Inner Authority

Reading

Chapter 3 Inner Authority (pages 26 - 37)

Focus of Chapter

Teachers are the primary authors of what happens in the classroom. For our visions to come to life — for our classroom environments to be smooth and harmonious — we must marshal our inner resources and write our own “scripts.” In this chapter we explore how to develop our “inner authority,” which can make all the difference in being an effective teacher. Inner authority doesn’t involve holding our breath or gearing up for battle or carrying ourselves in an aggressive way. It is a relaxed, natural state that permeates everything we do, in the classroom and elsewhere.

Objective

Grow your "inner authority" by being prepared and consistent.

Key Points to Remember

• Our inner authority affects how we give directions and talk one-on-one with students.

• Inner apology can be counterproductive in the classroom and preys on our insecurities.

• Apologies to the class that are grounded, sincere and affirming of the teacher’s caring reflects a teacher’s inner authority.

• Approaches that work include assuming the best, asking for help, holding our ground, and being consistent and prepared.

Ask for Help

Reading

Chapter 4 Ask for Help (pages 38 - 47)

Summary

All teachers make mistakes, and denying this not only sets impossible standards for ourselves but also leads our students to think we expect them to be perfect. Our openness is the key to letting go of seeking unattainable perfection. It is the single- most important quality for any teacher; it lets our students know that it’s okay to take risks, explore, and make mistakes in the classroom. In this chapter we will learn how to reach out for the help we need. In asking and receiving that help, we will ultimately feel more confident, less isolated, our inner authority will grow, and we will become role-models for our students, who are often reluctant themselves to ask for help. Those who help us will also benefit, creating a win-win situation.

Objective

Identify areas for collaboration and student self-advocacy.

Key Points to Remember

• Ask for help!

• Openness is the most important quality in any teacher.

• Share your evaluations with trusted teachers.

• Document everything.

• Give students a chance to ask for help as well.

Got Stress?

Reading

Chapter 5 Got Stress? (pages 48 - 63)

Focus of Chapter

However proficient we are, however prepared, positive, effective, and resilient, we are going to spend some up-close and personal time experiencing stress. How we address this can make a big difference in our overall outlooks, attitudes, and successes as teachers — and as people. In this chapter we explore the causes of teacher stress and some possible antidotes. Regardless of our level of teaching experience, there are always opportunities to slow down, exhale, and renew our enthusiasm for teaching.

Objective

Identify stressors and develop stress-reduction strategies.

Key Points to Remember

• Choose enthusiasm over burn-out.

• Address the causes of stress and possible antidotes.

• We need to care for ourselves as well as our students.

Welcome feelings of incompletion and inadequacy that inevitably come with this profession, but don’t listen too closely!

Holding Our Ground

Reading

Chapter 6 Holding Our Ground (pages 66 - 77)

Focus of Chapter

Holding our ground is challenging, regardless of the system of rules and consequences we have, regardless of the grades we teach, and regardless of the abilities or attitudes of our students. In this chapter we explore the many interacting aspects of this invisible quality, this willingness to be firm without being mean, which spills into everything we do as teachers. It will influence the way we enforce consequences, impart information, describe procedures, talk with students about their lives, walk down the hall, and even how we feel about ourselves and our jobs.

Objective

Balance firmness and care in classroom interactions.

Key Points to Remember

• Don’t over-explain.

• Get conflict off center stage.

• Lower your voice.

• Lower your tone.

• Directly face student.

• Realize anger is a feeling but reactivity is a choice.

• Breathe!

Positive Connections

Reading

Chapter 7 Positive Connections (pages 78 - 101)

Focus of Chapter

Extensive research underscores how the teacher-student relationship impacts student learning and satisfaction. How students feel about their learning environment and their teacher has a huge effect on how much attention and effort they expend in the classroom. In this chapter we aim to break the seemingly intuitive art of connecting positively with students into visible, replicable pieces. Sometimes this means doing what’s best for our students, as opposed to what’s easiest.

Objective

Implement specific strategies you can use to make positive connections with your students.

Key Points to Remember

• Choose being kind over being nice.

• 2 minutes a day of personal connection can have a huge impact. Share about yourself and your life, but not too much or too often. Make positive phone calls home weekly.

• Provide choices, whenever appropriate.

• It’s okay not to be liked sometimes.

Teaching Procedures

Reading

Chapter 8 Teaching Procedures (pages 102 - 129)

Focus of Chapter

Procedures, far from being “busy work” or a distraction from teaching content, are the railroad tracks that make it possible for our train of content to run quickly and smoothly to its destination- learning. Spending time on procedures in the classroom not only makes the environment more safe and structured, but also actually facilitates teaching content. In this chapter we will focus on a broad range of classroom procedures — how each can be effectively taught, reinforced, practiced, and reviewed throughout the school year.

Objective

Create effective classroom procedures and hold students accountable.

Key Points to Remember

• Procedures are the railroad tracks – content is the train.

• Each classroom procedure needs to be taught, practiced and reviewed.

• Using images and other non-verbals, such as songs, hand signals, and gestures, is an effective way to reinforce key procedures.

• Proximity helps keep students focused.

• Pauses and eye contact can be effective in getting student attention. A timer or music can be useful in helping students make transitions. Break directions into small “chunks.”