Free Classroom Resources for Women’s History Month
This site is excellent and contains free resources, lessons and ideas to help motivate students at all grade levels and subject areas.
March 10, 2016
Free Classroom Resources for Women’s History Month
This site is excellent and contains free resources, lessons and ideas to help motivate students at all grade levels and subject areas.
January 1, 2016
By Alan Haskvitz
Autism continues to be a concern for all parties. Perhaps the best way to help with this concern is to communicate ideas and resources. Towards that goal, I have put together some of the most valuable I could find.
First, autism is a brain disorder that impairs the ability to communicate, socialize, and maintain what are considered normal relationships with others. Students with autism may have varied levels of skills, capacities and behaviors. Even the cause of autism is not understood at this time, although medications are prescribed to relieve symptoms. So, you need to treat every autistic-diagnosed student as a distinct individual and take time to read their reports and be aware of any medications and their possible side effects.
The major problem when teaching several students with autism, besides the uneven development in learning, are issues of classroom management, behavior, differentiated instruction, and even how best to use teaching aides.
Finally, you must be attuned to the type of medication our student may be using. A carefully developed Individualized Learning Plan is essential and meeting with the parents necessary to make consistent progress.
Unfortunately, due to its nature, autism success stories are not easily duplicated. Just because one method works in a certain instance does not make it transferable. I recommend you read widely from the resources below and glean ideas that might help your students.
National Autism Center
Offers a great many resources for teachers and parents, including an online library.
The Autism Society
A great organization for families looking for resources and research. They designated April as Autism Awareness Month.
Cindy’s Autistic Support is a link site that provides all sorts of tips and advice for parents and teachers.
An autism blog with how-to articles and more.
Autism on SlideShare
This site provides a list of sideshows that offer insights on autism. This is an exceptional site, but it takes time to navigate the many entries.
Autism and Asperger Syndrome
This site offers the basics, plus classroom ideas. It’s a good primer on these two conditions and resources for helping those impacted.
22 Tips for Teaching Students with Autism Spectrum Disorders,
Handy and essay to follow ideas for educators and parents.
Autism Fact Sheet
From the National Institute of Neurological Disorders and Stroke. This site
presents lots of ideas and explanations that can provide insights.
Read The Autism Teacher
A blog full of good teaching ideas.
Autism Resources for Teachers.from the NEA
October 15, 2015
Teaching or Business: The Million Dollar Question
By Alan Haskvitz
For me, it was an easy choice. The lure of a career in business with its tax advantages, lucrative starting salary, and advancement based on my skills were enough to off-set the “touch the future” altruism of teaching. In economics terms, teaching was an opportunity cost and the benefits of a career in business were overwhelming.
It isn’t that I didn’t feel that teaching was a noble profession and I clearly benefited from having some exemplary teachers, but it didn’t take for me long to figure out that I wanted my own office more than my own classroom.
Choosing a degree in business especially made sense; dollars and cents wise. The classes were always interesting and I could apply almost everything I learned to the real world. Courses in economics, law, and sales promotion all had real life applications. My teaching preparation friends were taking education philosophy and education history classes taught by professors who, by and large, hadn’t been in a classroom in years, if at all. Even their methods classes were usually taught by instructors who had no record of achievement in the classroom leaving my friends having to look back to their days in public school for ideas on how to teach.
Anyway, I digress as the real reason I selected a career in business was money. There was the excitement of closing a deal and almost everything, every day was related to the acquisition of money. Since my parents were hard working, but still quite poor, I wanted to make them proud. Indeed, when I graduated I had five goals for my life. Two were personal, and three were based on money. Even the personal ones ended up being related to my business career. I was proud of my choices. It only took me two years in business to find myself driving a real Shelby Cobra to work, living in a great bachelor apartment, and being able to take two hour lunches. My company was paying my expenses to earn my MBA and I could even work at home at times. I had my office, my secretary, my parking spot, and access to the executive lunch room. Life was good.
So, what would have happened if I would have become a teacher? First, the starting salary. I would be making $20,000 to $30,000 less per year. Yes, teachers are alleged to only work ten months, but they are not paid for the other two months. Worse, I knew that teachers have to constantly return to university to upgrade their skills and meet credential requirements. They were rewarded with slight income increases as they moved columns, but they had to face other realities. First, they had to pay for those courses and secondly, the columns topped out. In other words, even if they were the best teacher in the world they could only make a salary that was designed to be fair for all. Try that in business. Imagine the best salesperson getting the same as the worst or not being able to negotiate one’s own salary based on your accomplishments. The National Teachers Hall of Fame has over 100 inductees all of whom make the same as every other teacher in their district with similar experience and education. Do you think that the inductees in the National Football Hall of Fame make the same as their teammates in similar positions? Business is based on performance. I wanted to be paid for my performance.
As an aside, teachers’ pay money out of their pocket, sometimes in excess of $500, for classroom supplies. Those in the business world would be surprised at that and would ask why your employer didn’t buy what you needed. I found no answer.
So, on average, after 30 years without any significant changes becoming a teacher would cost me well over a half a million dollars and probably much more. But it could be nastier. There is also the uncertainty of teacher retirement plans as some states may not make their complete actuarial payment every year. And, as Time reported, there is almost a $500 billion shortfall for funding teacher pensions and that gap is growing. Of course I didn’t know that when I made my decision to stick with business, but I am not surprised. I wanted to have a more secure retirement based on my own investments and backed by a company I could count on as opposed to elected officials who could be manipulated by the whims of those reluctant to pay increased taxes. Yes, some industries have pension plans that have failed, but I still had the ability to put money into my own retirement plans and manage them myself. I also discovered that in California, as well as several other states, if I was a public school teacher over 66 percent of what I earned working at jobs that paid Social Security would be cut. It is called the Windfall Provision and is totally unfair, but apparently teachers didn’t have the clout to remove this financial punishment. So if I worked at jobs paying Social Security and was scheduled to make $1000 a month at retirement, the government would cut that to $300. If I was married and my spouse had Social Security benefits I would not be entitled to them as well.
I also knew that to be a teacher in California required at least four years of college plus a year of teacher preparation. By sticking to my business goals that amount of money and time could have given me a master’s of business administration and the difference in salary is startling. According to a NACE study, I would be making an averaging starting salary of $70,000 while those students in education averaged a little over $48,600. The master’s degree is worth nearly $12,000 a year more for an MBA and the college costs in time and money are the same. It just wasn’t adding up to select a teaching career especially when it could very possibly cost me a million dollars in lost wages.
Women Leaders Missing
Of course, I knew I would be working longer hours and not have the benefit of a union to protect me. But I also knew that I was confident in what I could do and the possibility of one day being my own boss. This leadership dream is something that is missing in education, especially among women. In an AASA study of the 13,728 superintendents only 1,984 were women even though 72 percent of all teachers are women. Add to that the fact that 75 percent of superintendents did not teach at the elementary level and only 130 were former elementary school teachers. Finally, as most experienced teachers know, coaching provides an excellent step up to administration positions with a sizable majority of superintendents indicating they had a coaching assignment while working as a teacher or building administrator. This was looked at as having leadership experience by those doing the hiring. Having students who excelled in the classroom apparently doesen’t count as much. This results in a quandary as few elementary teachers have opportunities for head coaching assignments. On the other hand, women in business also face an uphill battle with only 14.2% of the top five leadership positions at the companies in the S&P 500 are held by females, according to CNNMoney. It may be of interest to note that by contrast 36 percent of business leaders in the burgeoning marijuana industry are women. Just saying.
An early report indicated that since 1996 teachers’ salaries have risen one percent and business majors 12 percent, according to a study by Sylvia A. Allegretto and Sean P. Corcoran (1). In terms of comparing wages for those with similar education, the authors found that since 1979 teacher wages relative to those of other similar workers have dropped 13.1%. And, when comparing those with comparable skill requirements such as accountants, reporters, registered nurses and inspectors, teachers earned 14.1% less when comparing hours worked.
The cost of teacher benefits is also a concern. Since 1994, the disadvantage in wages has not been offset by improved benefits, according to the Allegretto and Corcoran study. For example, teachers in 2002 received 19.3% of their total compensation in benefits, which was more than the 17.9% benefit share of compensation of professionals.
As a teacher I would have to work about 190 days a year. That would leave me significant time to get another job, travel, or upgrade my skills as a teacher. That was a potentially awesome benefit, but I knew there was more involved. This was proven in a study by the Organization for Economic Co-operation and Development that shows that American elementary school teachers spend more hours actually teaching students than peers in any other surveyed country and the fact that teachers frequently have to spend their vacation time taking classes to maintain their certification. SchoolsMatter reports that 62 percent of teachers have other jobs. The New York Times repeats this figure.
Administrators Can Have it All
There is a bright side for teachers. If you become an administrator you are richly rewarded. Even at an average sized middle school, the principal can earn more than a nursing administrator running a large hospital who is responsible for supervising more staff, clients who are sick, dying, or worse, and also evaluating personnel. The rewards for administrators are even better if they reach the superintendent level. In fact, being a school superintendent is truly a gift from the benefit gods when it comes to income. In one California school district with very few problems the salary and benefit package was over $250,000, which could provide a lifetime retirement of over $130,000 per year after 30 years in education and Fox Business reports that superintendents in 12 states make more than the governors.Sweet. Of course that is the exception. However, in the business world I knew that if I did well I would be rewarded accordingly or I could find better opportunities elsewhere. A teacher has to deal with step and column.
As for stressful jobs, Salary.com ranked teaching as the 10th most stressful occupation. So those vacation days apparently are both coveted and needed by educators. I mean to be in the same category for stress as military personnel, fire and police, and surgeons does shed some light on the importance of teaching and its demands.
The average turnover for all teachers is 17 percent, and in urban school districts specifically, the number jumps to 20 percent. The National Commission on Teaching and America’s Future estimates that one-third of all new teachers leave after three years, and 46 percent are gone within five years.
There is a different type of pressure in business. Essentially, it is to stay viable. Usually that means solvent. Either you are trying to stay in business or helping someone stay in business by doing more business. The pressure is difficult to assess as some companies treasure their employees and others try to squeeze them dry. Long hours and pressure from above are not unusual in the business. However, if you are good at your job the financial rewards usually come or you can start your own business or take a chance on moving. Teachers may find themselves literally stuck in a job if they find that their years of experience don’t count at another district when they try to leave.
Another concern when making a career choice is what you face on a daily basis. In the business world that could mean facing customers, designing plans, making changes, checking spreadsheets and more, but it does not mean facing 20 to 200 or more students and their parents on a daily basis. Customer complaints are usually dealt with an apology, a return of funds, or a force of denial. Legal action can be brought as well. A teacher has to answer to something that was said or done from the standpoint of an eight-year-old. Conferences with a parent, child, teacher and administrator are legendary. In many cases the story told by the child is denied by the teacher with an explanation. Whether it is accepted or not is based on the way the administrator backs up the teacher or parent. It could go either way with the administrator trying to stop the allegations from going to his or her superiors and the parent seeking redress or removal of the child from that teacher’s classroom or even the district. In the business world decisions are usually made on a dollars and cents basis. In education such objective evidence is seldom seen.
Education that may not pay off
A teacher who wants to become an administrator must go through an administrator education program. These take time and require financial obligations. The result may not even result in their selection as an administrator. The MBA may take additional courses, but they make the individual a more attractive candidate for future jobs. In education a candidate with “too much” education could be considered too expensive for a school district. Filling a job with the least experience, qualified teacher is an interesting corundum for a school district. Given a choice, would a district hire the most experienced and educated candidate or the least expensive?
Sadly, an individual who had an administrator credential, two bachelor degrees, and a master’s degree went to a California beach community and applied for the job. His background was impressive and filled with accomplishments. Every month he returned to check on his application as he knew the district was hiring. Knowing he was driving a long distance to make these visits, a secretary took pity and told him that he was never going to get hired because he was too expensive for the district. They were looking for new teachers that cost less. The word on the street is get the job first and afterwords go back for your advanced degree.
Schools of education are staffed by well-meaning professors who are usually far removed from the classroom and may be involved in the “publish or perish” syndrome in some cases. A successful classroom teacher is seldom chosen to teach at these institutions even though it was recommended by the national accreditation program. The result is classes are that are more theory with application of methods and curriculum classes awaiting student teaching assignments. The student teacher mentor who assist these future educators may not be the best for them. What are the requirements for these teachers of teachers? Do student teachers evaluate mentor teachers? Are student teachers left in the classroom to fend for themselves as the master teacher takes the time to float around the campus after a couple of weeks of observation?
Interestingly, the leading causes of teachers leaving the classroom is a lack of respect and support. How to deal with these is never mentioned in any teaching preparation program I have found. In the business world if negative data such as this was provided there would be an immediate reaction to stem the loss. When W. Edward Deming went to Japan to help that country’s manufacturing industry he came up with a multiple point plan. This plan was implemented and enabled great improvements to be made. How many of these do you think school administrators would be willing to make to improve education and teacher retention?
Create a constant purpose toward improvement.
Adopt the new philosophy. Be prepared for a major change in the way business is done. It’s about leading, not simply managing.
Stop depending on inspections.
Improve constantly and forever. Emphasize training and education so everyone can do their jobs better. Encourage staff to learn from one another
Provide a culture and environment for effective teamwork.
Don’t simply supervise – provide support and resources so that each staff member can do his or her best.
Be a coach instead of a policeman
Figure out what each person actually needs to do his or her best. Emphasize the importance of participative management and transformational leadership.
Make workers feel valued, and encourage them to look for better ways to do things. Ensure that your leaders are approachable and that they work with teams to act in the company’s best interests.
Eliminate management by objectives.
Provide support and resources so that production levels and quality are high and achievable. Measure the process rather than the people behind the process.
Reading through that list it is apparent that education could learn a great deal from business. When I was visiting Baylor University I saw such an education leadership class using a business textbook. It was refreshing and certainly shows that the two fields don’t have to be mutually exclusive.
Knowing the financial deficits in teaching and the stress it is no wonder that the teaching occupation is stuck with George Bernard Shaw’s Man and Superman quote, “Those who can do, those who can’t teach” label. Is that true, hardly. But it is used consistently when people brow beat teachers with such half truths as you don’t have to work holidays, you get great benefits, you have a guaranteed job.
Again, more negativity toward teachers. In fact, outside of lawyer jokes those about teachers are the most vindictive. Why is that? Perhaps it is because teachers deal with millions of students every day and it only takes one remark or action to taint the whole bunch. Or perhaps it is because business people are trained to protect themselves. They can take classes in business law, public relations, sales promotion, and offer incentives to the public to praise their work. When a firm donates something it is usually in the newspaper and on social media. When an educator donates their time it is seldom mentioned. Teachers don’t trumpet their successes, business leaders do.
So the decision to choose teaching over business can be boiled down to one main question: Is it job security over financial gain? Once a teacher has tenure they may be set in that job for life providing the educator follows the rules. In business there is no such security blanket.
Stress, chances for leadership, a desire to serve society, working less days, and the difference between a gold watch and a crayon written thank you note can’t be measured in terms of dollars.
And, yes, I choose education after a brief fling in business. I still have the crayon note and I treasure it more than the million dollars. Did I just say that out-loud?
About the Author: National Hall of Fame teacher has accumulated over 30 state, national and international awards based on the success of his program. His work have been featured in books, periodicals, and on electronic media. He also worked in business. He is retired and does inservices.
(1) Sylvia A. Allegretto. Sean P. Corcoran American Economic Review and the Journal of Policy Analysis and Management.
August 18, 2015
Online Educational Games
by National Hall of Fame Educator Alan Haskvitz
Games are an interesting way to teach concepts and provide rigor. They also enable early finishers to challenge themselves. Here are a few of the better sites.
146 Educational Games
English and Mathematics
You need to registr
Alpahabet Related Lessons
Games and Puzzles by Subject Matter
Primary Level Games
Very popular site with a lot of content
Mixed Subject Matter
K-12 online games revolving around subject areas
Math and English Games
Huge link site using apps
Educational Web Adventures
Science related links by topic, grade level
Science and wildlife oriented.
Sophisticated science games — mainly physics
“This site contains interactive plasma physics topics, ranging from electricity, magnetism, energy, and fusion. Please visit the “Virtual Tokamak” and our “Virtual Magnetic Stability Module” to learn about Plasma and Fusion Containment. “
NLVM for Interactive Mathematics
Terrific interactive math site with great learning activities — this is a must visit.
August 7, 2015
What the Worst Teachers Can Teach Us
Al Haskvitz – National Hall of Fame Teacher
I was blessed as a teacher by having some of the worst teachers as role models, and that includes public school and college. Each one of these enabled me to learn what not to do as a teacher and can provide others with ideas on how to improve their teaching.
This article isn’t about sour grapes, it is about turning negatives to positives and that is what we can learn from bad teachers. I am sure all of us sat through courses where the instructor lacked the basic skills to teach. It was boring and frustrating and sometimes we paid with low grades. The point is that we can learn from these weaknesses to make ourselves better teachers. Call it turning negatives into positives.
In high school I had the worst geometry teacher imaginable. He had his favorites, and I wasn’t one of them. In the end he won because I failed the class. I took the class in summer school and received two A marks for the same material. The difference was that one teacher wasn’t a teacher and the other took the time to teach. I took a summer school class in literature from a teacher from the Claremont Colleges while I attended Cal State. He assigned each of us a book of his choosing. At the end of the class we wrote a review. He gave me a C, a failing grade for a graduate student. The day I got the paper back I went to talk with him. He had left on vacation. Oh, the reason was for the low mark was that he thought my work was copied. It wasn’t, but he didn’t care to ask me. Thus the first lesson learned is that teaching is to care about your profession. You are a professional.
The best way to learn is from good role models. If you find them in your teaching preparation program, you are in luck. If you have a choice, try to enroll in those classes taught by practicing teachers who have been successful in the classroom and are familiar with current state testing and standards. The worst teachers had one thing in common and that was they had no idea what good teaching was and didn’t bother looking, because they felt they were doing a fine job.
Be warned, student teachers, that this is your best chance to see some noteworthy role models. Don’t take the easy way for your observations and visit convenient schools or friends in the profession. Search out the best to be the best. So lesson number two is take the opportunity to look at what quality teachers are doing. At conferences attend those sessions where classroom teachers are presenting. When you are given a professional development day, see if you can visit other schools. If this fails, I highly recommend something I have learned a great deal from. I give the students a letter at the end of the year and ask them to send it me after they complete their next year of study and tell me what I could have done better to prepare them. They don’t have to sign their name, either. Although the return rate is only about ten percent, the results are valuable. Yes, you get thank you letters, but more importantly I learned that my grade structure was too complicated (I was giving points), so I changed all of these to become a better teacher.
Remember sometimes there is a difference between the best teacher you ever had and your favorite. Analyze why you feel that way. I was doing a television interview in Canada and one question I was asked is what is the difference between the two. I explained that they needn’t be mutually exclusive, but in the main the best teachers taught you lessons you could apply long after you left their classroom and the favorite teacher had a class that was fun. I frequently read statements from students writing about a teacher’s class that was “so much fun.” When I ask them why, it was usually because it was easy. A middle school expert once told our staff that he could tell the best teacher on any campus because that is the one the students complained about the most. And the complaint? Too much work. Being easy isn’t always being good for the student. So to be a better teacher, make a list of the traits of your best teachers and try to emulate those as best you can. The lesson here is to separate your favorite from the best.
Another negative experience I benefited from was having teachers who isolated themselves in their subject. I don’t mean they kept the door locked, but they didn’t make their subject applicable to life and other subjects. It was simply a matter of memorization. In junior college I had a teacher whose final was to put 100 historical events in order. That teacher could have been replaced by a computer program and the learning would have been the same. So the next lesson is don’t isolate your subject from life.
Next lesson is not to isolate yourself in the classroom. Sharing questions, ideas, and asking for help won’t reflect negatively on you. Making friends with the classified staff is a must. They know what is going on and can provide valuable assistance in how things are done. Poor teachers don’t make themselves available. They hide in the staffroom. One of my teachers was never available for help. He told the class that his job was to teach during school hours. After school he went out to coach the football team. If you weren’t on the team you were out of luck. In the years since his attitude became a topic of conversation at every reunion. His ears must be burning, but more importantly he lost an opportunity to help, which is what good teaching is all about.
There was no shortage of teachers who had favorites and sometimes that created a problem for the student. To avoid this be fair to all your students, but remember that they are not your buddies. Understanding them and having compassion for their situation is to be encouraged, but be aware that such “friendships” may be taken differently by the student. I don’t allow late work unless there are circumstances that the students cannot control. If they wish to turn in late work, that is fine because it is a learning experience. However, they receive no credit because this is also a learning experience.
Every day might have both negative and positive events. Celebrate the positive and learn from the negatives. If a parent’s comments leave you down, consider what you can do in the future to alleviate that feeling. Use the word challenge instead of problem. It helps eliminate negative feelings. Good teaching isn’t easy and that is why it is important to have a mentor at the school to discuss these matters with. Above all, stay away from those who consistently are negative.
All too frequently I had teachers who were interested in their subjects, but didn’t have the versatility to relate the subject matter. They were knowledgeable, but transferring that ingredient to the students was lacking and so the motivation dipped. To avoid this I recommend you continue your education, taking courses in a variety of areas – based on what you can afford – can be worthwhile. Skip the basket weaving, but the one on world cultures might be of interest, and how about business law? Education is a lifelong quest and being intellectually curious can help you “reach” students better by helping them make connections.
While in college, I had a professor who could not find my term paper. I not only handed it in, I gave a presentation with it. The point is that being disorganized isn’t the problem, the problem is not having a system in which student work is documented. If you teach nearly 200 students, as I do, this is no easy task. But I have developed a system that works well and includes recording the date the assignment was handed in and a note if it wasn’t completed correctly. It takes time, but it also enables you to see trends and to gain insights into the personalities of your students. Thus lesson number 9 is: be organized.
There was a German teacher who thought he was good at teaching, but poor at discipline. He would rather tell a joke and be the students’ friend. As a result, those students who struggled weren’t given the extra help as he entertained the class. It is essential that you have a good sense of humor, but it is also essential that you know when it is time to be serious. This teacher hadn’t mastered that vital trait after decades in the classroom. So, the lesson here is from the first day of school make sure that the students know how the class is run, the grading and homework requirements, and when you are available to help them outside of class.
Make your procedures clear and be consistent. I write homework assignments a week in advance on the board and have them write it in their calendars. I post instructions on the board and leave them there for a few days. When students come into the room they get out their notebooks and get ready to work. They are told to use pens, how to format their papers, how to take notes using the Cornell method I have modified, and what the attendance and tardy rules are and the consequences. I post them and the discipline rules on the bulletin board.
Next, have the students fill out an information card with their interests, parent contact numbers, and any other data that you
may need. Keep them in a file. Finally, during the first week of school contact every parent by email or phone. During the Back to School event have a handout with the rules for the parents to keep. Also list what the state requirements are for the class and how to contact you.
Lesson 12 is to show interest in the student. I remember in elementary school, students would bring in things that interested them, including a fair amount of insects, snakes, and other creepy crawlers. The teacher showed great disdain for these and lost an opportunity to reach the student. After a while the students didn’t even bother showing them to the teacher, but found the custodian who would tell them about their care, what they were, and whether the “find” should be kept or released.
A book written about teaching in a tough New York school showed how a teacher used rodents to provoke student interest. In my class a bullied student brought in a caterpillar in a container. I let him keep it in the room and other students found it and asked him questions. He soon became the expert and the bullying stopped. Showing interest is that powerful.
There was one teacher who was quite likeable and he loved the theater. His class was enjoyable, but there wasn’t anything of substance offered. He would come dressed up in period costumes and give a performance that provided insights into that character’s thoughts. The problem was that the lessons were like a primary resource. They were interesting, but unless you had the background the value was quite limited. The idea certainly has merit, what was needed was a proper setting and more pre- and post lessons to put the presentation into focus. So the next lesson is to put yourself in the student’s position. What are they going to learn from your lesson and how will you know whether they did learn?
Next up: communicate who is in charge. Move around the room as the lesson permits. Some teachers never leave their desk, but somehow know what is happening in the classroom. Take your pick. Which ever method you choose be alert. Some teachers know when the bell is about the ring as the students put books away in anticipation of their escape. These teachers are allowing the students to dictate the use of time in the classroom. Poor teachers let the students run the class whether it is to allow one student to dominate or to allow the students to leave when the lesson needs a conclusion. Make it clear from day one that you are the decision maker and their friend, but not their buddy.
Lesson number 14 is not to hold a grudge and always give the student a choice. In high school my friends were going to Las Vegas to play a game. I wasn’t good enough to make the team, but I wanted to go anyway. So I ditched school and went. I was prepared for the consequences. There were none. The counselor heard my story and wrote on the unexcused absence form “not truant.” I took it to every class and teacher and they simply accepted it, except one. He asked where I was and I told him. He called the counselor and the coach and expressed his outrage. At the end of the year he gave me the lowest citizenship grade possible. How dare I miss his class. I never understood why, but it was clear that this one incident had alienated him and he wasn’t going to let me forget. If I student does something wrong give him an opportunity to make it right, but make sure he or she knows the consequence. And, don’t take comments students say about you personally. If that means letting the moment pass so be it.
Finally, poor teachers probably got that way because no one bothered to show them how to improve. You should always be willing to listen to ideas and never quit going extending your education.
About the author
National Hall of Fame teacher Alan Haskvitz has been selected one of the nation’s most outstanding teachers six times and has been featured in books and in the media. He gives inservices and speaks at conferences nationwide. Read more about Al Haskvitz, https://en.wikipedia.org/wiki/Alan_Haskvitz
List of Awards