6 Teacher Personality Traits That Make Classroom Management More Difficult

A repost from an article by by MICHAEL LINSIN on JULY 2, 2011 imageIf you’re struggling with classroom management and wondering why, one of the first areas to examine is the personality you bring with you to the classroom.

Many teachers become different people the minute their students walk through the door. Sometimes this is a good thing—if being around students makes you brighten like a Broadway singer or become as preternaturally calm as a mountain lake.

But for the vast number of teachers, the presence of a large and active group of students can, at least to some degree, bring about personality traits that are detrimental to classroom management success.

The good news is that with a simple two-minute routine you can condition yourself to eliminate those traits that work against you, and replace them with those that work in your favor.

The following six teacher personality traits make classroom management more difficult. You’ll do well to leave them outside your classroom door.

1. Impatience

Impatient teachers talk fast, move fast, and tend to either look the other way in the face of misbehavior, or react emotionally to it. They rush through lessons, gloss over instructions, and out of necessity have lower expectations for students. This produces a restless, excitable classroom that is primed to cause trouble.

2. Quick To Anger

A single flash of anger can undo weeks of rapport building with your students. When you yell, scold, use sarcasm, or otherwise lose your cool, you distance yourself from your students and undermine their trust and respect of you. You become less approachable, less likeable, and less influential—all critical keys to creating a well-behaved classroom.

3. Pessimism

Teachers who are pessimistic in nature are unable to create the well-behaved classroom they desire. Negative thoughts, feelings, and attitudes about students—particularly difficult students—are impossible to hide. They reveal themselves through your words, body language, and tone of voice and make building relationships with them an impossibility.

4. Irritability

Irritability (grouchiness, moodiness) communicates to students that they can’t trust you or depend on you. It creates resentment, confusion, and instability. It also causes you to be inconsistent—both with your classroom management plan and in your interactions with students—leading to more frequent and more severe misbehavior.

5. Overly Sensitive

Teachers with thin skin—those who take misbehavior personally—inevitably, and often subconsciously, seek revenge against their students. They can’t help themselves. Out of their resentment and spite they make the kind of classroom management mistakes like yelling, scolding, and holding grudges that result in a spiraling of student behavior.

6. Easily Frustrated

Frequent sighs, rolling eyes, red-faced lectures. Outward signs of frustration can cause enveloping, knife-cutting tension in your classroom. When you allow students to get under your skin, it not only makes your classroom unnerving and unpleasant, but it causes students to challenge your authority and test you whenever they get the chance.

An Open Letter to Administrators

  Source: Justin Tarte

 

imageDear administrators,

We have a lot of respect for what you do. Your job is extremely difficult, and there are lots of aspects of your job that we don't fully understand. Your ability to lead an entire staff and student body is frankly amazing, and more importantly, you always seem cool, calm and collected. There are times where we would love to have your job; there are other times where we couldn't imagine having your job. Your job is definitely not an easy job, but as teachers, here are a few things we would like you to keep in mind:

1) - When making decisions that are going to affect our classes or our students, we would really appreciate it if you would ask for our opinions and feedback first. We know you can't ask for feedback for every decision, but more often than not would be much appreciated.

2) - Will you please come to our classrooms more often. We are really doing some awesome, innovative and creative things with our students, and we would love to share our experiences and successes with you and our staff.

3) - It would really mean a lot to us if you would participate in our professional development days. As Educators, we all need to be lifelong learners, and the staff would be quite receptive if you were learning side by side with us. We know your presence can skew the way some Educators respond, but we feel that would only be temporary until your presence becomes common practice.

4) - Can you please refrain from blanketing the entire staff with a punishment/lecture when the problem lies with a small group of Educators, and not the entire staff. Just as we don't do this with students, it's not fair to do it with us either.

5) - Your time is extremely limited and you are always busy, but we would really love it if you were more visible in the hallways between classes. Establishing and building a school community are crucial to the school's success, and this is one of the easiest ways to show students and teachers we are all in this together.

6) - It would be much appreciated if you would include teachers, students and community members when developing the building's vision and goals. Additionally, it would be wise to revisit and redevelop our building's vision and goals, as society and the needs of our students are always changing. Lastly, we should really believe and follow through on our building's vision and goals.

7) - We love any new idea or initiative that can improve the education we offer at our school, but if we are going to add new programs would you please consider eliminating other programs that aren't quite as effective. Speak with students and teachers to determine which programs are really helping, and which programs we could probably do without.

8) - Lastly, the more autonomy and voice you give us Educators, the better we will perform. Allow us to do the jobs that you hired us for. Support us, empower us, and encourage us, but please don't control us. Tell us it's OK to take chances in an effort to do something awesome with our students. Provide time for us to see the awesome things other Educators are doing in our building. Please be the instructional leader you were hired to be.

Don't take this open letter as us trying to tell you how to do your job. As Educators we must all be open for suggestions and advice, and we would hope that if anyone had any advice or suggestions, they would take the time to inform us. As previously mentioned, there are parts of your job that we don't always understand because we have never been administrators, but we hope this letter provides a small reminder of how much your decisions and actions affect others.

Thank you for your time, and we look forward to your response,

The teachers

In Memoriam

By Mark Kennedy

2:30.

2:30 a.m., ante meridiem – the 2:30 that’s too early in the morning. It’s a time when babies make their debut on the world’s stage wailing from the shock of fresh air in new lungs.

But at 2:30 a.m. on August 11th one old man, my ‘old man’, was making his final exit, gasping for each remaining breathe. At 2:30 I sat beside my 83 year old father’s bed, held his hand and waited for that slow train that comes for all of us sooner or later.

“All the world’s a stage”, says Shakespeare, “and all the men and women merely players.”

If that’s true, my father’s best performances were given on a stage made of ice.

From 1942 to 1957, he was part of the Toronto Maple Leaf hockey team. Statisticians will tell you that Ted “Teeder” Kennedy played his first Leaf game at age 17, that he was the youngest Maple Leaf captain, that he led 5 Stanley Cup winning teams, that he still holds the record for most Leaf playoff goals and that he received the Hart Trophy in 1955 as the NHL’s most valuable player. But numbers and trophies don’t tell the whole story.

His audience, the people who saw him play, talk about his unflinching courage, his unremitting hard work and his indomitable determination in the face of adversity – character traits that produced the statistics and a lot more.

Where do personal qualities like these come from?

No one is a self-made man. There are no demigods with genetic codes pre-programmed to accomplish great things solely by their own abilities. Events and circumstances enter into it, but more than any other factor, human influences shape character and inspire achievements. Parents, teachers and heroes matter.

“Who was your hero when you were growing up?” I once asked my father, expecting him to name an old time hockey player, like maybe Charlie Conacher.

“My mother.” he said, “The things she did were absolutely unbelievable.” We both sat silent for a while and I thought about that little Irish woman who immigrated to Canada almost 100 years ago. Margaret Burns was a teenager then, full of hopes and dreams for an exciting life in a new land. It was a beautiful fantasy - a song of innocence. Fifteen years later, tragedy was the theme of her song of experience.

She began her new life as a maid in what were wryly dubbed ‘summer cottages’ – American owned mansions on the north shore of Lake Erie in the town of Port Colborne, Ontario. Cooking, cleaning and mending were familiar duties for her and for so many other women of her generation and at least they provided her with a living.

At a community event she met Tom King, a worker at the local cement plant. They fell in love, married and had a son named Joseph. But while Joseph was still a toddler, tragedy struck. Tom King along with more than 20 million other people worldwide died in the flu epidemic of 1918. As a young widow with a little boy to raise she persevered through her grief. A few years later another local man came into her life. She and Gordon Kennedy married and began building a new family. Over the next five years Jessie, Jim and Gordon Jr. joined Joseph, as part of a rollicking, boisterous, happy clan of children.

But tragedy continued to stalk Margaret. At the age of one, little Gordon Jr. tried to climb a ladder, lost his balance and tumbled to his death.

Another heartbreak followed soon after. Weeks before the birth of my father, Gordon Sr. was critically wounded in a hunting accident. It took several agonizing days for him to die in hospital.

Hamlet’s stepfather Claudius said it eloquently, “When sorrows come, they come not as single spies but in battalions.”

How could anyone bare the weight of these accumulated sorrows? Margaret faced a future without any significant work skills or government safety net and with 4 young children to support.

To solve the critical problem of financial survival she turned her home into a restaurant and, in off hours, cleaned floors in local office buildings. In summers she operated a beachside snack bar and for the rest of the year at night she ran the concession booth at the local hockey arena with the help of her children. After all the teams had left her children would lace up their skates and play shinny.

It was a hard and wearing life for Margaret. Her daughter Jessie recalled often hearing her come home weeping in the early hours of the morning. “I’m so tired!” she would cry out, maybe to God. Nonetheless next morning she would be up early for another day of wearying physical labour.

And there it was. She was the personification of unflinching courage, unremitting hard work and indomitable determination in the face of adversity - it’s no wonder my father brought those character traits to the Maple Leaf hockey team. He learned them from his hero and he chose his hero well.

But there was something more, something that carried Margaret far beyond normal human capacities.

The New Testament book of Matthew records an amazing event that took place in the middle of a wind swept sea. Jesus astonishes and terrifies a boat full of his disciples by walking on top of the water toward them! He then challenges his friend Peter to step out of the boat and walk on the water too! And Peter actually does it for a few seconds! When he looks at Jesus he does the seemingly impossible but when he looks down into the tempestuous depths fear replaces faith and he begins to sink. Jesus has to rescue him.

Margaret turned to God in the tragedies that threatened to overwhelm her and her children and He lifted her above them. I know that because I knew her and because I found a remarkable letter in a box of jumbled correspondence and bills. She wrote it to my dad when he was struggling to finalize the purchase of his first home – a pretty minor thing in comparison to her troubles:

“Dec 28- 1948

Dear Theodore,” (She always used his full, formal name) “I am so sorry you have run into so much trouble with the house but dear don’t be discouraged. If you put your trust in God He will help you to overcome all the difficulties you run into. You will realize that as you get older.”

She wrote that after having lived through the deaths of two husbands and a beloved child. She knew what she was talking about. She had lived it.

2:30 August 11th came and went. I would sit up for two more nights with my father before the spirit left his worn out body. Even in those last hours he wouldn’t give up easily. How could he with the heritage of his hero always in his heart.

As I wrote this I couldn’t help thinking about the heroes teaching in some of our Christian schools – the folks who, like my grandmother, work so hard and without ever receiving public celebrity status. Maybe some of them come home late at nights exhausted, maybe sometimes in tears. Maybe in the day to day grind they just don’t see any fruit from their efforts. For them I hope this article is an encouragement. Their work is not in vain. They are heroes for children who may just change our world for the better some day – and chances are many of those future world changers are the children from whom they would least expect it.