"That kid is the absolute worst; I can't wait to get rid of him." "Oh he might be bad, but wait till you see this other kid, he's a nightmare. I had the sister last year, have you met his parents?"
We all have you ever heard something like this in the teacher's lounge. While it may feel like venting, it doesn't help us become better educators. It instead keeps us stuck in the blame game.
What happens if we shift the focus to us? What would happen if we took full responsibility for what happened in our classrooms? This is not about blame, but about strength.
Because when we focus on what is wrong with the kids, we lose any power or strength to change anything.
It’s that time of year again when principals and teachers start thinking about the new school year, and how to improve classroom management. “This year will be different!” Is a common refrain.
As educators, we know that if only “certain” teachers would be more successful with management, it would make all of us more effective. Principals could spend more time as
educational leaders, and teachers would not have to spend the first two months of school correcting the behavior of the students that came from “that teacher’s class.”