Months ago I ordered a ceramic unicorn — “thing.” It’s a decorative object, and I don’t remember why I liked it. I’m not normally a unicorn person. Perhaps in that moment of questionable online purchasing decisions, it looked cute and majestic. I can’t justify or rationalize why I bought it, and truth be known I completely forgot about it until a big box from some Scandinavian country showed up on my doorstep. This magical unicorn traveled a long way to get to me.
Carefully opening the box, it was obvious the shipping and packaging design meant to ensure the protection of this delicate creature: insulted with custom blown styrofoam edges, taped for miles and bubble-wrapped ad infinitum, and multiple layers. There was a box within a box, and then a cylindrical custom-made cardboard insert where the unicorn nested, protected. Or at least that was the idea.
However, with all that protection, planning and packaging, the unicorn arrived broken.
(Yes, this is a metaphor.)
Summation of events: my classroom management efficacy is in question. I work at a tough school, and overall there are systems in place to support students and teachers. But no matter how I packaged, bubble-wrapped, insulated and insured, some unicorn legs (aka student behavior) broke. And I will defend my practice and be wary of when others label it as defensive. But I will also do what it takes, polish my practice and carry on.
When asked to litigate and document one’s process in classroom community building, routines, procedures, protocols, and processes the one thing that can’t be answered is when those practices don’t do everything to insulate a child from making a rash decision. We work with adolescents, after all, and no matter how many times we tell them ‘Don’t eat the daisies’ some daisies might be eaten.* Students flirt, badly. They touch things that don’t belong to them. (Body parts, computer parts, cell phones, Takis, whatever.) They act in the moment, all id and amygdala**. Staying calm, waiting it out, finding the peaceful moment to reflect, converse and regroup is tantamount for long-term success and relationship building. That is the only trend worth noting: “Does the teacher find time and space for behavior concerns?”
The answer for me and my students has always been a resounding yes.
So cleaning up my classroom environment is one thing I consistently do. Transitioning from being an ELA teacher to the Computer classes can’t happen overnight. My evaluator prefers clean walls and simple, elementary-school level instructions.
There are always things to learn about being a better teacher and improving our practices, there is no doubt about that. At my core, I am a learner and thinker: anyone who is creative and imaginative holds these qualities. But what doesn’t help is being demoralized: I haven’t heard one positive thing this year about my curriculum, student engagement or practices. And I may not ever hear that. But I can fix my own unicorn, and make my own magic.
Some related information:
This article is about a local district’s challenges with discipline, but it could be most districts around the country:
This is an article by John Hattie and the misinterpretation of growth-mindset. Please read.
- The triggers for when growth matters: When we face challenge; Receive criticism, or fare poorly compared with others; When threatened or defensive (Dweck, 2016, p. 3-4
“When threated or defensive“: time to be growth-minded!
*Yes, I am showing my
**Think I just thought of my new rock band name: Id & Amygdala