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Drumming to the Beat of Different Marchers

Finding the Rhythm for Differentiated Learning

Incentive Publications

Knowing Your Own Rhythm

If they don't put a nameplate on my door, how will I know who I am?

A successful classroom environment will be different for different teachers. One classroom does not fit all. Keeping pace with a classroom full of diverse marchers first requires that teachers become acquainted with their own distant drummers. It is important that teachers learn to trust their own "inner voices" and use them to guide all they do. It is vital early on to get a sense of self and a sense of purpose.

Will the Real Teacher Please Stand Up?

When I was in junior high (we didn't have middle schools in the Mesozoic Era), I had a teacher, who shall remain nameless ... (okay, Mrs. Waggoner). She was just about the meanest, strictest teacher I ever had. She ran her class like a commando camp. We were terrified of her.

One day I had to take a note from one teacher to another teacher who was in the teachers' lounge. I approached with caution fully aware that I was invading sanctified ground. There was so much laughter in the room the teachers couldn't hear me knocking. I opened the door and was struck dumb by what I saw. Mrs. Waggoner was in front of the group royally entertaining everyone. She was laughing and smiling. I almost didn't recognize her with a smile on her face. Feeling like Pandora, I ran out of there in a shot! When I told my friends about Mrs. Waggoner's behavior, no one would believe me.

Why were we never given the gift of Mrs. Waggoner's laughter and her humor? Had someone told her, as I was told my first day, that "You can't smile until after Christmas" or "You can always get easier, but you can't get tougher! If you go in there and are nice, those kids will eat you alive!"? Some teachers wrongly assume that they have to fit a certain model in order to maintain control and set up a learning environment. Nothing could be further from the truth.

This above all — to thine own self be true; and it must follow, as the night the day, thou canst not then be false to any man.

— Shakespeare

The greatest gift teachers give to their students is themselves.

I think one reason that I did not "burn out" after teaching so many years is that early on I decided to be myself in the classroom, in faculty meetings, at parent conferences, and wherever I was. Unless you are a schizophrenic, it's just too hard to maintain a dual personality. So figure out who you are, and go with it. Just keep getting better at being you.

Researchers have been studying characteristics of effective teaching for the past century. While there are universal qualities regarding a teacher's sense of self and subject matter knowledge that definitely contribute to being an effective educator (Brophy, 1989), there is not research to tell teachers how they ought to be.

I am instantly attracted to random teachers who are smart, witty, quick, and entertaining. But some of the most effective teachers I have known have been the quiet nurturers, the deep analytical thinkers, and the highly structured sequential class managers. My point is that once you get past the fundamental characteristics common to all good teachers, the rest is about figuring out who you really are and maximizing those qualities to help you better relate to your students.

It is my belief that if you dance, you should dance with your students. If you can sing, then sing for them. Whether you love to write or play sports or collect things or keep pets, let the kids in on it. Share with them the wonderful qualities that make you who you are. I used to let my students see my old report cards (after I had carefully applied Wite-Out® to certain teacher comments about my excessive talking and refusal to follow rules). Students are very curious about you, and letting them in on who you really are will help you build a community of trust and mutual respect. (Use discretion about how much you share. If you supplement your teaching habit by pole dancing at a local honky tonk, you might want to keep that to yourself.)

Promoting a Classroom Community

Careful thought should go into such decisions as what is put in the classroom, how things are arranged, all of the ambient touches added, how rules and consequences are set up, teacher and student attire, the structure of lesson plans, assessment techniques, and virtually everything that has to do with how a teacher chooses to teach.

It took me 10 years of trying various techniques to find a method I really liked for getting the attention of students who were busily working in small groups. I tried counting backwards, flipping the light switch, and whispering. None of those methods was satisfactory for me. I finally discovered the perfect solution in a toy store! I bought a child's xylophone. It makes a soothing, calming sound, and it gets the attention of everyone immediately! I've been using it ever since — even for my university students. I know it sounds like a little thing, but it has really improved my classroom environment. It works for me — I just wish I had thought of it sooner!

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Lion Taming 101

Despite common assumptions, a teacher does not have to meet students on the first day with a frown, a whip, and an upraised chair in order to establish order and discipline (even if all the other teachers are doing it). Students are much better served by a teacher who greets them at the door, shows them to their assigned seats, and gets them started on an assignment. Teachers can even smile while doing all that.

I often say that my philosophy of teaching can be summed up in two words: "Whatever works!" Now, be very careful about how this philosophy is interpreted: I am most definitely NOT talking about stopgap measures, arbitrary decisions, or short-term solutions.

I show my preservice college students a cartoon of an unusual classroom scene. In the background is a large cage labeled Mr. Rattles. Inside the cage lurks a huge, fierce-looking snake. The classroom teacher looks sternly at a young man and says, "Tommy, I guess you have just earned yourself ten minutes in the cage."

My students roar when they see it. Then I ask them, "Would that discipline technique work?" They, of course, tell me that it isn't feasible, not humane, not legal, and so forth. Again I ask, "But would it work? Would ten minutes with Mr. Rattles frighten Tommy into following the rules?" My students usually get a stunned look on their faces and answer that it might, indeed, work.

Then I ask them what they mean by the term "work." Usually they say, "Well, Tommy won't misbehave anymore." It's true. If stopping Tommy's inappropriate behavior was the only goal, it might work. However, making Tommy behave is just one outcome of the many things teachers must consider when making classroom decisions. It is vital that, as quickly as possible, a teacher formulate what he or she believes about the purpose of education and the long-term goals she or he hopes to achieve with students.

The teacher in the cartoon might nip Tommy's behavior in the bud, but has she promoted a classroom that is a caring community? Has she advanced Tommy's requisite knowledge skills? Has she helped Tommy become a contributing member of society? Nope! To be truly successful, she is going to have to use a better classroom management plan.

Teachers must address key elements when planning classroom management strategies, but classroom management is about much more than discipline techniques. It is about everything teachers do in the classroom. It is important that teachers let their own classroom management style continually evolve until they learn what works. Even learning what not to do ever again is beneficial.

Like the time I jokingly suggested to a very literal student that for his consequence he should, "go play on the little yellow line on the highway in front of the school." Thankfully I caught him before he made it out of the front gate!

All teachers should learn to trust their own distant drummer. As a person who has power with children, it is a teacher's obligation to ensure that every decision and action is consistent with what students should know and be like (or are on their way to becoming) when they leave the classroom.

I must be honest and confess that I have probably made every mistake there is to make in managing a classroom. Over the years, I have fluctuated from managing by mood swings (mine) to a diligent application of Lee Canter's Assertive Discipline techniques to Alfie Kohn's absolute classroom democracy plan. None of these systems totally worked for me. However, I did learn from all of them. Talking with other educators and reading about alternative management strategies has helped me reevaluate what I do in my own classes and has given me many new ideas to try.

All teachers learn as they go along. Be patient. It takes more than a year or two to find a personalized path. Some say it takes three to five years for most teachers to hit their stride. Teaching is, after all, a faithful work of art and a work of heart.

Developing a System for Classroom Management

If they would just get these kids out of my room, I could probably do my job!

Whether one is trying to differentiate instruction in a whole class setting, with flexible groups, or by individual contracts, certain strategies are universally more effective than others. A classroom management plan should be a well-thought-out system that is grounded in recognized behavioral theory. It should be crafted to meet both the short-range goal of having a class run smoothly and the long-range goals of having students become self-sufficient, successful lifelong learners who will become contributing community members.

Beginning and experienced teachers will find a good system of classroom management is grounded on the The Ten Cs of Classroom Management.

On Being Competent

At one time I believed that it was impossible to run an effective classroom without a set of three to five rules. Now, having visited hundreds of classrooms, I have changed that notion. I have been in some highly successful classrooms where there are either no stated rules or the rules are actual governing principles like: (1) Be respectful, and (2) Be responsible. I have seen master teachers who are able to foster such a caring community and such a positive learning environment that rules are replaced with implied standards of behavior and established social mores. To me this is the ideal.

However, for those of us still on the path to becoming true masters, for those who are struggling with difficult students, and for those who are just beginning the journey, I still believe that a written set of rules can be a good place to start.

While there is debate among theorists and educators about the desirability of having a highly structured assertive discipline plan, there is general agreement that effective classroom rules are a valuable management tool. The carefully crafted rules should:

• address classroom behavior, not academics

• be applied to all students at all times

• be limited to no more than five in number

• address only the most important behaviors

• be specific and observable

• have logical, consistent consequences

• be reinforced with positive recognition

In his book 7 Habits of Highly Effective People, Stephen Covey advises that when setting out on a new course of action, one should "begin with the end in mind." This is particularly relevant to classroom management plans. There are two important implications for teachers. First, as teachers craft a plan, it is important to ensure that each rule, each consequence, and each reward is consistent with the long-range goals for students. Second, if using an assertive teacher-centered plan to regain control of an unruly class or to help establish a teacher as a new classroom manager, consider moving away from it as soon as it is comfortable to do so.

As teachers become more confident and more competent, they can aim at building a classroom community that shares more control with students. After all, isn't the ultimate purpose of a discipline plan to help the students develop self-discipline?

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The only way to have true power is to give some of it away.

— Author unknown

Inexperienced teachers or teachers who are new to a school need to read every word of the school and district handbooks. Highlight important parts and keep them handy. As an employee, a teacher is bound by these guidelines, and it is crucial to understand both the stated and unstated implications of these documents. Beginners will be helped by consulting experienced teachers and/or administrators who can provide feedback on ideas for a classroom management plan. These mentors can also help resolve a conflict with policy or an unforeseen outcome that a new teacher may overlook.

When developing an individual and distinct way of dealing with students, be aware that others may not share the same views. Hearing a different drummer is fine, but a thorough understanding of the issues involved in establishing a positive classroom environment will help teachers defend their choices. I once had an administrator who totally supported classical conditioning as a management technique. He thought that behavior modification was the only way to run a classroom. I had grown to feel that rewarding approved behavior was a bit manipulative and self-serving. Because I keep current with my professional reading, I was able to cite experts who support my beliefs. Sometimes it also takes a little humor to ease your way; I think what ultimately convinced him to let me do it my way was this poem I wrote and placed on his desk:

    Ode to Ivan Pavlov
    by Debbie Pace (Silver)

    Oh, Ivan, you pervade each day
    Within my classroom walls —
    With one bell ring the students start
    Escaping for the halls.

    Conditioning cannot be denied
    As classic as the text,
    Just smelling of the lunchroom food
    Will trigger gag reflex.

    Mere mention of the "homework" word
    Brings on collective bleats.
    Appearances by principals
    Cause hearts to skip their beats.

    You'd think that they'd remember you,
    Your work describes them so,
    But children learn in unique ways,
    As you of all should know.

    So, Ivan, I apologize
    That when their memory jogs
    Their best recall of Pavlov is ...
    That guy with 'slobbering dogs'?

Competent teachers are well informed both about their subject areas and about how best to deal with their students. A prepared teacher stays up to date by reading educational literature, attending workshops, and continually building a repertoire of skills and resources. Expert teachers constantly strive to improve their knowledge base and seek to grow toward an even higher level of competence.

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On Being Cognizant

Being cognizant means being aware. Often teachers cause their own discipline problems by acts of omission as much as acts of commission. It is not that teachers are uncaring or that they set out purposefully to provoke children, it is that many times teachers are simply not conscious of what they are doing (or not doing). Work on being observant of everything going on in the classroom. Be aware of what students are doing, as well as what they are likely to do. This knowledge can be one of a teacher's greatest management assets. A teacher who is alert to potential problems can head them off before they ever start. Call it being proactive, taking preventive measures, being "with it," or whatever — but do it! Here are four strategies that will help a teacher be cognizant.

Assign Seats

Even though students will later be taught to move efficiently in and out of flexible groups, learning centers, and project areas, it is helpful to assign a default seating arrangement. For this default (or base) seating arrangement, students do not choose their own seats. On the first day students arrive, have them sit in assigned seats. Make folded placards, lay name strips out, or have the seating arrangement posted where everyone can see it. Definitely have it already planned. Explain to the students that the seating arrangement is temporary.

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Excerpted from Drumming to the Beat of Different Marchers by Debbie Silver, Jill Norris, Peter H. Reynolds. Copyright © 2014 World Book, Inc.. Excerpted by permission of Incentive Publications.
All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.
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