I was talking with fellow specialists recently and our conversation revolved around the topic of How Do We Get Into Classrooms of Teachers Who Won’t Let us Work With Them? We shared our strategies, our war stories, our frustrations, and our dreams. We all agreed that there are three reasons that teachers will not accept our invitations to coteach:
a) fear of technology
b) overwhelming stress of keeping with the pacing guide
c) fear of test scores
I get three types of reactions when I share ideas:
a) That smile that says, “Please leave now,” as there is no intention to change their ways;
b) The door is thrown wide open, arms extended, and they say, “YES! Please come in!”
to
c) being invited in once a year.
When I was a classroom teacher, I would have thrown my door wide open to any specialist who offered to come in and help. I feel sad when I see a teacher stressed, needing help and assistance, are offered help, and say no to help. When I ask why, I often hear (as do my colleagues), “I have to get them ready for the test/Benchmark/stay on pace.” Just recently I saw a teacher reviewing for Benchmarks and was thinking, “I have an awesome lesson for this that would guarantee student recall!”
Three teachers recently fell in the category of “a” above: Mr. Haugen, Mr. O’Donnell, and Mrs. Allen. Mrs. Pennington and I offered to teach a frightfully boring and discombombulated SOL–US History 6c–to these teachers, and they said, “YES!”
As we started the lesson, I asked the class how many absolutely loathe Social Studies, and most hands went up (nervously, I must say). I asked why, and one student up front said, “Because it is soooooo boring! We have to listen to fact after fact!” and another said, “Who wants to hear about people?” I grinned and responded, “Well, you’re not going to be bored today! Our lesson used the Promethean Board, Inspiration, and Microsoft Word, along with some great acting from our principals. We set up a Starburst economy, and as we progressed through the SOLs, students were required to pay taxes for their graphic organizer, for the upkeep of visiting teachers, and also for the juice break. The principals, playing the Royal Governor, stormed into the classroom and scolded us for letting students taking a break (”This is MY building, not yours, and I better see these students in their seats NOW!”). The students couldn’t believe the teachers were getting in trouble! We tied all activities in with the colonists, comparing what was experienced in class, and we had that “A ha!” look in everyones’ eyes. What did we learn?
1) We had 100% of the students on task and engaged with class discussion. For example, when asked the question about the Governor, one student said, “Like Mrs. Bright!” and “Then that means Dr. Stuckwisch would be like the King in England!” Light bulb moment!
2) The SOL came alive, for students were able to relate their frustration and dissatisfaction with losing so many Starbursts like the colonists did with the Stamp tax collection. “Dude, they must have been furious with the British!”
3) Recall was quick. Instead of recalling menial SOL facts, the history came alive, for students had just experienced taxes first hand.
4) Students were EXCITED about the lesson. Proof? Students normally seen as “troublemakers” did not have to be spoken to ONCE.
5) Classroom management was better. Once, when students were noisy and not coming back to attention, all I had to say was, “Do I need to collect a talking tax????” The response was IMMEDIATE: zero noise.
6) Students were still discussing the lesson with the principal at the end of the day, and he became the instructional leader and not the disciplinarian. Isn’t that what they’re supposed to be anyway?
Interested in seeing the templates? Check Lisa’s blog at http://ppsblogs.net/lisapennington.
As always, remember that specialists are here for you, the teacher!
