 4.

The “Aha” Moment, or “I knew it all along.”  The moment of sudden realization, inspiration, insight, recognition, or comprehension.  We have all experienced this while watching our favorite shows or movies.

As a teacher, this is even more rewarding when your students experience the Aha Moment because you have facilitated it.  This is the moment in class when the question, “Do they get it?”, or “How well do they get it?” is answered.   Hopefully, the answer is “Wow! They really got it.”

How will you plan for the Aha Moment?

Step 5.

The Epilogue or “Tie the Bow.”   The great writers will always give the viewer something extra during the final minute of the broadcast.  The next time you watch a television drama, study the final scene to see if the writers referred back to the opening scene in some big or small way.  The movie, Rudy, did this brilliantly.  I won’t reveal the little touch used by the writers and director for this movie, but it is memorable.  This technique is called Tying the Bow.

For those of you old enough to remember The Fugitive with David Janssen, each episode concluded with a memorable epilogue.  The viewers kept coming back week after week.  Its formula worked to perfection.

How can you Tie the Bow at the conclusion of your lesson?  How can you give your students a “little extra?”  Reward them and you too will be rewarded.

A final suggestion, try naming each lesson – for example, Season 1, Episode 1, All Are Welcome is a great start.  Your students won’t forget you or the episode.

Being a Hospitable Teacher

By Bruce J. Stewart

Do you stand outside your classroom door during passing periods and welcome students into the classroom?

By doing so, you will nurture and affirm each student’s sense of belonging in your class.  Creating positive relationships with each and every student begins at the door to the classroom.  Just as you would greet and welcome guests into your home, relationships with your students are based upon mutual respect that is shared the second they enter the classroom.  By earning the trust and the respect of each student, discipline problems can be eliminated, and most importantly, students will become truly engaged and responsible for their learning.  (For more readings on the importance of a student’s sense of belonging, see William Glasser’s, Choice Theory: A New Psychology of Personal Freedom, and Every Student Can Succeed.)

Do you thank the students for being present prior to beginning class?

I always thanked the students for being present prior to beginning the day’s lesson.  When the bell rang to begin class, I would walk from the doorway to the front of the class and greet the students by saying, “Good morning everyone. Thank you for being on time and I thank you for being here today.” “But Mr. Stewart,” some students would say, “We have to be here.”  I would reply, “And I really appreciate that you are here, in my class right now.”  I always sought their full engagement, which meant being present, being fully engaged in the classroom each day.  By welcoming the students and thanking them for being present, affirmed their dignity and worth as active participants in class, in the learning process, and that they truly belonged in my class for the next 50 to 120 minutes.

Do you post an agenda in a visible location for each lesson?

An agenda is an invaluable tool for several reasons.  It was a clear indicator to the students that I was prepared to teach the day’s lesson.  I always included the exact times for the length of each segment on the agenda.  This technique was another reminder that we, as a class, had important work to do, and that each minute was valuable.  By displaying the sequence of events of a lesson in manageable chunks, I gave the students both a preview and a road map of the lesson.  Above the agenda, which was always posted in the same location on the white board every day, I wrote the primary objective of the lesson.

Do you consistently use “Four-F” lessons?

A “Four-F” lesson is characterized by the following: fast, fun, friendly, and focused.  As you practice and develop the art of teaching, create lessons that are fun and engaging to make your lessons memorable.  A short, focused lesson has a specific objective which can be assessed through several methods.  A fast lesson can tie into the need of young adults to use movement, or has a specific time limit of 10 to 15 minutes.  A friendly lesson allows all students to participate in a brief and meaningful way.  If your lesson is fast paced, friendly, and focused, students typically view it as fun.  On many days, I would combine two or three Four-F lessons to create a longer lesson.

Do you teach bell to bell?

I always kept a variety of sponge activities that were seamlessly inserted into the lesson to engage the students from bell to bell.  If I needed to fill either 1 minute or 10 minutes, I kept a sponge activity ready to go.  There are thousands of excellent sponge ideas available on the internet.  Search for “educational sponge activities” and you will be certain to find many ideas suitable for your subject and grade level.

Do you use relevant and engaging anticipatory sets? 

The anticipatory set does not need to be long, and generally the best anticipatory sets are brief.  An effective anticipatory set creates interest, allows for an informal assessment to measure the students’ prior knowledge, and activates a student’s knowledge and awareness of the topic and objective.  If you can “hook” the students early in the lesson, you have the opportunity to keep them engaged during the entire period.  Be creative and use your imagination to capture and hold the students’ attention as the first few minutes of every lesson are critical to achieving outstanding results.

Be not afraid to show your love and enthusiasm for teaching and learning. 

Our best asset as a teacher is the genuine love we share with our students for the entire learning process.  The passion and enthusiasm you share with your students for teaching is a blessing to them and to yourself.  Share your love abundantly.

Catholic education must remain affordable to all families.

By Bruce J. Stewart

Today, the media, meaning hundreds of channels of television programming of all varieties, instant messaging, thousands upon thousands of questionable internet websites, are all threats to a positive school culture.  Catholic Education has evolved, and has been transformed in the past 50 years, as it has adapted to the educational needs of our students and our families, especially as we teach the Catholic faith in light of the powerful influence of popular culture.  Fifty years ago, and I speak from first-hand experience, the only perceived threats to a positive culture were Mad Magazine and a few movies such as Goldfinger, and The Graduate, and rock and roll music, specifically the Beatles.  Today, Mad Magazine of the 60’s is nostalgic, and the Beatles are remembered for their love songs.

As Catholic schools across the nation struggle to maintain financial health, our communities need Catholic education more now, than any time previous.   Today, there is an urgency for Catholic Education to be a leader, for us, as educators in Catholic Education, to be leaders.  As we live our faith through our examples of love and service within each of our school communities, and even globally, we are teaching our children to be responsible, to be respectful, to become future leaders, whose positive actions are a direct result of today’s educational experience.

This is Catholic Education.  Catholic Education demands that we study Catholic Theology and apply it to our lives.  Catholic Education is reaching out to our classmates whose medical emergencies required them to spend many days in Children’s Hospital.  Catholic Education is reaching out to our parent community whose medical and family emergencies have taken them away from their families.

Catholic Education is learning to celebrate the Eucharist and give thanks to God every Wednesday at our school Mass.  Catholic Education is the privilege of learning, and for those of you who attend Wednesday Mass, participating in the Pastor’s weekly homily during our school Mass.

Catholic Education is being a 6th grade student and taking the hand of a Kindergarten student and walking with them to Mass.  Catholic Education is performing with your classmates in a Christmas Program.  Catholic Education is praying during the Stations of the Cross as we learn to appreciate the importance and significance of the Passion of Christ.

Catholic Education is a third grade classroom donating over $100 of their hard-earned money to the March of Dimes.  Catholic Education is a coat drive to provide warm clothing for children and adults during cold winter nights.  Catholic Education is a class of 2nd grade students singing at a home for the elderly.

Catholic Education demands that our students learn that the greatest gift we can give our children is an education, an education that inspires them to live our faith.  Quoting from the Reverend John Jenkins, President of Notre Dame University, “the challenge of wrapping together our faith-based heritage while further strengthening our academic excellence is a rare opportunity and for me a special dream.”   Through our partnerships with our parent communities, we will be able fulfill our promise to deliver an outstanding educational experience, and further our academic excellence because we are teaching our students to live the ideals of Catholic Theology in a Christ-Centered community.  We are all children of God.

However, there is a significant threat to Catholic Education that challenges us to redefine our legacy and to create a financially sustainable school model.  Catholic Education must remain affordable to all families.  The roots of Catholic Education in the United States were formed several hundred years ago as an important alternative to secular education that became increasingly unkind to an increasing number of Catholic immigrants.  Catholic Education has always sought to provide a faith-based education to all its church members, especially the children of poor immigrants, and oppressed minority populations.

While the national and local economic outlook has been improving, we must choose to view the current reality as an opportunity to improve our delivery of educational services; as an opportunity to seek a greater base of financial support.  We must view the financial threat as a call to action to ensure that Catholic Education remains affordable and available to all families.

As we endure a turbulent economic climate, we are, unfortunately, experiencing an increasingly violent society.  Creating a vision for the future that provides hope, opportunity, and self-fulfillment, rather than despair, violence, and self-indulgence, requires us, as a community, to continue to provide ethical leadership by example, as the Gospel implores us.   Catholic education is a true partnership with its constituents.  Catholic education works because of its nature of reciprocity and therefore, the leadership our students experience at home and at school, creates harmony.  As we nurture the souls and intellect of tomorrow’s leaders, we must be daring in our approach and courageous in our actions, and continue to seek our inspiration in the Good News that is our Faith.

Support the urgency that is Catholic Education.

The Beauty and Dignity of All Students

By Bruce J. Stewart

“Yet the child, like all human beings, has personality of his own.  He carries within himself the beauty and dignity of a creativity that can never be erased and for which his spirit, pure and sensitive, exacts from us a most delicate kind of care.” –Maria Montessori

This key, Making Connections, is the foundation of all we, as teachers, do.  It gives the students a sense of belonging to the class; engages them, motivates them.  As teachers, we are compelled to listen to their stories, discover their strengths, and maintain respect for student rights, always.

A Sense of Belonging: Jason

On the fourth day of my new career as a middle school English teacher, I met Jason.  The first three days of the school year, Jason was absent.  As I would soon learn, Jason was typical of many of the students at Traner Middle School, Reno’s only at-risk middle school.  He was bi-racial, lived in a single parent home, actually a motel room, with his mother.  Jason’s older brother was in prison, and in only three months’ time, Jason’s mother, and Jason, would suddenly leave Traner Middle School and move to a new motel.

I invited Jason to sit in the front row in a desk that had been assigned to him during his absence.  Jason’s hair and smile reminded me of Harpo Marx, the silent and energetic clown of the famous Marx Brothers.  His curly brown hair, like Harpo’s, was his trademark; and his engaging and innocent smile was expressive and disarming.  However, from the moment class began, Jason tested me.  By sitting in the front row, Jason had clear access to me.  His view and access were unimpeded.  I began the class by reading aloud an opening story which was printed on a sheet of copy paper.  As I began to read, Jason pulled a large rubber band from his pocket, and stretched it to its capacity while aiming it squarely at the paper.  Fighting back the urge to stop reading and demand that Jason relinquish the rubber band, I took a small step toward him, continued reading, and held out my hand, thereby asking him for the rubber band.  Jason ignored my request, and maintained his aim at the paper.  I took another small step toward him, continued reading, and kept my palm open.  Jason relaxed the rubber band, but instead of putting it in my hand, he placed it back in his pocket.  I took two small steps away from him and continued to read.  At this point, Jason reached into his pocket, retrieved the rubber band along with a large paper clip.  Now, Jason used his thumb and index finger to form a sling shot, and using the paper clip as ammunition, pulled the rubber band back, again stretching it to its capacity.  My next move was, as before, one small step toward Jason with the palm of my hand open while I continued to read aloud.  When Jason did not relax his aim, I moved toward him again with another small step, keeping my palm open.  As I continued to read, there was a sudden, loud pop, almost like a firecracker.  The paper clip, which was launched from Jason’s sling shot, had ripped through the paper.  Although I was slightly startled, but not surprised that the paper clip was launched at me, I continued reading.  As I read, I glanced at Jason and saw a look of complete shock on his face.  I kept reading, kept my palm open, and took another small step toward Jason who then quietly put the rubber band in my hand.  I continued reading the opening story and proceeded with class as if nothing unusual had occurred.  Jason became quite attentive and did not produce any more rubber bands.

Here is what I learned during the first three weeks of school regarding Jason.  Jason was absent as many days as he was present.  Jason was the main topic of conversation among all of his teachers.  Within the first three weeks of school, Jason had been labeled as a trouble-maker and a troubled student.  When teachers asked me if I was having problems with Jason, I responded honestly, and I told them that he does quite well in my class.  It was true.  My primary objective for Jason was to ensure for him a sense of belonging in my classroom; and by making a connection with Jason, his engagement as a student and a positive contributor to the class would be facilitated.

I had also learned that Jason was excellent at spelling.  I assigned weekly spelling tests and the result of Jason’s first test was a perfect score.  I could not have been more surprised.  While he had missed three days of school during the first week, his test was the only perfect score, except for a few students who attempted to use cheating devices.  I surmised that perhaps Jason was adept at cheating.  The following week, as I gave the spelling test, I studied Jason’s movements closely while at the same time watching the entire class.  The results matched the previous week.  Jason had a perfect score, the only perfect score in a class of 29 students.  Still, I was not yet convinced of his proficiency at spelling.  During the third week, I adjusted my routine as I gave the test.  Rather than walk up and down the aisles studying all students, I read the words while seated at a stool which was positioned directly in front of Jason.  I also started a new routine for the spelling tests.  If the students were completely silent during the test I gave them two bonus words of my choosing.  The use of the bonus words was, at first, designed to assess Jason’s abilities.  Jason spelled both bonus words correctly and I was finally convinced of his proficiency for spelling, and perhaps a gift for reading.

I learned three important lessons during those first three weeks.  Firstly, I learned the importance of recognizing each of the unique gifts with which students have been blessed.  Secondly, I learned not to listen to my teaching colleagues who insisted on applying labels to students as they had done with Jason.  Most importantly, I learned the importance of making genuine and sincere connections with students.

Jason felt accepted and he felt a sense of belonging in my English class.  I believe that Jason gained a unique feeling of acceptance because he responded to my questions and observations.  For example, I told him that he must “really enjoy spelling because of the nice job he did on his spelling tests.”  He smiled and responded as most fourteen year old boys do, “sort of.”  I asked him what kind of books he enjoyed reading and he told me several book titles, but then he also said, “but we don’t have many books at home.”  Unfortunately, after three months of attending Traner Middle School, Jason’s mother moved again and he was on his way to another school.  I also learned that during the short time Jason was a student at Traner Middle School, his mother was diagnosed with an aggressive form of cancer and the prognosis was not hopeful.

Maintaining Interest and Engagement: Maria Sleeps

It was also during my first year of teaching that I met Maria.  Maria, a very attractive Latina girl, was a fourteen year old eighth grade student with an eighteen year old boyfriend.  Beginning with the first day of school, Maria’s presence dominated the classroom and she immediately became the emotional leader of the class.  My success with this class depended upon maintaining Maria’s interest and ensuring she was engaged in every lesson.  A significant component of the eighth grade curriculum was the Junior Great Books Program, an inquiry based approach to teaching which uses the Socratic Method as its foundation.  A key element in this program is the class discussion which follows several days of studying a short story.  The students read the selected short story twice, once as a class, and then again as a class or in pairs while they wrote specific notes on key concepts of the story.  Knowing the importance of Maria’s involvement in each class discussion, my task as a teacher was to keep her and the entire class attentive as they listened to the audio tape of the story while following along with the text.  However, during the first month of the school year as the class listened to each new story, Maria was determined to sleep.  Following a tap on her shoulder, Maria would glance at me with a tired look, and then reluctantly resume reading the story with the class.  A few minutes later, the process repeated itself.  Maria would return to sleeping; then, I would tap her on the shoulder.

As I had expected, the vitality of the class discussions depended upon maintaining Maria’s interest and engagement.  She was a strong critical thinker whose insight into the story was relevant and honest.  In addition, she did not attempt to dominate the discussion which made it easy for me to bring more students into the discussion.  Maria’s academic ability, like her maturity, far exceeded the majority of her classmates.  It was obvious that she was street smart and she also demonstrated a unique ability to fight.  During a passing period, she had warned a boy to stop harassing her.  She had told him to stop his harassment otherwise she would “beat him down.”  When he continued, she hit him with three very quick punches and sent him to the floor with blood pouring from his nose.  Her response to him as he was lying on the hallway floor was, “I warned you” and she walked into the classroom as if nothing unusual had happened.

While Maria could be abrupt and rough with her classmates, she was always polite and respectful with me.  At the conclusion of a class period in which Maria was sleeping, I spoke privately with her.  I began our conversation by telling her that it was obvious she enjoyed participating in the class discussions and she agreed.  I gave Maria feedback with a positive assessment of her strengths, helping establish the connection to me and the classroom.  I commented that she displayed a strong writing voice and that her essays, based upon the critical questions of the stories, were well written. I then asked her about sleeping during class.  I expected her to evade the question or to respond vaguely that she was visiting with her boyfriend.  Rather, I was surprised by her honesty.  “Mr. Stewart,” she began, “I am so tired during school.  My mother works the night shift and I must care for my little sister who is only eight months old.  Sometimes I don’t get to sleep until so late, you know, two or three in the morning.”  I realized how difficult this must be for Maria, yet she was not complaining.  I told her that she had been entrusted with a significant responsibility and the care she provided for her baby sister must be her primary responsibility.  “School homework,” I told her, “should not be your primary concern.”  She seemed somewhat surprised by my comments and a little more surprised by my following response.  “Maria,” I said, “you are a very strong reader so what I would like you to do when we are listening to the story is to read ahead.  After you finish reading, you may put your head down on the desk until the class has completed the story.”  During the next reading of a story, Maria did just that.  She finished the story about fifteen minutes prior to the conclusion of the audio and then rested.  During the next class discussion, Maria continued with her articulate commentary, followed by another well-written essay.

As the school year progressed, Maria continued to read the stories ahead of the class and then put her head down on the desk to rest.  However, one day she changed her routine.  Rather than resting, Maria began reading a new story.  Soon, she had completed the reading of all stories in the anthology, and I then gave her another anthology to read.  Maria continued to read throughout the school year; she continued to care for her baby sister, and she maintained her tough demeanor.  Most significantly, because of the connection, the change in Maria was that she began to believe in herself as a student.

Listening to Your “Customers”

Through Jason and Maria, I was beginning to learn the necessity of making connections with students.  These were lessons that I could not find in the text books, and I trusted my instincts to guide me. My experience as a baseball coach had taught me the value of being prepared, providing individual as well as group instruction, and the importance of building skills and always seeking improvement.  However, it was my eighteen years of sales, marketing, and entrepreneurship in the computer industry that taught me to learn and understand the needs of customers through listening.  It has been said that the greatest sales people “lead with their ears.”  While in the computer business, listening to customers describe their business and their business problems, then analyzing the problems prior to demonstrating possible solutions, was vital to my success.  Similarly, listening to Maria had allowed me to suggest a solution that was appropriate for both her and for me.  Had I forced my control over Maria as a superior and demanded, without any discussion, that she stop sleeping, I would have distanced myself from her.  By making a connection with Maria, her position as a positive leader in the class was solidified.

With Jason and his paper clip projectile, I took the opportunity to meet with him in private immediately after class.  Jason’s body language indicated anxiety and nervousness.  He looked away from me, obviously avoiding eye contact and he was fidgeting as he approached me.  I told him how much I appreciated his attentiveness in class and that it appeared to me that he enjoyed the lesson.  Jason’s eyes began to look up at me but he remained silent expecting me to continue speaking.  I paused, and then said to him, “that’s why I know it really must have an accident and the paper clip slipped out of your hand.”  He remained silent for a few seconds before responding, and said, ‘yes Mr. Stewart I didn’t mean to.”  Jason’s body immediately relaxed, and I told him that I would enjoy having him as a student.  Jason smiled before walking away.  “Thank you Mr. Stewart,” he said.

Hospitality in the Classroom: Inviting the Student to Learn and Share Insights

Creating an environment of respect and trust became the highest priority for me as I began each school year.  If this foundation was established beginning with the first day, it was easy to maintain and build upon this environment throughout the entire school year.  Students need and deserve a true sense of belonging in the classroom.  Parker J. Palmer, in his book, The Courage to Teach, defines this sense of belonging as hospitality, and describes it as “hospitality in the classroom requires not only that we treat our students with civility and compassion but also that we invite our students and their insights into the conversation.  The good host is not merely polite to the guest – the good host assumes that the guest has stories to tell.”  As a host, it was my responsibility to allow all students a voice in the classroom while simultaneously maintaining a positive atmosphere.  And being a good host certainly went against a popular adage still prevalent among teachers that you should never smile before the Christmas vacation.  I found that advice peculiar, because I always stood at the door prior to each period and welcomed each student to class with a smile and addressing each student by their name.

I would always begin each school year by telling my students how important they were and how important my responsibility was as their teacher.  And, I also explained to my students that I would always, each and every class, do the best job I could as a teacher.  My enthusiasm for teaching was genuine and a smile was certainly the best method for each student to feel a true sense of belonging in my classroom.  I committed to learn every student’s name within the first two days of school.  As a good teacher-host, I needed to demonstrate that each student was important and that all students had important ideas to share with the class.  By doing this, I could earn the respect of my students.  After creating an environment of respect, I could then motivate students through a curriculum that emphasized the following:

• Relevance of material – relevant to the lives of students and their world, especially students from low socio-economic families;

• An expectation of quality work;

• Choices for students — to create a sense of ownership;

• An emphasis and a demand for critical thinking;

• Engagement through Socratic Dialogue – asking students to share their opinions, learning, and experiences through dialogue and writing.

By establishing an expectation of myself that I would need to earn the respect of all students, allowed me to “sell” my curriculum and my daily lessons with enthusiasm and honesty.  I welcomed the question “why do we have to learn this?”  Students, like adult learners, can be quite skeptical, as they should be, if they are to learn to be critical thinkers.  Therefore, the “why” questions were always taken seriously, and were answered without sarcasm.  When the students trusted my sincerity when responding to their “why” questions, these questions diminished and their engagement shifted from reluctance to a subtle eagerness.  I also knew it was imperative that I approach each day with the same level of preparation, openness, and respect, to maintain a high level of commitment from my students.  By teaching to the best of my ability, then and only then, could I expect the same of my students.

True Acceptance, Respect, and Encouragement: Thomas, “He barks like a dog.”

After my first day of teaching at Traner Middle School, another first year English teacher, DeMarcus Clear, who I had recently met during our Junior Great Books training, came to visit with me to ask my advice.

“I have this student, his name is Thomas,” DeMarcus said. “He doesn’t talk, he barks.  Honestly, he barks like a dog.  And he acts like a dog.”  DeMarcus continued to explain that during classroom instruction, Thomas had left his seat and began to walk on his hands and knees sniffing the floor and barking. DeMarcus asked me if I had ever heard of such a thing.  Even without years of experience, DeMarcus had special qualities that would help him help this remarkable student.

DeMarcus and I quickly became friends during our trip to Salt Lake City for the Junior Great Books training, and as roommates on this trip, we had the opportunity to share many stories.  DeMarcus, a young African-American, had grown up with a single mother in Southern California.  After graduating high school, he went to a small college in Billings, Montana, to play football and study education.  As the oldest son in a family of four children, DeMarcus was determined to be the first child in his family to earn a college degree.  While DeMarcus was twenty years my junior, we also shared many common interests, including athletics, coaching, and a love of teaching.

During a driving trip from Billings, Montana, to Southern California, DeMarcus and his wife, Theresa, had stopped in Reno to spend the night.  DeMarcus had also taken this opportunity to visit the Washoe County School District Human Resources office and inquire about teaching positions.  The human resources manager immediately directed DeMarcus to visit Dr. Feemster, the principal at Traner Middle School.  Dr. Feemster, who had worked her way through the WCSD system to become the first African-American woman principal, and only the second African-American principal in the Reno-Sparks area, immediately recognized the potential of a young Black male who had a passion for teaching, and the enthusiasm and energy to succeed in a low income school with a strong Black population.  DeMarcus had found a home in Reno.

After DeMarcus and I had discussed some strategies for working with Thomas, he visited the counselors to ask their advice.  The next morning, DeMarcus introduced me to Thomas and after shaking his hand, Thomas greeted me with a short bark.  DeMarcus immediately told Thomas that he could only communicate using words; no barking.  With his mouth closed tightly, Thomas looked at DeMarcus and without speaking or barking, quickly walked away.  Thomas’ behavior continued in this manner through the first month of school.  DeMarcus, at the recommendation of the counselors, continued to insist to Thomas that if he barked, he could not be recognized.  Each day, DeMarcus continued to greet Thomas with the same enthusiasm he gave to all of his students, and each day, Thomas tried to bark.  DeMarcus remained insistent, and optimistic that one day Thomas would speak.  Efforts to contact Thomas’ parents proved fruitless, which, as we learned, was the norm at Traner Middle School.  DeMarcus met with all of Thomas’ seventh grade teachers to ensure a unified approach in dealing with Thomas.  Several of the teachers had not noticed Thomas’ unusual behavior; they just assumed he was a quiet student who had nothing to say.  After a month of school, Thomas stopped barking but would not say a word.  While the counseling staff had recommended Thomas for an evaluation, it was determined that he was not a threat to himself or to others and the best course of action was to continue the recommended strategies.  As frustrated as some teachers had become, DeMarcus believed his positive energy would soon connect with Thomas.

DeMarcus’ positive attitude and energy was abundant.  Every day he would hand me a lesson plan, or some information he found on the web, and told me that I had to try this in class.  He was constantly asking me questions about my lessons, what was working for me, and about the literature we were teaching.  Every day was a new adventure for him, and most importantly he made every day special for his students.  I also admired his ability to connect with the students.  DeMarcus quickly learned the extended family members of his students – their brothers, sisters, aunts, uncles, step brothers, step sisters and parents.  DeMarcus knew the dynamics of families from poverty and how the families blended after second marriages and divorces, or after a parent had run away with another lover; or after a parent was sent to prison.  DeMarcus made connections with all students effortlessly, even the students who were not in his class, and he became well respected among his colleagues.

Thomas Speaks

DeMarcus was never frustrated with Thomas and maintained his consistency with him until one day, midway through the second quarter, Thomas spoke.  He responded to DeMarcus’ good morning greeting, with a barely audible “hi.”  But it was unmistakable, and it was a start.  Thomas began to speak more.  He added yes and no to his vocabulary within a week.  While he remained withdrawn, DeMarcus knew Thomas was making significant progress.  DeMarcus embraced Thomas as if he was his own child, and he had made Thomas, a skinny, withdrawn white seventh grader, feel a sense of belonging in his class.  It was a class comprised of students of every ethnic background, yet all students welcomed Thomas because DeMarcus had demonstrated a true acceptance of every human being in his class.

DeMarcus continued to work with Thomas throughout the school year.  DeMarcus continued to demand that Thomas speak to him every day, which was certainly not a problem as Thomas was drawn to DeMarcus as if he was a big brother.  By the conclusion of the school year, Thomas had grown in confidence and was beginning to believe in himself as a student.  A confident Thomas was now able to speak with his teachers and to participate in class.

Summary

Jason and Maria taught me the importance of establishing a strong teacher-student relationship that is based upon mutual respect.  I learned the importance of allowing the students to speak for themselves, to create their own identity through their actions as students and as contributing members of the school rather than allow me to be influenced by the negative biases of colleagues.  Thomas taught me the power of love and acceptance.  DeMarcus fostered an atmosphere of respect, acceptance, and encouragement in his classroom which fostered his success with his students.  His enthusiasm and love of teaching inspired me and affirmed my belief in the positive potential of all students regardless of their previous educational experiences.  By adopting the basic philosophy of always listening to students and allowing them to express their needs, allowed me to welcome them, and their identity, into a safe environment.  By creating a sense of belonging and safety in the classroom, students began to believe in themselves as learners.

The Hospitable Teacher:

• Welcomes all questions, especially the questions that begin with why;

• Greets all students with a warm and genuine welcome;

• Listens to the students, always;

• Recognizes the need for all students to have a voice in class;

• Always seeks to understand the unique talents of every student;

• Understands the need to earn the respect of all students;

• Displays genuine enthusiasm for their subject;

• Displays genuine enthusiasm for the success of the students;

• Is honest and caring toward all students;

• Gives positive recognition to every student, every day;

• Understands the power of a smile;

• Adopts a sales philosophy of “leading with their ears.”

Discussion Questions

1. Are there other methods you could use to manage Jason’s behavior?  How would you have handled the situation with the rubber band?

2. How would you have handled the situation with Maria?  Would you have allowed her to sleep in your class if she had finished her work?  Why or why not?

3. How do you ensure that all students feel welcome in your classroom?

4. How would you have handled the situation with Thomas and his refusal to speak but rather to bark?

5. How important is a dysfunctional student’s diagnosis to the solutions good teachers provide?

“Today, we will do the difficult. The impossible will take a little longer.”

By Bruce J. Stewart

Ruby Payne, author of A Framework for Understanding Poverty, writes, “Since 1980 we have concentrated our energies in schools on achievement and effective teaching strategies.” 

Achievement and effective teaching strategies should always be at the forefront in the objectives of educational leadership.  At all grade levels, effective teaching needs to be based upon a curriculum that emphasizes and celebrates critical thinking.  Unfortunately, I have observed an educational approach that has replaced learning objectives with learning activities and software programs, and in the process, teachers have implemented passive approaches without clear objectives.

The NCLB legislation has been vilified as the current cause of today’s educational ills.  Teachers, as a group, have made unfair claims that individual state standards, state proficiency tests, and NCLB have handicapped the nations’ teachers.  Today, teachers claim they are now required to “teach to the test” and only to the test, and as a result they have relinquished all creative power.

Student achievement cannot be reduced to a series of methods, learning activities, and/or learning programs.  However, student achievement can be accomplished through a belief in students as learners, and the pursuit of the art in teaching.  Teachers must understand the intangible factors and believe in the power of an approach that seeks to understand and elevate the souls, the spirit of learning.

Payne also writes, “The key to achievement for students from poverty is in creating relationships with them.”  My experience with the students of Traner Middle School taught me the truth in Payne’s philosophy.  By establishing meaningful relationships with students, my success in connecting with the students academically, became possible, and given enough time, significant achievement became the norm.  My belief in the students could not and would not waver. 

As a result, student achievement became one of the products of both quality teaching and artful teaching.  Student achievement as measured against any and all of the current baselines (NCLB, state proficiency tests, and other academic assessments) can and will exceed established norms.  Also, the realization of extraordinary student achievement demands implementing a curriculum that supports critical thinking, self-discovery, and an approach which understands the beauty of the art of teaching.

The question that must be asked is, “Have we as a learning community, won or lost this day, this week, or this semester?”  Failure to have benchmarks and goals constitutes a lack of vision and leadership.  Failure to provide a curriculum and a structure that is aligned with the needs of the students also constitutes a lack of vision and leadership.

Schools need strong leadership.  A school principal must be able to lead the students, the teachers, and the family community.  Ineffective school principals fail at providing leadership for all three of these groups.  Average principals provide adequate leadership for either the students or the teachers, but not both.  Excellent principals provide leadership for all three stakeholders – teachers, students, and the families.  Excellent principals establish a vision for the school, empower the teachers to accomplish what other teachers say is impossible. 

The quote “today we will do the difficult, the impossible will take a little longer” must be believed by all principals and teachers.

Being Part of a Team

By Bruce J. Stewart

“Don’t give up.  Don’t ever give up.”  Jim Valvano, one of college basketball’s great coaches, his body ravaged by terminal cancer, and barely able to speak, gave a speech that I will never forget.  He quoted Emerson on enthusiasm, and Vince Lombardi on dedication, but it was Valvano’s own emotion and enormous spirit against such long odds that brought the audience to tears.  Even his consummate knowledge of basketball and all its intricacies was no match for the love and respect he had for people, especially his players.  He connected.

The best coach is the one who motivates, encourages, and involves their players in the process of learning.  Similarly, the best teacher is the one who motivates, encourages, and involves all of their students in the process of learning.  Achievement in sports is not only dependent upon physical gifts, but more importantly a commitment to learning.  Players learn by participating in practice and by simulating game situations.  Learning becomes intuitive, instinctive, and fun.  While winning can be considered an extrinsic motivator, when athletes or students discover the self-satisfaction process of learning and practice, intrinsic motivation is the result.  I too, believe in Jerome Bruner, the educational researcher’s assertion that “intrinsic motivation may require an external reinforcement to get it under way, but once it comes to function autonomously – that is, independently of the external reward – real learning can become a solid, lifetime pursuit.”  For example, Maria’s external reward – being able to sleep upon completion of a reading assignment – was a rather simple reward but it became the impetus towards her intrinsic motivation.

Instructional Leader

In the classroom, “the teacher is an instructional leader who orchestrates learning experiences in response to curriculum goals and student needs, and who coaches students to high levels of independent performance.”  (Darling-Hammond, 1998) Or simply stated, “teachers need to become coaches – facilitators of knowledge and learning.” (Gardner, 1991)  The successful coach knows how to relate to their players and knows that every player possesses varying levels of skills and desire.  The coach knows that all motivation must be personalized and that each player will learn through the application of different methods.  The coach learns how to motivate, how to instill confidence, how to teach teamwork skills, yet allowing each player to maximize their individual abilities.  The successful coach is required to earn the respect of his players through his equal treatment of them.  Respect is not automatic but it becomes a mutual feeling between player and coach through their interaction.  The coach connects.  What follows is dedication to each other and motivation through that commitment.

Fundamental to the effective coach’s teaching technique and that of the classroom teacher is the use of Vygotsky’s theory of the zone of proximal development.  Vygotsky believed that cognitive growth depends on the child always reaching for somewhat more difficult levels of thinking and being challenged by ever-increasing stimulus complexity.”  (Sprinthall, 1994)  Vygotsky also believed that the student must be actively involved in the learning process.  These two theories are the basis for implementing a challenging curriculum that involves each and every student as an active participant.  Students must be challenged, yet if the level of difficulty is too great, they are likely to become frustrated and give up.  Similarly, the best teachers always ensure that their educational goals and curriculum are based upon a solid academic foundation.

The effective coach always has his players master the fundamentals of the game.  It is not until the foundation is firmly established that the individual gems of the game can be polished.  Also, the importance of teamwork and its limitless potential can only be realized upon mastery of the fundamentals.  Players learn the fundamentals through practice and repetition of the basics and they learn quicker by simulating game situations.  Coaches must scaffold their instruction so that players remain successful and confident, yet always increasing the level of difficulty.  By scaffolding instruction during practice, players will increase their skills, and their reaction to similar situations during competition becomes intuitive.  What follows during a real game is an extension of what they have already done in practice.  Players feel exhilarated and confident in their positions, whether they are pitching in a championship game or shooting a game winning basket.  Each game is new and different but the feeling for the game is the same.  They are confident.  Confidence breeds success and success breeds additional success.  Winning reestablishes their desire and motivation to practice (learn) and practice becomes as important and meaningful as the game itself.  Good sportsmanship (citizenship) becomes a character trait.  It is a feeling of equal respect for teammates as well as opponents that is color blind and deaf to taunts and ridicule.

How can these principles of coaching be applied to education?  The teacher-coach must first earn the respect of the student.  “Treat me as me, they (the students) tell us, teachers and parents.  I’m not my brother.  I am different.  I am special.  I am somebody.” (Sizer, 1992)  This is done by treating each student equally and recognizing the individual needs of each student.  The teacher-coach must recognize the individual’s strengths and weaknesses; their likes and their dislikes.  The teacher-coach will facilitate an environment where students are not only involved in the learning process but are an integral part of it.  Learning is dependent upon involvement and involvement becomes natural.  No longer is the student a passive listener but an active participant — a player.  The student-player becomes motivated through all aspects of the learning environment: teachers, fellow students, and the student’s own self confidence and success.  As the teacher transforms from the teacher-coach into the coach, so will the student transform into a player – a participant – taking an active and vital role in their own education.

The coach knows that motivation is the facilitator of learning and that motivation is multi-dimensional.  The coach also knows that players will improve quicker when their level of competition is greater than their own and finds ways to challenge each player.  The learning process becomes more intense, the learning situations magnified.  The result is players who have learned how to learn the game, to adapt, to extrapolate, to become critical thinkers, and they also learn that being part of team has unique rewards and leads to great accomplishments.  Similarly, the players in the classroom need to feel the spirit of the team.  They need encouragement from their teacher-coach and of equal importance is the recognition and support of their classmates.  Students need to feel a sense of belonging, being part of the team.  Jerome Bruner believed that not only do children become interested in what they are good at, but they also have a “need to work with others cooperatively.”  (Sprinthall, 1994)  Hence, the satisfaction of being on a winning team is inherent in our nature.  Students and players need to know that their individual efforts will be recognized and rewarded, and that their failures are an opportunity to learn how to encourage their teammates, their classmates.  A sense of belonging is a critical component of every person’s emotional education.

While Jean Piaget understood the necessity of a student’s need for individual learning, Vygotsky’s belief of the importance of social learning is of paramount importance to the student’s positive emotional growth.  Through shared inquiry and the exchange of ideas, students learn to test their theories, which establish the basis for critical thinking and cognitive growth.  By establishing and maintaining a non-threatening and positive classroom environment, I have provided an emotionally safe and secure atmosphere, facilitating the free exchange of ideas.  In addition, I need to be innovative and creative.  Not only must I employ the proven methods of effective educators, but I must be willing to experiment with fresh ideas and be willing to learn from my mistakes.  It is also important for me to understand that a student’s intrinsic motivation to learn classroom material will not develop overnight but instead will emerge slowly over a period of time.” (Ormrod, 1999)  My students will learn only if I keep learning.

Imagine, Believe, Act

As a young undergraduate student majoring in English, I was significantly influenced by the passion and dedication of a specific literature professor.  Professor Richard Blessing’s boundless enthusiasm for Modern American Literature was matched by his demand that each student can and will demonstrate work of the highest quality and relevance.  Perhaps it was also his love of sports, himself being an All-American college football player that motivated me to work through the many struggles to understand and appreciate literature, as well as to produce high quality written work.  While his dynamic and emotional lectures enthralled me, it was his emphasis on critical thinking and the belief that the cognitive mind is capable of limitless potential – to imagine, to believe, then to act.  I learned that failures only happen when we are afraid to act.

The feedback Professor Blessing provided for me on my writing was honest, valid, and helped improve not only the quality of my writing, but my ability to analyze and truly appreciate literature and poetry.  Every class period, Professor Blessing brought a gift to the students — his genuine enthusiasm for literature and a love of teaching.  Professor Blessing was a high energy teacher and the enthusiasm he showed when reading passages from one of his favorite novels, such as Ken Kesey’s Sometimes a Great Notion, or Robert Penn Warren’s All the King’s Men, still resonates with me.  His eyes had a sparkle and his smile stayed with him during the entire period.  He brought the characters in these novels to life.  Through Professor Blessing’s positive energy and his love of literature, he inspired me to explore new authors, to explore new literature.  His love of teaching had also inspired in me the possibility that perhaps I too could be a teacher; to maintain the attention of a group of young students, and to inspire in them a love of reading.

Courage

Today, as I teach, I use my memories of Professor Blessing to motivate, to inspire me to bring the gift of passion and enthusiasm to my students each and every day.  Professor Blessing brought a larger world to life for me.  Parker Palmer, states in his book The Courage to Teach, we, as teachers, “honor our students by teaching them how to think like literary critics rather than merely how to lip-sync the conclusions others have reached.” Professor Blessing’s enthusiasm and love of literature, and for teaching, taught and encouraged all of his students how to be literary critics.  As a man of action, his methods have influenced my teaching and his published writing is a legacy that has motivated me to write.

A man who loved his life and his art, and believed in creativity, who believed in action and believed in beauty, Professor Blessing, even under the most difficult of life’s hardship continued to create.  In his early forties, Professor Blessing was struck by a brain tumor that would take his life.  However, it did not take his spirit and his creativity.  In his book, Poems and Stories, published shortly before his passing, Blessing chronicles many of his experiences as a cancer patient through poetry.

I learned the beauty of poetry through Richard Blessing.  Through Professor Blessing, I learned the beauty of teaching – the passion and the opportunity teaching provides to love.

Professor Blessing’s literary criticism included the following works: Theodore Roethke’s Dynamic Vision, and Wallace Stevens’ Whole Harmonium.  Richard Blessing’s young adult novel, A Passing Season, was published shortly before his death.  He also wrote several collections of poetry, including Poems and Stories, Winter Constellations, and A Closed Book.

Like Professor Blessing, Coach Jim Valvano was also a man of action.  Several months before Coach Valvano passed away, he embraced the words of British sportswriter, Brian Glanville, on the importance of athletics: “they demonstrate the scope of human possibility, which is unlimited.  The inconceivable is conceived, and then it is accomplished.”  ‘It’s what I’ve got to do to say alive,’ said Jimmy Vee, I’ve got to conceive the inconceivable.” (Smith, 1993)  Great “classroom” teams must realize the necessity of a commitment to each other, from coach to “player”, and from “player” to “player.”  Only then can the inconceivable be conceived.  As the teacher-coach, enthusiasm and optimism will nourish my spirit, keep me alive, and I will succeed only if I “don’t give up, don’t ever give up!”

Agape love is heroically patient.

By Bruce J. Stewart

You may have heard it said that love has no greater expression than compassion.  As teachers and educators, how do we show compassion?  How do we demonstrate compassion for our students?  Do we greet a second grade student who is late for school with the same gracious welcome that was shown for all the students whose parents enabled their children to arrive on time?  Do we offer some special encouragement to this second grade student knowing that perhaps their tardiness was a result of family dysfunction which also explains the wrinkled and soiled shirt he (or she) has been wearing for the past week?

Compassion is defined as sympathy for the suffering of others, often including a desire to help.  As teachers, we have learned that while many of our students may wear a “friendly” face, they may actually be suffering.  A friendly face may in fact be a defense mechanism against being bullied.  A friendly face may hide a student’s fear of asking a teacher to explain the math solution again; or to please repeat the instructions; or to please “slow down, I need more time.”

How do we respond to the learner who always seems to require additional time to complete an exercise while our first inclination is to blame their hyperactivity for their “failure” to get it the first time.  Agape love is heroically patient.  Agape love allows us to connect with the student who needs us the most.  Agape love is gentle and kind.

Our calling as teachers demands that we teach with compassion.  Or calling as teachers demands that we extend to each and every student our love and sincere belief in each and every soul entrusted to our care.