Teacher Nests - Part 3

To conclude yesterday’s consideration of “Teacher Nests,” we need to address the critical question, “So why exactly should one worry about a Teacher Nest?”

The answer is simple. There is an inverse correlation between the presence of a Teacher Nest and time spent in the Power Zone. Essentially, the nest keeps us away from our students. And every second away from our students distracts from the delivery of instruction and acquisition of knowledge.

That being the case, how does one (and all) go about combating the Nest? There are three simple strategies for combating nests.

First, have teachers take everything that they own home at the end of every year. This practice forces us to choose between getting rid of non-essential items or lugging them back and forth. Plus, it allows the custodial staff to deep clean the building over the summer.

Second, give teachers permission to not worry about decorating their rooms. When the culture of the campus is to make your room cuter than the next room, nests flourish. Have teachers focus their energy on planning instruction instead of advanced interior design. It is a more effective use of their time and is significantly more beneficial to students.

Third, encourage teachers to help each other de-clutter their rooms. When my “boss” suggests that I remove or change something, I have a propensity to feel and act defensive. My “buddy” can provide the same advice and suggestions and I have an easier time acting on said advice. It feels much less judgmental.

Warning: Here my warning to every school administrator who wants to address the issue of teachers nests. Walk the talk. Before you speak one word on the topic, de-nest and de-clutter your office first. And keep it that way. If you are unwilling or unable to do this, keep your directives to yourself.

Think. Work. Achieve.

Your turn...

Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com! http://tinyurl.com/4ydqd4t

Follow Sean Cain and LYS on www.Twitter.com/LYSNation

A Reader Writes... (Teacher Nests - Part 2)

In response to the 7/14/2011 post “Teacher Nests,” a reader writes:

All right, I’ll do it. Since no one else will ask, what is a “Teacher Nest?”

SC Response

Of all the things I talk about, the topic of Teacher Nests cause the greatest consternation. Tell a teacher that the rigor and relevance of her instruction (very important discussion) is sub-par and she will ask you what she should do to improve. Suggest that a teacher has a Teacher Nest in her room (not very important discussion) and she will throw something at you.

The Premise: It is beyond refute that environment effects performance. So one should strive to create an environment that accelerates performance instead of creating an environment that derails performance. The “Teacher Nest” falls into the category of performance hindrance.

The Definition: Teacher Nests come in three basis categories.

The first is “The Fortress.” The fortress is where the teacher arranges her furniture in such a fashion that it walls off her space from the general classroom.

The second is “The Nest.” The nest is where the teacher’s desk and work area is one cluttered, disorganized mess. This mess often resembles a bird’s nest, hence the name.

The third is “The Spa.” The spa is where the teacher has gone overboard with providing herself with creature comforts. In the spa you will other find microwave ovens, refrigerators, coffee pots, numerous photographs, knick-knack collections, overstuffed chairs, etc.

Tomorrow, we will discuss why Teacher Nests are worthy of staff attention.

Think. Work. Achieve.

Your turn...

Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com! http://tinyurl.com/4ydqd4t

Follow Sean Cain and LYS on www.Twitter.com/LYSNation

The 'Ol Ball Coach Writes... (UIL Disconnect - Part 3)

In response to the 8/5/11 post, “UIL Disconnect – Part 2,” The ‘Ol Ball Coach Writes:

Sean,

Just to clarify, the U.I.L. is governed by the State Executive Committee. This is a group of superintendents elected by their peers from across the state. The committee enforces rules and approves rule changes that will be placed on the ballot for a vote by all superintendents in the state.

Additionally, each school has a member (usually a principal) on the district executive committee that runs the extra-curricular actives of the district they are in. So, as you can see superintendents and principals govern the U.I.L. It is not the Coaches and Band Directors who are making the rules that are causing the distress of our readers, it is principals and superintendents.

SC Response

Coach, thanks for writing and thanks for the phone conversation that preceded your comment. Reminding me that athletics and academics are a partnership that works best when the principal is involved and can articulate his or her vision for the school was a welcome reminder.

Coaches understand mission, focus, communication, and victory. They are hired because they excel at this. If we (as administrators) aren’t equal to the task, we do our schools, our athletic programs and ourselves a disservice. From the Head Coach perspective, saying ”I’m the principal, do this because I said so” is as weak as him saying the same thing.

Think. Work. Achieve.

Your turn...

Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com! http://tinyurl.com/4ydqd4t

Follow Sean Cain and LYS on www.Twitter.com/LYSNation

A Reader Asks... Elementary School Discipline

A reader asks:

SC,

I would like to find out the new statues regarding elementary school discipline (Texas). What sites do you suggest that would be most beneficial?

Thank you.

SC Response

The “go to” source for you is the T.E.A website. Student discipline is addressed in Texas Education Code, Chapter 37. In my opinion, Chapter 37 is required reading for all school administrators. Additionally, you can check with the Texas Association of School Boards for policy recommendations that align with the statute.

I would like to point out two sections of the statute that are of relevance to all elementary schools.

37.001 (8) A Student Code of Conduct provides, as appropriate for students at each grade level, methods, including options, for:

(A) Managing students in the classroom and on school grounds;

(B) Disciplining students; and

(C) Preventing and intervening in student discipline problems, including bullying, harassment, and making hit lists.

37.006 (F)(f) Removal of an elementary student: Subject to Section 37.007(e), a student who is younger than 10 years of age shall be removed from class and placed in a disciplinary alternative education program under Section 37.008 if the student engages in conduct described by Section 37.007. An elementary school student may not be placed in a disciplinary alternative education program with any other student who is not an elementary school student.

Now, for a couple of recommendations:

1. Student discipline is all about pre-teaching expectations and coaching students to be successful. It has nothing to do with punishment.

2. Student discipline is all about maximizing recognition and reinforcement of the behaviors we want to see. And minimizing the recognition and reinforcement of the behaviors we don’t want to see.

3. The elementary brain is hard wired to process positive reinforcement. Negative reinforcement is not processed effectively or efficiently. Meaning that punishment is a waste of time.

4. The longer the student is removed from the classroom the further he or she falls behind. It spite of the convenient lie that we tell the public, and ourselves, there is no academic acceleration in discipline settings. The best that you can hope for is that focused remediation is provided.

5. The best adult revenge is for the student to successfully do his or her work. Any solution that facilitates that result in the shortest amount of time is the definition of win/win.

I hope this helps you.

Think. Work. Achieve.

Your turn...

Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com! http://tinyurl.com/4ydqd4t

Follow Sean Cain and LYS on www.Twitter.com/LYSNation

Top LYS Tweets from the Week of July 31, 2011

Recently I was talking to a group of math teachers that were attending some “innovative teaching” training sessions. The primary push was how to integrate the use of a SmartBoard in their classes. After they explained what they had learned and what they planned on doing this year, I asked them if they were also going to attempt to integrate the use of bootleg technology in their classes. The answer was universal, “No. Administration would never allow that.”

I am going to disagree and here is why. Yes, currently the use of bootleg technology is not allowed. But if a group of enthusiastic teachers presented a plan to use student owned devices in class, I think the answer would be, “Yes.” Almost every administrator I have ever worked with wants to say, “Yes,” to excited teachers with a well thought out plan.

I do have to admit, the whole exchange made me a little sad. When I was in school, math class was where all the cool stuff was happening. My generation went from slide rules, to calculators, to digital watches, to Commodores, to Apples. It was our math teachers that introduced us to this emerging world of changing technology. If the math teachers for this generation are not leading the way, who is?

A number of you in the LYS Nation are now using bootleg technology devices to follow Twitter. If you haven’t done so yet, we want you to join us. To let you see what you are missing, here are the Top 10 LYS Tweets from the week of July 31, 2011, as tabulated by the accountants at Price Waterhouse.

1. Our thoughts and prayers are with the families of the heroes who sacrificed for our nation. (By SenJohnMcCain)

2. Fall book study for my campus is the @LYSNation book, "The Fundamental 5.” Look forward to my teachers growing and benefiting from its knowledge. (By blitzkrieg607)

3. I need energetic, optimistic teachers who will work every day to make a difference. If I can’t convince them to stay, shame on me.

4. If you are a poor or vulnerable American these days, your government basically says its your fault and deal with it. Very disappointing. (By blitzkrieg607)

5. Just met a LYS’er in a new district who is applying for a principalship. The LYS Nation is everywhere!

6. There is a difference between "not engaging" and "avoiding." If you are avoiding, you are not leading. You are going backwards.

7. If junior high teachers keep coming to our trainings enthusiastic with positive attitudes, they are going to ruin their tough guy reputations.

8. When you are surprised by how much content is in the scope and sequence, it's hard to argue that you have been following the scope and sequence.

9. Tonight's Run Thought: The complexity of your plan and the chance of successfully implementing said plan are inversely correlated.

10. Tonight's Run Thought: Most of the success of you and your team is related to how soon and how often you open your can of QUIT.

Think. Work. Achieve.

Your turn...

Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com! http://tinyurl.com/4ydqd4t

Follow Sean Cain and LYS on www.Twitter.com/LYSNation