Summer has officially started for me…I spent a final 4 hours in my classroom yesterday getting it packed away.  It may have taken longer than 4 hours (there were many 4 hour stints prior to that day) on that final day yesterday except Windows 7 was being installed on all computers.  Now, you may be thinking, “Yay for Windows 7, but what does that have to do with speed packing?”  But others may be thinking, “What? No computer?  What did Amy listen to?”  And there, my friends, is the crux of the the problem.  Left with no Internet radio, I was forced to dig out a boom box (do people even say that anymore?) and listen to … the radio …  with an antenna (gasp).  Yes, that was the fastest that I’ve packed up for summer in a looong time!

And thus, it was to be that I found myself relishing the first few relaxing moments of summer vacation this morning…watching a marathon of Criminal Minds, of course!  But could I stay away from school thinking for too long?  No, my friends, no.  It all started when Hotch (anyone remember Dharma and Greg?) said: “Sometimes what we don’t do is every bit as powerful as what we do.” [Season 1, Episode 11]

Initiate school thinking now.  One would think that a trip to the Target $1 spot would satisfy the school urge.  But no, I really started thinking when I read this post by Bud the Teacher a few hours later.

Quite often, we model the behavior and habits that we’d like students to emulate.  For example, I will model a form of writing for students before I send them off the carpet to try it themselves.  I model proper etiquette when a student holds the door for me so that other students will do the same.

This afternoon I began to ask myself what it is that I don’t do that may be having a powerful impact on my students?  The first that came to mind (as a result of reading Bud’s post) was that I don’t give tangible rewards for positive behavior and academic excellence.  No candies and gummies here.  Nope, you get a big ol’ smile and congratulatory clap from Ms. Straus.  Clearly, my lack of goodies was noticed by students – as evidenced by this conversation between a Team Straus student and a visiting student during a bingo game:

Student A: What do we get if we win?

Student B: (one of my darlings): A smile and knowledge.

My darlings had received the powerful message that knowledge was a reward.  Good.

But what else don’t I do?  After thinking for a moment I came up with this quick list:

I don’t stop a lesson if students are engaged and the time (indicated on the lesson plan) is up.

I don’t start a lesson if all students aren’t ready.

I don’t expect all students to master material at the same pace.

I don’t pretend to know everything.

I don’t monopolize the talking in a lesson.

What powerful messages am I sending students?  I hope it is that I have a passion for learning that I hope to transfer to them – individuals with their own thoughts, visions, abilities, and passions.

Can you think of anything that you don’t do which sends a powerful message to your students?

And with that Food for Thought – have a great weekend everyone!

Related posts:

1. Student Experts
2. The Music on the Radio Did It For Me. What does it for you?