Although in the moment it doesn’t seem like a big deal, accepting less than what you ask of your students is a form of failure. It’s a lowering of standards that communicates that you don’t mean what you say.
It tells students that they can’t, that they’re a lost cause not worth fighting for.
Many teachers spend every day moving from one failure to the next, which is—make no mistake—absorbed into the heart and psyche of every student.
Some examples:
Talking over students.
Allowing poorly performed routines.
Conceding shoddy work.
Tolerating disruption.
Ignoring off-task behavior.
In fact, moving on in the face of any deviation from what you expect is inviting an accelerating decline of standards.
If not nipped in the bud immediately, and reaffirmed or retaught, the result is a worsening of behavior and performance. The argument against such precision, of course, is that you don’t have the time to fix every instance of poor or failed execution.
The opposite is true.
Nothing saves time more than well-done routines, transitions, activities, group and independent practices . . . you name it.
Moving from one success to the next also grooves the habit of excellence. It allows you to continue to raise the bar instead of continuing to lower it out of necessity.
Demanding success, no matter what it is, is the secret to extraordinary teaching due to its transference to everything you do. However, it can be a disaster in the hands of a teacher who doesn’t first set students up for success.
This is key. Your students will never give you what you want if they don’t know what you want. You must teach it.
Here’s how:
1. Be highly detailed.
Details are interesting to students. The more specific and exacting you are, the more readily students can picture themselves performing well.
Details also leave nothing out and nothing to chance. It’s comforting to students to know everything they need to know to succeed. No guesswork, just freedom to focus on doing.
2. Model.
Nothing is more effective in communicating your expectations than modeling. It shows students in the clearest way possible what you want.
It also allows you to test their understanding by asking individual volunteers and groups to model after you, which proves to them and to you that it can be done.
3. Remind.
Reminders after misbehavior are always bad (enforce a consequence instead). Reminders before misbehavior can happen are good and most effective.
It’s just smart teaching to review your behavior and academic expectations, and check thoroughly for understanding, before sending your students off on their own.
4. Redo.
If in the rare case your students perform poorly after following the steps above, stop immediately, rewind back to the previous transition, and start again.
You must hold firm to the message that you will never accept anything less than excellence. This doesn’t mean treating students like soldiers (your routines can be as relaxed as you like).
It means you expect your students to perform how they were taught.
5. Double-check.
It’s best to over-teach, review, and remind than to do the opposite. Try never to send students off unless you know they will succeed.
If you have any doubt, then wait. Model again. Reteach. Make them prove to you with personal whiteboards, assurances, nods, thumbs up, etc. that they get it.
Only then will you give your ‘Go’ signal.
Universal Desire
Never moving on until you get what you want saves weeks and months of time otherwise wasted on interruptions, lazy distraction, and bad performance.
Once you develop the reputation for accepting only excellence, then that’s what you’ll get. Success begets success. It becomes a habit and a feeling students crave.
It gives them purpose and meaning. It’s addicting and intrinsic. Plus, over time it takes less and less work from you to ensure it.
Your unwavering commitment transitions at the start of the year from a hassle students may resist, to a drive that becomes part of who they are. The desire to be part of something special is universal.
Belonging and connection to what is good and uncommon is exhilarating. It’s not always easy, but it’s always worth it.
For you and for your students.
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I only substitute teach, but have been para and substituting same students. I have seen students that when working on same stuff from 3rd grade to 5th are still not getting it. I have seen them struggle and I do go by the keep on modeling till they get it. But it seems as if teachers just move on. Then they struggle through same struggles year after year.
Do you model even for high school students? Does providing detailed modeling give the perception or idea to students they are not able to think for themselves and must be shown?
I teach hospitality, and as an example, do I have to model to students moving quickly from the handwashing sinks to standing in front of the demonstration table quietly, waiting for the demo to begin and not chatting with their classmates? I have had students repeatedly chatting waiting for everyone to gather so I can begin. If they are chatting, I stand quietly at the demo table, waiting for them to stop. They know they are to be quiet, so I don’t say anything, other students know and they tell them I am waiting. Should I send the whole class back then to the classroom and make them come into the kitchen again?
Yes. I used to teach typing in high school and they redid each procedure until it was perfected. As well as being good for job training, it’s also safety issue more than anything and this I would point out.
I would be careful with high-school students. You have to be more aware of their ego and you don’t want to turn yourself into a laughing-stock if they perceive redoing a routine as childish. A more subtle approach may be better. I just quietly write down names of those who are calling out and then deduct points from their grade average. My students know that I’m going to do it because I explained my system thoroughly before, so there are no surprises. They also notice what I am doing and instantly quiet down. It is just more respectful and not so in your face. With younger groups I have no qualms about making them redo it.
I would think one would tailor their procedures and routines to the appropriate grade level. I’m a K-12 teacher, and I use a lot of these techniques, but the verbiage or specific “routine” will be different in kindergarten than it is with high schoolers.
Hi please assist me with my classroom is grade R. Iwant when learners come next term to fill the classroom
Very good for every teacher. I commend the writer. Keep it up.
Hi Michael,
I just wanted to let you know that your blog and books are transforming my classroom management skills. Some days are still hard, but I can confidently say, since implementing your strategies or keeping your words in mind, I catch the strategies becoming natural and I am now able to enjoy the act of teaching much more (and I am a French teacher, engagement is sometimes difficult). Thank you so much and I look forward to reading your future content! If you were ever to provide workshops or something of that nature, I would be so eager to participate.
All the best!
-Katherine
It is a fact that teachers and tutors have to be rolemodels for students. This includes motivating, engaging, being positive about education outcome.
Michael I find all your posts so helpful and transformative. Thank you.
I’d love your input on the topic of school attendance and punctuality. It’s an area we work hard on but I’m not sure if rewarding attendance is right! Also since Covid it’s dipped dramatically. There is some improvement in my school but nothing like where it was at before . I hear from others that it’s the same in their schools
Kind regards, Catherine Feely