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Welcome to The Educator’s Room advice column for teachers! Today we’re helping a teacher who lost their composure in front of their students. We’re also helping a teacher who sees behavior in their classroom very differently than their principal. See what our writers have to say, then share your own advice in the comments! You can read a couple of our previous editions of Ask The Educator’s Room here and here.
Dear The Educator’s Room,
My principal wrote on an observation that a student “sneakily” went to grab an orange juice to drink during a brain break without the teacher seeing. I’m confused about what the problem was as we were dancing to the Monster Mash, and the class was well under control. I also allow my students to grab a drink. Yes, to ask first would be great, but it was a brain break. Also, two boys were whispering to each other during the brain break. They did not want to dance, and because they were not disruptive, I allowed it; before that, I did ask them if they wanted to dance, and they said no, so I continued to monitor them. All that being said, I’ll take it in stride moving forward, but despite my class being well under control for the end of the test she walked in on, and then the beginning of the test after the brain break, she left no glows, only grows.
Sincerely,
Frustrated Evaluatee [See the original conversation on Facebook]
Dear Frustrated Evaluatee –
Many teachers have experienced similar evaluations. I know I did fairly often with one assistant principal. She would walk in and see a lesson totally different than my same grade-level neighbor. I do not know how many times I would receive a note that said, “I did not understand your lesson because it was different from Mrs. E’s next door. Are you following the curriculum?” I would respond back, “Yes. I follow the same scope and sequence, but remember, I teach Pre-AP, and she teaches inclusion.” Same skills, different material.
She even “marked me down” because a student quietly moved to the back of the room to grab a tissue as they stepped into the hall to blow their nose. Her feedback read, “Student left the room without permission.” Snot emergencies did not require permission in my classroom. So, I totally get your frustration on this.
It sounds as if your students were on task within what you permit (getting a juice, sitting, quietly talking, and dancing). If your evaluation has a feedback portion where you can write responses, take advantage of it. Or better yet, speak with this person face to face and provide them with the full picture. Then ask them if they had any glow they noticed.
It appears to me that you provided a much-needed brain break after a test. That is awesome and should be commended. Students need that release of energy, and many campuses encourage this. If your evaluator was looking for something “specific,” then invite them back on a day you know will probably hit that particular skill. Besides, why would they visit on a test day? Nothing outstanding to note on days like this, anyway! Other than that, shake it off and know you are providing your students with a much-needed break. You know your students’ needs as you are with them every day. Trust your gut.
- Suzy
Dear Frustrated Evaluatee,
Does your principal think you teach a class of robots? Because to me, grabbing orange juice and sitting out on a dance seem like completely acceptable behaviors, during a brain break or otherwise.
It seems your principal expects a class to be “under control” at all times, which is a red flag. A healthy, functioning classroom is one where students feel like they can be themselves and take care of their basic (social, physical, or emotional) needs as long as they aren’t hurting others or derailing learning.
Of course, we’ve all been in classes that are out of control, which is a safety issue. This snapshot seems about as far from that as possible.
I assume you will have a post-observation meeting, and I encourage you to share your perspective, framed by your values and how you know your students. So, perhaps this conversation can be an opportunity for you to offer ways your principal can contemplate some of her own “grows” around student behavior.
For example, your principal called out the student “sneakily” getting orange juice, but if you see that student through an asset lens, he was trying to take care of his needs without disrupting, quietly moving to grab an orange juice.
Or, articulate the way you checked in and monitored those students who were sitting out of the dance. “While I invited them to join, I also want to celebrate how they monitored their emotions and took a quick break, developing their self-advocacy.”
Your principal is not the expert on your kids. You are. Own and be proud of that.
- Emma-Kate
Dear The Educator’s Room,
My last-period lesson was the worst class I’ve ever had, aside from the times there was physical violence. Most talked over me and listened to literally nothing I said, and some who stayed silent and were obedient got teased. I fruitlessly tried to actually do a lesson, then I cried and yelled at them, “I don’t get paid nearly enough for this.” When I cried, a lot of people laughed, and some of them had their phones out and were filming me. What am I supposed to do tomorrow?
Sincerely,
Tough Situation [See the original conversation on Reddit]
Dear Tough Situation,
I feel for you. Situations like this are why so many good teachers walk away since those in authority ignore or avoid the situation. I hate to ask, but have you asked or told the admin about this? Have they had any helpful advice?
There are a few things I’ve done with classes that were out of hand. I have had a few students move to different class periods. It may help to utilize other adults who have a positive relationship with your students, like a sports coach or band teacher. They may be able to implement consequences that send a message.
Depending on the grade level, you can also try having an honest talk with a few you feel are the leaders in that classroom. Look for ways to empower them. During a workshop a few years ago, we watched a video where a veteran teacher had the roughest student in the city placed in her classroom. She talked to him privately in the hall and welcomed him with open arms, which disarmed him. Then she gave him the job of greeting students at the door. When we see the best in our students, it can pay off in the end.
I do have to wonder if this class has been out of control from the beginning. No matter the age, students need routine and boundaries. Even the roughest students can appreciate someone who stands firm. They may not like it, but they end up respecting it. Regain control requires a lot of work, but there are classroom management strategies that work.
Finally, as far as their filming without permission, address this extreme lack of respect by throwing it back on them. Ask what’s the dumbest thing (their lingo) they’ve ever done and how they would feel if someone videoed it. Some might put on the bravado saying it would be funny or cool. But deep down, they would know otherwise. Talk about mutual respect. Make it clear you would never purposefully do something like that to them, so from this point on, you expect the same in return.
- Suzy
Dear Tough Situation,
You’re absolutely right. No one gets paid enough to be disrespected, talked over, or mocked to the point of tears, but it’s all too common.
There are clearly some serious behavior and attitude issues that are not just going to go away overnight. Often, the best move is to remind students that you care about them enough to give them a fresh start the next day. But, after something like this, I would not resume class as normal.
You need to be very clear that students crossed a boundary, and you are not willing to tolerate that kind of behavior, period. I encourage you to ask a colleague or trusted admin to join you in the classroom for this conversation. It may be helpful to have moral support or just someone to bear witness as you work to repair the harm.
You can be firm without being authoritarian. Say, “I felt incredibly disrespected yesterday, and I need things to change. I need this classroom to be a space where we can all learn together, and that’s clearly not what we have right now.”
After naming your feelings, I would hit a hard reset on classroom norms and values. Perhaps start with a writing activity asking students what they believe respect looks like in a classroom, how they feel when they belong and are safe, and what they need to feel successful. Then, have them brainstorm what classroom rules might help everyone learn.
Change is non-negotiable, but giving students a sense of ownership reminds them that they have just as much stake in the classroom as you do.
When I have done this in the past, I’ve been skeptical, but there are only a few, if any, students who don’t take it seriously. You might be surprised to find that the very student who talked over you is irritated when he doesn’t feel like he’s being heard.
And, any who choose not to participate can have a chat with the other adult in the room or take a trip to the front office until they are willing to be a part of your community in a way that honors everyone, including and especially you.
- Emma-Kate
About the advisors
Suzy Winter is a middle school Language Arts teacher in the private school sector and loves every moment of it. After 17 years of public school life, it is a welcome change, but she will always advocate and lift up my fellow educators. She believes our profession, no matter where the classroom, is not for the faint of heart, but for those who teach with all their heart.
Emma-Kate Schaake is a National Board Certified English teacher in Washington state. She’s passionate about her teacher leadership role at the building and district levels, creating professional development on equity, school culture, and social justice. She writes about her ongoing journey to unlearn myopic history, act as an advocate for her students, and think critically about her role as an educator. Follow her on Instagram @msschaake
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