Educated to Death

An educator's attempt at keeping sanity in a system that pushes children through an assembly line in little boxes.

Category: classroom management

0173: A Quick and Dirty Guide to Saying ‘No’ #education #firstyear #SOSchat #teacher

educatedtodeath.com

People face many challenges throughout their career. Saying ‘no’ is one of them. While it’s a mere two letter word, it can be one of the most difficult things to say. Many people never learn because they’re afraid (for a variety of reasons) or they never knew they could. Here’s your permission. It becomes harder to say it if you don’t learn to do it early on. It’s a skill that prevent burnout, administrative abuse, feelings of powerless, and so forth. I, of course, am not advocating that anyone shirk their responsibilities; rather, I am hopefully offering you a skill that will give you an element of control, and more important prevent you from being taken complete advantage of. As always, use discretion.

How to say ‘No’

While it should be as easy as saying the word, if you’ve ever tried it’s seldom that easy. You might finding yourself running through numerous scenarios of what might happen if you do say it. Perhaps you’ll be fired, reprimanded, or forgotten. Maybe you’ll lose favor with whoever’s asking. Maybe they won’t ask again. These are all things to take into consideration. Which brings us, I believe, to the crux of the matter: saying ‘no’ without alienating the inquirer or seeming defiant. So how do you do it? A friend offered me something similar to these steps, I’ve found them useful, so I’ll pass them along.

1. Decide if you want to do what they’re asking. Ask for time to think about it.

This is the part where you weigh your options. Is what I’m being asked something I need to do, want to do, have to do, don’t want to do, don’t have time to do, etc. My struggle is often wanting to do more than I have time to do. So when asked, if you need time to think if over, ask. Ask if you can think about it over night. If they press you for an answer, reiterate that you really need some time to think it over. More often than not, the time for consideration will be granted. Of course, there are somethings that the answer is yes before you’re asked. That’s a situation that requires your own judgment, and probably can’t be handled in this limited space.

2. Delivering your answer

You’ve made up your mind. Your answer is no.

a) Empathize.

Show that you understand their predicament, if there is a predicament. This could also equate with you understanding the weight of the situation, or the need to solve the problem. The main thing is to understand.

b) Express a desire to help them, but not right now.

This is where you’re actually saying ‘no’ without saying it. “I am really interesting in helping you with _________ , but _________.” You want to help or participate, but you’re unable at this time due to whatever. Maybe you have too much on your plate. Maybe something else.

c) Share your desire to do more in the future. Reschedule if you can.

You want to help them. You’re just unable at the moment, but you want to keep the opportunity, better, future opportunities intact. Ask if the task can be rescheduled, if it’s that type of task. Ask to be considered if another opportunity arises.

All together it might sound something like this:

“I understand where your coming from, I see this is very important. I’d really like to help you, but I really have too much on my plate to give it my all. Is there anyway we could reschedule?”

Something like that. Mold it to your situation.

It’s important to remember you’re saying no because you value your time, not because you’re being defiant. It’s your mental health and relationships at stake. You won’t always get your way, but it’s worth a shot. Use your best judgment when saying ‘no’. Every situation is unique. Be wise. Be creative. Be happy.

0141: A Critique of #Classroom Management #education #SOSchat #occupyedu #discipline

@educatedtodeath
educatedtodeath.com

I will not attempt bore you with a classical critique of classroom management as if it were some brilliantly constructed concept, nor will I try to awaken you to any revolutionary idea— though I can only rejoice if you awaken even more than you already are. I will, however, discuss the concept and language of “classroom management” as we have come to know it. The heavy focus is a symptom of our terribly mis-focused educational system. Rather than providing learners with interesting and stimulating activities through which they cal learn, we are being forced to coercively deposit information that has no purpose beyond a test. Naturally, our unstimulated and bored, but curious students rebel and resist the forced “education”. From this rebellion is born a new focus on keeping kids in line, quiet, and automatic. With recess, break, and talking at lunch gone, the students need an outlet—the classroom. To combat this we can implement a subtly churched-up form of brainwashing called classroom management. I will focus on two points for this discussion. First, forms of classroom management goes beyond discipline by seeking to alter or suppress certain cognitions and behaviors that result from certain thoughts. And second, the term ‘classroom management’ has no standard definition and can be used to demonize a teacher with language alone.

Classroom management is an updated version of classroom discipline. It’s classroom discipline 2.0 with an expansion packet. Where discipline punished “bad” behavior, and even overt attempts to rebel, classroom management attempts to eliminate the possibility for said “bad” behavior. Theoretically rebellion is not possible with classroom management, because it squashes the thought before it can enter the child’s head. I do not intend to say an orderly classroom is not a good thing. It allows for learning to take place and things run better; but, there’s a fine line between orderly and completely automatic. Many elements of classroom management resemble classical conditioning. If we want critically thinking people, IF we want them, conditioning them to thoughtlessly respond to stimuli only counters and complicates our goal. As teachers, we must be careful to distinguish conditioning from better practices, such as constant, high quality discourse, that encourage critical thought.

Second, classroom management has no real definition— at least, not in standard terms for practitioners. When a teacher doesn’t deliver the perfect product, administration takes a look at “classroom management”. At interviews potential candidates are asked about “classroom management”. People provide answers that include keeping students on task, engaged, and focused on the task. All good things, but the how can be a different story. Classroom management can mean myriad things. One principal may look for a quiet classroom; another may expect minimal discipline referrals. Seldom is there a clear expectation. The answers teachers are taught to provide in interviews are rarely the real desired outcome or what is supported; however, they are the unmet expectations used to put teachers on improvement plans, and put dismissal procedures into action. The point is, there is no standard definition. Classroom management can have different styles, but if someone is to be disciplined according to their “poor classroom management” ability, they should know how and why they are being put on the chopping block. This is not to say that there aren’t principals who provide a wonderfully clear definition and expectation for classroom management. These principal’s support teachers to maintain a healthy classroom that fosters learning.

*It seems the more harmful versions of “classroom management” are more present in high poverty schools. However, there are ample exceptions either way. The schools that serve the lower SES populations are often in “trouble” because of testing, and are subject to more punitive top-down measures. This makes the climate perfect for harsh classroom management practices.*

Classroom management as an idea is not such a bad thing. Some of the practices aren’t too bad either. It just takes a critical eye when it comes to implementation. Our learning environment, that of test, test, test, lays the foundation for our hollow practices. “Get it done or your job is gone,” makes taking a stand difficult. It pressures us to do some things that we wouldn’t otherwise do. But, this isn’t acceptable. We have to stand against anything that interrupts real learning. We’ve all ventured down dark educational paths from time to time. We just can’t continue that way. Keep harmful classroom management practices away. Fight the Testocracy.