As a newly hired Teacher on Special Assignment (T.O.S.A.), my main task is to support classroom teachers in implementing strategies and lessons that will support our English Learners. It should be noted that many are currently struggling to be reclassified as proficient English learners. With last year's school closure, many of our students, especially our EL's, are struggling to pass their courses.
It is for this reason that I decided to leave the classroom and join the ranks of educational consultants; however, that is not what I am currently able to do. Due to the current substitute shortage, many of us who were hired to do specific district jobs, have been asked to fill in sub positions. I do not complain or begrudge this issue since I am well aware that there is a worker shortage across the nation. Much like Chief Hopper from Stranger Things, I try to keep a cool demeanor each time I enter a classroom. What I find interesting is the way that both students and some teachers view kids who don't fall in line with the rest. Whenever I walk into a new class to sub, there is always a note that gives a list of "students you can count on" and "challenging kids". Similarly, students are quick to point out the "bad" kids in the class. I have even heard kids say, "Oh, just wait till you get to 6th period. They are the worst kids you'll ever have." On another occasion, a teacher left a note that said verbatim, "Please watch X closely. He steals everything and is very destructive." This was for a 1st grader! Let's just remember that 1st graders have never been in a school setting because they completed their kindergarten year remotely. I can't imagine what this child must feel like each day at school when his 1st grade teacher views him as a thief. So I wondered:
How powerful are teachers' words? Do teachers' positive and negative words affect student achievement?
"It is thought that positive attitudes enhance effectiveness of learning while negative
attitudes cause the opposite. Learner’s attitudes can be modified by their experience and
positive ones may be reinforced especially when learners experience success. On the other
hand, failure or fear of making mistakes can interfere with it to a great extent" (Language
Learners’ attitudes and beliefs: Brief review of the related literature and frameworks, 2013). You do not have to be a clinical psychologist to figure out how devastating negative comments can be on a child. A negative note such as the one I mention sets that child on a path of low-expectations by the school's staff. The teacher's words carry a long-lasting affect as notes such as these get passed along to the next year's teachers. Moreover, the student starts to view herself as different and might even accept the label as the "bad" kid. "Low self-esteem or lack of confidence leaves students doubting their ability to succeed, making them hesitant to engage in learning or take appropriate academic growth risks" (Students experiencing low self-esteem or low perceptions of competence 2021). This situation bothers me extremely because I know first hand the long-term affects these type of words can have on a child. For 21 years of my teaching career, I worked with "at-promise" high school seniors at a low-income, high needs school. Sadly, some of my students were so disillusioned with their education they had given up on the idea of getting a high school diploma. "Naw, Ms., I ain't gonna make it to graduation. But thanks for trying." I remember one of my students saying the 1st week of his senior year. I wondered when this child gave up on school or more importantly, when our school system gave up on him.
So, what can teachers do during these challenging times to change student perception?
1. Show that you care- Carl Jung, renown psychologist, once said, "One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings." Because I live in the same community where I teach, I often encounter many of my former students. I cannot express how joyful I feel when a student excitedly comes up to me to say hello. "Do you remember me, Ms. Garcia?" They eagerly ask. They often remember how I made them feel and how much fun they had learning in my class. "Do you remember when we acted out scenes from Lord of the Flies?" Never have I had a student tell me about a great worksheet I once gave them or a memorable quiz they once took. Instead, they remember a feeling of safety, of belonging, and of knowing that their teacher believed in their highest potential. Teachers, and yes, even subs, should be positive and show with both their words and their actions how much they care for students.
2. Use humor- Yes, even though it feels like a Demogorgon is roaming around in your class causing havoc and destruction, keep your attitude light and jovial (okay, except if kids are in danger, of course). This past year, I had a young lady who dropped the F' bomb after each sentence. At times, she would raise her voice and tell the class what she did over the weekend using very inappropriate language. I never yelled. Never publicly scolded her. Never called security on her. Instead, I would calmly walk over to her desk. I would bend down and very softly and tell her, "I appreciate your descriptive vocabulary, but let's try to repeat your story without such flowery language." She would laugh and say, "Ms., I'm trying." I knew she wanted my attention, and I also knew from experience and research that by giving her public attention, whether it be positive or negative, I would reinforce her behavior. Instead, I wanted to model how to stay calm, how to use language for a school setting, and at the same time send the message that I wanted her in my class. "If a teacher gives attention to a student for prosocial behavior, such as raising them for good work, then the student is more likely to do similar good work in the future. If a teacher gives attention to a student for problem behavior, such as reprimanding them for disrupting the class, the student also may be more likely to repeat this behavior--especially if this is the only way to get a teacher's attention" (Science Daily, 2016). I often tell teachers and subs, kids can see right through adults. It's like they have superpowers and know genuine love and understanding. Each time you send a kid out to the office rather than take the time to understand what he or she is dealing with, you send the message that you don't care. That student will only come back with more resentment and anger-a recipe for more disruption in your class.
3. Make it interesting- "Engage the students' interests by setting them up for success: give them specific tasks at which they will excel..." "Engage students in a conversation about their interests, and point out students' skills privately" (Students experiencing low self-esteem or low perceptions of competence 2021). If students are acting out, teachers should first look at the lessons and activities they are assigning. Yes, I know that teachers are not hired to entertain students; however, it is our job to differentiate for the particular needs of our students. If I know my students well enough, I can tailor my lessons to ensure that they are engaged with the material. For example, the other day I had to sub for a kindergarten class. The teacher left a lesson plan, but I knew there was going to be some spare time. From my experience, when kids are bored they tend to act up. So I quickly researched How-To-Color Christmas themed images on YouTube and had the kids practice their drawing skills. Similarly, I am an avid learner, so I equip myself with lots of info on what kids like- from the newest Anime videos to who's popular in the music world to keeping up with the latest sports stats. This is all thanks to my three teenage kids I have at home. Now, this type of info gathering might be very time consuming, so instead, you can ask your students in the classroom what they are into. "Hey, so what are you all doing for winter break?" "Tell me about your school." "Can anyone recommend a good place to eat around here?" "What is more, teachers when communicating with pupils send them intentionally or unintentionally verbal and non-verbal messages, which pupils receive, consciously or unconsciously. It makes them feel 'real or unreal, accepted or rejected, valued or scorned, understood or misunderstood, humanized or objectified'" (Sieburg 1985). For older kids, I show a few short films to analyze such as "Alike" by Rafael Cano Mendez and Daniel Martinez Lara or "The Present" by Jacob Frey. These garner great conversations on being different and accepting ourselves as we are.
There are many unknowns in our world today, and our students are feeling lost and confused. Some might be dealing with economic struggles, illnesses, and death. That is why we, as classroom teachers, must equip ourselves with patience, inner peace, and love for our craft and our students in order to survive. We must count on each other, just like the band of kids from the hit show Stranger Things, acknowledge the uniqueness of our students, and, if needed, use our superpowers to quiet the storms in the lives of our students.
American Psychological Association. (2021, August). Students experiencing low self-esteem or low perceptions of competence. American Psychological Association. Retrieved December 13, 2021, from https://www.apa.org/ed/schools/primer/self-esteem.
Language learners’ attitudes and beliefs: Brief review of ... (2013). Retrieved December 13, 2021, from http://www.ijonte.org/FileUpload/ks63207/File/06a.hosseini.pdf.
ScienceDaily. (2016, August 8). Negative attention from teachers can lead to more negative student behaviors. ScienceDaily. Retrieved December 13, 2021, from https://www.sciencedaily.com/releases/2016/08/160808150536.htm.
Sieburg, E. (1985). Family communication. New York: Gardner Press
