When I was a first-year teacher, I thought my second year of teaching would be unimaginably easy. By year two, I reckoned, I’d have it all figured out: a year’s worth of lesson plans and perfect systems for grading and classroom management. As a result, I’d have all kinds of free time on the weekend.
Of course, that wasn’t the case. Sure, a few things were easier, but every year brings new kids, new ideas to try out, and new “asks” of educators. And then there’s simply the pursuit of excellence: as a teacher, Sundays were about reading over student work and planning. I learned to be more efficient, but I spent the same amount of time planning because I was always learning how to teach better.
The same goes for being the founding principal of a school. Continue reading
Student tracing a sketch in art class.
This week, two girls had a fight in the cafeteria. We found that it had been instigated by other students, and stemmed from unkind posts on social media.
The issue for me wasn’t the fight; we quickly broke up the fight and held a mediation between the students involved that was successful. The issue was that a large number of our 9th and 10th-grade students cheered on the fight.
Earlier in the year, we had spoken to our students about integrity and how it relates to not encouraging a fight. I was disappointed that the students had cheered on the fight until a friend reminded me of “rubbernecking” in traffic: “That’s just what people do. Remember how in traffic, people slow down when there’s a car accident because they want to see the accident. It’s not always because they actually need to slow down, it’s just that human curiosity.” Continue reading
Students at the High School of Language and Innovation collaborating in science class.
The first week of school, I learned that most of my students didn’t know the word “integrity.”
As a tone setter, my assistant principals and I visited classes and did a presentation around our core values: integrity, perseverance, respect, and responsibility. We’re using a new approach, Responsibility Centered Discipline (RCD). In RCD, we coach kids to make choices that embody these core values, rather than simply reminding them of rules. An RCD conversation would go like this: “Jaime, I love when you participate in this class because you have a great sense of humor. Your participation makes a difference. When you stopped doing your work and put your head down, you weren’t showing perseverance. If you can keep showing perseverance and never give up, you’ll not only learn, but you’ll be a role model and leader for your classmates. What can you do when you get frustrated with the work and want to put your head down?” Continue reading