If we want to create a culture of achievement, we need to ensure that our language reflects it. As the expression goes, “you can attract more flies with honey than vinegar.” Creating a school culture which uses kind, uplifting words takes practice and effort. It must be intentional. Teachers have a responsibility to build up their students. We are in a unique position of authority over students and have incredible influence over them. This is much more pronounced with younger students. It’s in school that they spend the bulk of their day and where they learn who they are. We have to nurture the “Growth Mindset” or belief that intelligence and talent can be increased with effort. (Fisher, et al., 2012, p. 79) A “Growth Mindset” allows one to aspire to reach goals - like being the first in my family to graduate college. Teachers help students to dream and create a plan for their future, which motivates them to learn and do well in class. Using sarcastic remarks is inappropriate in the classroom. Damaging words, once said, cannot be unsaid. Even if it is subtle, students can pick up on this. With ESL students, they might not all pick up on the sarcasm, but they do pick up on tone and facial expressions. One thing, I grabbed onto this week is that small changes can make a huge difference. Consider this: You did great on your test, but your homework had some mistakes. vs. You did great on your test, and your homework had some mistakes. It’s really true that the “but” negates everything before it. (Fisher, et al, 2012, p. 85) Another responsibility of a teacher is to deescalate problems in the classroom, since “small transgressions can devolve into major incidences in the wrong hands.” (Fisher, et al., 2012, p. 90) Just this week there was a confrontation between two students. Other students watched as it escalated; the whole room got tense. I put myself between the students and started quietly asking questions and having a translator tell me what the problem was. The upset student explained her perspective, I nodded and suggested that maybe she was misinterpreting what happened. The other student exercised a lot of self-control and kept quiet while the ranting student continued. This situation could have escalated into something out of control if I did not take the time to hear out the angry student. It could have escalated if I had said, “Well I think you are totally wrong and I agree with the other student.” With adult students, as with younger students, there are often issues outside of the classroom that influence behavior (as in this case.) I take this into consideration while deciding how to address a troubled student; however, minimizing distractions and maintaining a class atmosphere conducive to learning is of utmost importance to me. I transferred from Japan into a GUHSD high school the middle of 10th grade. My English teacher, Mrs. Stamos, pulled me aside on the first day and said she knew that it was hard to come in mid year and that if I needed any support to ask her. Her words made a huge impact on me. They told me that she cared about me, that I was valued. As a teacher, I want my students to feel valued the way I did that day. As a school leader, I would want my teachers to do this daily. These are 5 things I’m willing to do this semester that will make my school choose words wisely:
Fisher, D., Frey, N., & Pumpian. I. (2012). How to Create a Culture of Achievement In Your Schools and Classrooms. Alexandria, VA: ASCD.
1 Comment
David Ruiz
10/17/2015 05:04:13 pm
Sheila,
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Sheila L. DavisPassionate Adult ESL Instructor at Grossmont Adult School. Seeking to learn new habits and unlearn bad ones. ArchivesCategories |