Choose Your Management System Carefully

Over breakfast this morning, my Flipboard journey helped me stumble upon Pernille Ripp’s (@pernilleripp) great post on giving up “traditional” classroom discipline systems.  It appears, we share similar views on leaving behind regularly implemented management systems for something more effective for our teaching styles.

For the first four years of my teaching career (sixth and seventh grade kiddos!), I was, for the most part, in situations where I had the freedom to do my own gig.  My “system” was simple:

Follow these four rules:

  1. Respect Yourself
  2. Respect Others
  3. Respect the Teachers
  4. Respect the School

We spent the first few weeks of school revisiting these guidelines regularly and constantly discussed what it meant to “respect” each of these groups.  When problems did arise, I always tried to bring it back to its respective rule.  Not gonna lie – it worked pretty well.  I had the occasional infraction that required a little more itnervention, but I loved that the rules weren’t beat into kids and they had some ownership of defining what each “rule” meant to them and their class period.  If I remember correctly, I think I eventually got rid of #3 and “covered it” in #2.

Then I moved to Elementary Land.

As I met with my new departmentalized team, we discussed what we wanted our team’s manamgment system to be.  Our building, unofficially, seemed to all use “card” systems.  We purchased overpriced mobile pocket charts, printed labels for each block, and filled them with a rainbow of slick, laminated color cards.

I have three gripes with this system.

First, it was a system – a heck of a system.  It had to be explained and maintained.  It had to be transported and documented and reset and noisily picked up in the hallway by twelve helpful kids when Steven or Alex or Mackenzie would accidently carry it upside-down!  The last thing I needed was something else to take time away from…you know…learning.

Second, the way we implemented it, once your card was “turned” (Did lightening flash and thunder just boom outside your window, too?!), it was turned for the day.  That means, because Rachel made a poor choice in the gym twenty minutes before the first bell even rang, her card was turned for the day.  At 1:55, when she walked back in the room from Specials, ready and enthusiastic to have a positive learning experience, there was that reminder up on the wall for everyone to see: Alert!  Alert!  Rachel is having a bad day!

Finally, I don’t like the message on respect that it sends.  If Eddie is sitting at his desk and looks up to see that he is “still” on green, what message does that send?  I contend that it says, “Eddie…you haven’t messed up…yet.  But when you do, there’s a yellow, red, and blue card just waiting to make an appearance for you!”  How about we trust and respect kids (or in the least, let them think we do) that they won’t “mess up”?

The first year I used this clearly defined and organized system, I had the the most discipline problems I’ve ever had.

Now, I’m sure there is lots of statistical research out there that supports the value for this type of system.  And, I’m sure it totally works for some educators and can be used to run very managed learning environments well.  What I’m saying is that it didn’t work for me.  Maybe I wasn’t implementing it correctly.  Maybe I needed more professional development on it.  Or maybe I needed a system that was more aligned to how I taught.

What happens when we spend more time preparing and implementing engaging lessons than on managing management?

Long story, short (thanks for sticking with me up till this point!), the next year I reverted back to modified version of my original management plan.  I asked the kiddos to respect three stakeholders, we revisited what that means, we practiced, we discussed, and most importantly, instead of managing and documenting complex systems, we were engaged and we learned.

I began to walk through some of the classrooms of my new building this week, exploring the walls and bulliten boards and yes, management systems.  I’m really excited to watch the school year unfold and see how teachers use some of these very creative-looking systems!

I’m not at all saying my system will work for everyone.  I’m also not at all saying the card systems don’t work.  I’m saying that as we are all preparing for the upcoming school year, choose your managment system carefully.  Make sure it reflects your beliefs about management, learning, and kids…and not necesarily in that order!
 

 

Communicating with Social Media

This morning, I listened to this George Couros interview on Connected Principals:

George Couros: Connected Principals Should Be ‘Learner Leaders’ from DML Research Hub on Vimeo.

In his interview, he touches on the acceptance issues of schools embracing teachnology, specificically social media, in the learning process.  As I feel developing the quitesiential “Community of Learners” also involes clearly and effectively communicating with parents and stakeholders (can you tell I’ve just finished job interview season?), I think getting families on board with the social media/school partnership is essential.

Here are a few lines from Mr. Couros I liked:

On filtering

“A lot of stuff that we don’t do is because of fear [of the Internet]”

“What [filtering does] is actually encourages kids  to use their own device for unfiltered access.”

“When schools block stuff, they also don’t talk about it, and what they’re doing is setting their kids up to do unsafe things either during school hours or after school hours because they don’t know any better because no one is talking about it because they don’t have to.”

On District Digital Identities:

“When I actually looked at what would be a logical hashtag [for the district]…we found that parents and community members were actually creating a digital footprint..a d igital identity for that school district, that was very negative.  So I looked it up, and I saw people that weren’t educators, weren’t able to tell the story of what is actually happening in schools, telling the story of that district…creating a digital identity for that district that is very negative.  We are on the other end of that spectrum where we don’t want that happening.  We encourage debate.  We encourage people being critical of the things we’re doing because we don’t learn anything when everyone agrees with us.  We want them to be engaged in conversation, but we want to be at the table, actively involved in the conversations, instead of outside the restaurant.”

So…

As I’m taking on a new administrative role, where do I go with social media?  Our district has and maintains an information-based website and Twitter account.  The district and middle school also have their own Facebook pages.  We have a lot of great things going on (and hopefully even more, soon!) in the district and elementary building that I’d love to share with our community!

I’ve seen the value of effective social media use in schools.  One great example was when Tecumseh Junior High School Principal Brett Gruetzmacher (@BGruetzmacher) used his building’s Facebook page to keep parents posted about late dismissal of students due to severe weather in the area.  We’re nuts for not having systems like that in place.

Surely, however, there are some downsides and things to be aware of.

What are some lessons learned from other administrators/districts/buildings about using Facebook/Twitter accounts to share information?  What do I need a heads up about?  What conversations need to be held regarding privacy, policy, etc.?

Thanks!