Teachers must set high expectations for behavior and reinforce them. As a public school teacher, I started each school year by setting a clear expectation for behavior by creating classroom procedures. Posted plainly for all to see were simple guidelines - Enter the room in an orderly fashion; Prepare any homework to be collected; Work on the “Get Started” task immediately. The overall rule, not written but often communicated, was to treat yourself, your classmates, and your teacher with respect.
The classroom is a place of learning. As much as that seems like something that should not have to be stated, there is something powerful in stating the obvious.
Teachers understand that managing classroom behavior has an impact on student achievement. Disruptive classrooms quickly become places where some have fun and others cower in fear as the teacher fails to control the room. Control is not teacher centered. It rather means that students know that within the four corners of their classroom, learning takes priority over everything else and those who seek to set other priorities will face consequences.
However, teachers cannot be expected to do this alone. School leaders are essential for a safe school climate. Teachers feel confident to set high expectations for student behavior in the classroom when their efforts are backed by administrators who command authority in the building. This command has varying manifestations based on grade level, school size, and community involvement. Regardless, classrooms, hallways, and cafeterias are only as safe as the school leaders are strong. In our most challenging school settings, we need more school leaders who are able to set a safe climate for our children and teachers.
The State must hold adults within the system responsible for creating an environment where learning can occur. Still, some of our schools face a stark reality when it comes to safety. Too often students feel threatened by their schoolmates and teachers fear correcting students due to a lack of support from school or district leadership. School leaders and teachers remain concerned that the community around them does not share in their struggle and have left them on their own to educate its children.
Where schools are not as safe as they should be, leadership is lacking. This leadership, though, is not just the principal and their support team. Some challenges educators cannot tackle alone. Community, business, and faith-based leaders will need to lock arms with school leadership to overcome the challenges plaguing our schools that need improvement. It is time that we at the State and local level work in a coordinated and sustained effort to bring solutions to schools where safety is a recurring impediment to learning.
As the next State Superintendent of Education, I will make sure that the training we provide new teachers offers them meaningful, real world experience so that they are able to manage their classrooms well. Where safety is a concern across an entire school, I will collaborate with school and community leaders to identify the supports and resources necessary to make schools safe for learning. Where safety is an issue within specific classrooms, I will empower educators with meaningful professional development to help our teachers be more effective.
The classroom is a place of learning. As much as that seems like something that should not have to be stated, there is something powerful in stating the obvious.
Teachers understand that managing classroom behavior has an impact on student achievement. Disruptive classrooms quickly become places where some have fun and others cower in fear as the teacher fails to control the room. Control is not teacher centered. It rather means that students know that within the four corners of their classroom, learning takes priority over everything else and those who seek to set other priorities will face consequences.
However, teachers cannot be expected to do this alone. School leaders are essential for a safe school climate. Teachers feel confident to set high expectations for student behavior in the classroom when their efforts are backed by administrators who command authority in the building. This command has varying manifestations based on grade level, school size, and community involvement. Regardless, classrooms, hallways, and cafeterias are only as safe as the school leaders are strong. In our most challenging school settings, we need more school leaders who are able to set a safe climate for our children and teachers.
The State must hold adults within the system responsible for creating an environment where learning can occur. Still, some of our schools face a stark reality when it comes to safety. Too often students feel threatened by their schoolmates and teachers fear correcting students due to a lack of support from school or district leadership. School leaders and teachers remain concerned that the community around them does not share in their struggle and have left them on their own to educate its children.
Where schools are not as safe as they should be, leadership is lacking. This leadership, though, is not just the principal and their support team. Some challenges educators cannot tackle alone. Community, business, and faith-based leaders will need to lock arms with school leadership to overcome the challenges plaguing our schools that need improvement. It is time that we at the State and local level work in a coordinated and sustained effort to bring solutions to schools where safety is a recurring impediment to learning.
As the next State Superintendent of Education, I will make sure that the training we provide new teachers offers them meaningful, real world experience so that they are able to manage their classrooms well. Where safety is a concern across an entire school, I will collaborate with school and community leaders to identify the supports and resources necessary to make schools safe for learning. Where safety is an issue within specific classrooms, I will empower educators with meaningful professional development to help our teachers be more effective.
