It is that time of year. Just before the Bradford Pears burst into green seemingly overnight, students magically acquire a never-ending supply of energy. Along with the growth spurts and growing pains comes our school musical, a Broadway-style extravaganza of 200+ students. Our thespians and crew sing the melodies non-stop, arguing in the hallways about correct enunciation and accurate lines. Athletes follow the weather like airport controllers, praying for dry sports fields and asking for hourly updates on which practices are cancelled, postponed, relocated. Our eighth graders have begun the countdown to their capstone experience and their subsequent graduation. Field trips near and far continue. I have even heard the "F"-word uttered...FINALS...a mere 3 months away.
In the midst of all this craziness, the teachers are diligently continuing to deliver opportunities for learning. It isn't easy. Learning to adapt to the environment rather than fight it for control is essential to maintaining an effective classroom. Students of this age (middle school) have a tough time regulating their emotions, impulsivity, and need for physical exertion. The deliberate acts of misbehavior, however, are few and far between. It is through this lens that I work toward self-awareness in my adorable young Einsteins. Case-in-point: In teaching a grammar lesson that included diagramming, one class got more and more excited with every correct result. Each success was accompanied by louder, "Check mine!" "MRS. STEIN! MRS. STEIN!" "Is this right? IS THIS RIGHT?!!!" I felt I was being bombarded. Deep in my heart, though, I knew that this was a strong desire from each and every one of them to receive my authentic praise.
I called for silence. All eyes were on me as I explained how I was feeling. Students had no idea they were all, effectively, yelling at me. It was not pleasant. I told them how all the yelling made me want to crawl into a corner. Once I calmly and patiently explained what they were doing, I could see the recognition in their faces and body language. "So," said one, "you feel like a turtle?" Exactly. I wanted to escape to safety. By exposing myself emotionally, I continued to build the relationship that lets us together create a respectful environment. I could have seen this as a discipline issue of students who were "out of control" on a Friday afternoon. I chose, however, to acknowledge that they, and I, are human. I know my limits. They do not. Nor are they aware that they are learning theirs. And so, our work together continues. How thankful I am that these young people respect me for who I am. It is my honor to do the same for them. Now if I could just eat as much as they do and not gain weight....
In the midst of all this craziness, the teachers are diligently continuing to deliver opportunities for learning. It isn't easy. Learning to adapt to the environment rather than fight it for control is essential to maintaining an effective classroom. Students of this age (middle school) have a tough time regulating their emotions, impulsivity, and need for physical exertion. The deliberate acts of misbehavior, however, are few and far between. It is through this lens that I work toward self-awareness in my adorable young Einsteins. Case-in-point: In teaching a grammar lesson that included diagramming, one class got more and more excited with every correct result. Each success was accompanied by louder, "Check mine!" "MRS. STEIN! MRS. STEIN!" "Is this right? IS THIS RIGHT?!!!" I felt I was being bombarded. Deep in my heart, though, I knew that this was a strong desire from each and every one of them to receive my authentic praise.
I called for silence. All eyes were on me as I explained how I was feeling. Students had no idea they were all, effectively, yelling at me. It was not pleasant. I told them how all the yelling made me want to crawl into a corner. Once I calmly and patiently explained what they were doing, I could see the recognition in their faces and body language. "So," said one, "you feel like a turtle?" Exactly. I wanted to escape to safety. By exposing myself emotionally, I continued to build the relationship that lets us together create a respectful environment. I could have seen this as a discipline issue of students who were "out of control" on a Friday afternoon. I chose, however, to acknowledge that they, and I, are human. I know my limits. They do not. Nor are they aware that they are learning theirs. And so, our work together continues. How thankful I am that these young people respect me for who I am. It is my honor to do the same for them. Now if I could just eat as much as they do and not gain weight....