Avoid Teacher Burnout

As any educator can tell you, the beginning of the year is the most time-consuming, crazy-busy time there is. It’s like moving in to a new house, starting a new job, finishing up your Master’s thesis, and hosting a big party all in the same week.

I’m not sure there’s any way around it. Everyone is busy the first six weeks or so, and everyone puts in extra hours – even educators who’ve been at it for years. But for some, the busyness becomes more manageable as the year goes on, and for some it doesn’t. And you don’t need me to tell you that the first-of-the-year level of activity just isn’t sustainable, especially if you want to have what’s commonly known in the non-teaching community as “a life.”

So how do you convert the crazy-busy time into a sustainable schedule? I believe it all comes down to habits – actions we take automatically in response to a situation.

Play Video ThumbnailThe cool thing about habits is they don’t require a lot of thought once they are learned. They just become what we automatically do. That’s why I believe the most important thing to do in the first six weeks of school is teach the students (and ourselves) habits that will automatically save us time. If we do this, we will eventually have a sustainable schedule instead of a burned-out-train-wreck schedule.

Think about it. If the students have the habit of running around for 15 minutes before class starts, you will be wasting time getting them to settle down – time you could be using to take care of all those little administrative tasks you need to do, like checking in homework.

If the students instead have the habit of putting away their things, preparing for the day’s activities, and getting started immediately on the first learning task, you won’t have to use your prep time for the administrative tasks. And the students will feel more in-control and successful, too.

So use these first weeks of school to create good habits and enjoy the benefits for the rest of the year.

Now go create a great day for yourself and your students!

Katrina Ayres, PositiveTeachingStrategies.com

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Cell Phones in Class – Yes or No?

There are lots of great uses for cell phones in school, if we can just get students to use them without distracting themselves.

As part of the Classroom Management Strategies That Work seminar, I ask teachers to brainstorm a list of student behaviors that drive them crazy. Cell phones are always on the list. Always. In fact, I think cell phones may now rival pencil sharpeners for their ability to annoy teachers.

Cell Phones Off and AwayLast week I subbed in a middle school. As I walked through the halls, I saw lots of notices about cell phones – everything from “Keep your electronics off and out of sight” to “No phone zone” to this hilarious Top 10 list.

At this school, there is no rule against cell phones, but plenty of teachers are banning them anyway.

As the students arrived in my class, several of them asked if they could listen to music on their phones during work time. “Our teacher always lets us,” they said, which is middle school code for anything forbidden by the regular teacher that the students sneak around and do anyway.

I realized I needed to come up with a cell phone policy, ASAP. So I said, “I’ll explain my electronics policy after class starts,” which of course was my way of buying time to figure out what I was going to say. Ban cell phones and risk power struggles all period? Allow them and face constant negotiations and monitoring to ensure acceptable use?

My Highly Thought-Out Cell Phone Plan

The thing is, there are lots of great uses for cell phones in school, if we can just get students to use them without distracting themselves. Aha! Sounds like a Teach-To to me! And just like that, my Highly Thought-Out Cell Phone Plan was born:

  1. Taught the students the command “Electronics Away!” I told them specifically what I wanted – laptop lids completely closed, earphones out of ears, and phones completely out of sight in a backpack, pocket, or binder. If they followed this command, they would be allowed to use their electronics during appropriate times, such as independent work.
  2. Explained I would revoke individuals’ cell phone privileges if what they were doing was a distraction to me, other students, or themselves. Followed through when needed by saying, “Looks like your phone is distracting your neighbor. I need you to put it away, please.” (No warnings.)
  3. Before independent work time, explained very specifically what was okay, such as music with earphones, and what was not, such as texting. Requested they ask me if in doubt.

It’s true cell phones can be abused by our students. But so can rulers, pencils, glue, markers, paper, scissors, books, and every other educational tool. It’s our job to teach students how to use all tools effectively, including cell phones.

Now it’s your turn. Do you agree that cell phones are appropriate for the classroom? What is your cell phone policy? Feel free to email me, comment in our private Awesome Teacher Nation Facebook Group, or post in the comments below.

Now go create a great day for yourself and your students!

Katrina Ayres, PositiveTeachingStrategies.com

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Should Teachers Take Away Fidgets and Toys?

Whirling, twirling gadgets with levers, switches, and knobs

Troll-doll pencil toppers with fluffy pink hair-dos

Modeling clay that snaps, pops, and bounces

Spiky neon squeeze toys that light up and flash

Fidgets and Toys... Should Teachers Take Them Away?If you’ve been a teacher 2 minutes or so, you’ve certainly run across similar items in your classroom. Or if by some miracle you haven’t seen any of these, I bet you’ve seen the Artistic Water Bottle Flip, the Fabulous Ruler Spin, or the Paperclip Deconstruction Project.

A week or so ago I was assisting in a 2nd grade math class, moving from student to student to help them with their work. One cute little guy suddenly zoned off while I was trying to help him, distracted by his panda eraser. Without thinking I said, “If your eraser is going to keep you from listening, I’m going to have to take it away.”

He immediately pulled the eraser protectively to his chest and shouted, “No!” I realized I had just made an empty threat. There was no way I was going to wrestle Mr. Panda away from him, and it wouldn’t have helped him concentrate if I did. So I apologized, assured him I wasn’t going to take the eraser, and kept trying to help him with his math.

But now he was even more distracted. Even though he was trying to listen, his hand still curved protectively around Mr. Panda and he kept glancing at it while he was doing his work. Congratulations, Katrina, you just took a small problem and made it into a big one.

Taking stuff away can cause some of our students to fight us and others to withdraw or shut down

Is Taking Stuff Away a Good Practice?

This incident got me thinking about the common classroom practice of taking away distractions from students. I admit, I do it all the time, sometimes even without warning. That twirling ruler suddenly disappears off the pencil and reappears on my desk. The neon squeeze toy magically lands in my hand when it’s thrown into the air. Sure enough, taking away the distracting stuff makes the problem go away – most of the time.

Sometimes the cost can be high, though. Taking stuff away can cause some of our students to fight us and others to withdraw or shut down. Trust can be violated. Parents may become involved. Confiscated items (especially phones) can be lost or stolen. And what seems to be a little trinket to us may have an important emotional significance to the student.

Just to be clear, I never keep students’ possessions very long. I always give them back with a little lecture about putting them away or using them appropriately.

Still… is this a good solution? Even if the offending object is banned by the school, is it a good practice to confiscate it? Probably not.

What Should Teachers Do Instead?

If you don’t take the distraction away, the student is likely to get it out again, right? Is it fair to the other students who may be unable to pay attention while the distraction is going on? And what about our inability to teach effectively if we are worried about whether the fidget toy is going to spin off the desk and hit someone in the eye?

I think there are 3 reasons to take away distracting objects:

  1. When it is an immediate safety issue,
  2. When it has been specifically banned by the school, or
  3. When it pops up like Whac-a-Mole after you’ve asked for it to be put away.

Even then, we need to be careful how and when we take things away from students. Have the students been made aware of the problem and given a chance to fix it? If you must take something away, try to do it with as little drama as possible and be clear how and when the object will be returned. Then make every effort to keep your students’ belongings out of sight in your desk or other safe place.

What About You?

Do you take toys or other distractions away from students? If so, how do you handle it fairly? As always, I’d love to hear from you either in an email, in our Facebook group, or in the comments below.

Now go create a great day for yourself and your students!

Katrina Ayres, PositiveTeachingStrategies.com

PS – Would you like more practical classroom management strategies that work? Check out the Monday Morning Sanity Boost archives. If you like what you see, you may want to gain access to even more strategies that I only share with Awesome Teacher Nation members. You can join here. It’s free!

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Helping Students Manage the Social Cost of Doing the Right Thing

How many times have you heard thank you after you correct a student? Not many, I bet.

Have you ever had to separate students because they were distracting each other? Me too. In fact, it’s a rare day I DON’T find myself saying something along the lines of “Do you think you two can stay focused if you sit together? I hope so, because otherwise I’m going to have to separate you.”

That Was a Surprise!

So the astonishing thing that happened the other day wasn’t that I had to separate two students who were goofing around. The astonishing thing was what one of the students said after I moved her. She said, “Thank you, Mrs. Ayres.”

Thank you? How many times have you heard thank you after you correct a student? Not many, I bet. Now, it’s true this student is a teacher’s child. And it’s also true we had a respectful, problem-solving-focused discussion before I moved her. But still – thank you?

I wonder how many other students are thinking thank you even though outwardly they may be saying something very, very different.

I wonder how many other students are thinking thank you even though outwardly they may be saying something very, very different. How many are relieved someone intervened, set a limit, and changed the situation so they could course-correct without losing face in front of their friends?

Social Risk

It’s risky for students to tell their friends they want to work instead of talk. They may be afraid of looking like the teacher’s pet. Or they may be worried about hurting their friend’s feelings. By enforcing the rules and following through, we don’t just keep order in our classroom. We also give students a way to make the right choices in a socially acceptable way.

Even if my students sigh and complain when I correct them, I intend to help them out anyway. Who knows how many are silently saying thank you?

Now go create a great day for yourself and your students!

Katrina Ayres, PositiveTeachingStrategies.com

PS – Would you like more practical classroom management strategies that work? Check out the Monday Morning Sanity Boost archives. If you like what you see, you may want to gain access to even more strategies that I only share with Awesome Teacher Nation members. You can join here. It’s free!

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Ready-to-Go Lesson Plans – 7 Ways They Can Backfire

As classroom teachers we sometimes get bored with the same old lessons. But trying new ready-to-go lesson plans can backfire. Here’s why.

Lesson Plans BackfireA million years ago when I first started teaching, I spent way too much time and money at the Teacher Supply Store hunting for teaching ideas and ready-to-go lesson plans.

Today it’s Teachers Pay Teachers, Pinterest, Education World, and other on-line databases instead of the Teacher Supply Store, but the idea is the name – fresh new activities to do with your class.

We tend to think we need to keep coming up with brand-new ways of presenting information to our students so they won’t get bored. And that’s true, as long as we don’t overdo it.

But changing things up all the time in our classes may not always be the best strategy because it can waste valuable instructional time and undermine our classroom management.

Here are seven ways ready-to-go lesson plans can backfire:

Backfire #1 – You Won’t Be as “With-It”

A key to great classroom management is “withitness” – the ability read the room and take the right action to prevent problems before they occur. When we are concentrating on following an unfamiliar lesson plan or leading an activity for the first time, some of our attention will be used up and we won’t be as “with-it.”

Backfire #2 – Boredom

This lesson plan backfire is counter-intuitive. After all, aren’t we trying to keep it interesting by doing things differently? But when we are using a new teaching method, we will need to give more instructions, directions, and explanations to our students, which many students find boring. Bored students sometimes misbehave just to keep things interesting.

Backfire #3 – Lost Confidence

Many students enjoy feeling capable. It gives them confidence to know the “right” way to approach a learning task. When we change it up too much, some students can feel uncertain or lost. And unfortunately, sometimes this feeling causes them to act up in an attempt to feel better.

Backfire #4 – Avoidance Misbehavior

Some of our students use misbehavior to get out of an activity if they perceive it as “too hard.” And learning a new procedure at the same time they are trying to learn new content can be too much.

Backfire #5 – Rocky Transitions

Misbehavior MagnetSmooth transitions are crucial for good classroom management. Transitions that are confusing or that take too long are student misbehavior magnets. This is why effective teachers spend weeks developing systems around transitions, and teaching them to their students. When you introduce a new type of lesson plan, even a ready-to-go lesson plan, there will be new transitions to learn, and they will not be as smooth.

Backfire #6 – Teacher Stress

Even if you are excited about a new type of activity, leading it for the first time can be stressful. Stress can make it difficult to respond well to your students.

Backfire #7 – Choppy Momentum

One of the best ways to avoid behavior issues in the classroom is to keep things moving. Even if the ready-to-go lesson comes with great directions, you may need to pause and refer to them from time to time. This can stop momentum and cause student misbehavior.

What To Do Instead

When you find a cool new activity or idea on Pinterest, see if you can fit it into the learning routines your students already know. Or if you decide to try a brand-new learning method, use that method for more than one lesson. Not only will you make it less likely for the lesson to backfire, you will be able to shift more of the responsibility for learning onto your students, go deeper academically, and save yourself tons of time.

How about you? Do you agree that changing routines can lead to behavior problems? I’m always interested to hear what you think.

Now go create a great day for yourself and your students!

Katrina Ayres, PositiveTeachingStrategies.com

PS – Would you like more practical classroom management strategies that work? Check out the Monday Morning Sanity Boost archives. If you like what you see, you may want to gain access to even more strategies that I only share with Awesome Teacher Nation members. You can join here. It’s free!

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Poor Results From Your Classroom Management Plan?

Results. We all want them, and if you’re like me, you want them NOW!

Are You Sabotaging Your Classroom Management Plan?“I put Alicia on a behavior plan, but she still acts out constantly. Why haven’t I seen any results?”

“I work hard to build rapport with my students, but they still challenge me from the moment they walk through the door.”

“Teaching behavior expectations doesn’t work. We go over procedures again and again with no results. The students STILL do whatever they want.”

It’s frustrating when you try interventions that are research based and/or work for other teachers, but don’t seem to generate the same results for you.

Too often, we either blame the students, the intervention, or ourselves. No results? I must be a bad teacher.

One year I borrowed a classroom currency program from another teacher. She swore it was like magic for her. I borrowed her masters and printed up the class money and checkbook registers. I thoroughly studied the program. I set it up exactly like she did, only to find that my students’ behavior was still out of control. Not only that, but I had to deal with a few additional problems, like counterfeiting, extortion, and theft. Not exactly the results I was looking for.

Reasons For Poor Results

There are many reasons a system can work for one teacher or class and not work for another. For example, you may be trying to implement without understanding the underlying principles. (This was the problem with my classroom currency. I was trying to use it to manipulate or “bribe” my students, while the other teacher was using it as a celebration of their achievements. Looks the same on the surface, but the kids can feel the difference.) Or maybe the students aren’t developmentally ready for that particular intervention. Or possibly it’s not culturally appropriate. The list goes on and on.

But one thing I find again and again is that educators don’t give the system time to work. We put Alicia on a behavior plan, and if we aren’t seeing results in a couple of days, we’re off to something different. We think greeting students at the door or creating a “lunch with your teacher” program will instantly generate rapport. We think we’ve reminded them about the pencil sharpener enough times that by now they should get it.

And then we either blame the students, the intervention, or ourselves. No results? I must be a bad teacher.

Here’s the truth. Changing habits is hard, and it takes time. Whenever you implement a something new, you are not only trying to change your students’ habits, you are also trying to change your own. Sometimes you even need to increase your effort to maintain your program after the initial novelty wears off, both for you and your students. And that takes effort. A lot of effort. When you focus only on results, it’s easy to become discouraged and give up too soon.

Focus on Effort, Not Results

So at least initially, try focusing on effort instead of results, for both you and your students. Is Alicia turning in her behavior card, even if she hasn’t instantly transformed into an angel? Celebrate! She’s developing the habit that will eventually help her learn more effective behaviors. Give yourself credit for changing your habits and greeting your students at the door. Rapport doesn’t develop instantly, and it sure won’t happen if you have the attitude that you are only doing it for the results you’ll get. Are you still teaching those behavior expectations? Good for you! The habit of continuing to teach until it’s learned will pay off with academics, too.

Celebrate and focus on your actions and efforts, and the results will flow naturally.

Now go create a great day for yourself and your students!

Katrina Ayres, PositiveTeachingStrategies.com

PS – Would you like more practical classroom management strategies that work? Check out the Monday Morning Sanity Boost archives. If you like what you see, you may want to gain access to even more strategies that I only share with Awesome Teacher Nation members. You can join here. It’s free!

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How to Get Your Students to Stop Wasting Time

Students Who Waste TimeDo you feel like your students never get anything done? Here’s how you can help them stop wasting time.

Have you ever wondered how a student can work for 3 weeks on a project and have nothing at all to show for it? Or even 3 hours. Heck, what about 3 minutes? Shouldn’t there be SOMETHING?

Some students seem to have a knack for wasting time. And this can be very frustrating when we have so little time to teach them so much. Another frustration is the activities students pursue when wasting time (like talking to their neighbors or re-purposing paperclips) can be disruptive to those in the class who ARE trying to work.

Students who waste time because of poor time management skills may underestimate how much time an assignment will take and decide they have time to go to the bathroom and talk to seven friends before getting started.

Why Students Waste Time

Students waste time for many reasons, including inability to do the work, lack of  motivation, or poor time management skills. As teachers we are familiar with strategies for differentiating instruction (shorten the assignment, work with partners, accept shorter answers) and motivating students (give rewards, offer choices.) But many of us assume our students know how to manage time – and many of them don’t.

Students who waste time because of poor time management skills may underestimate how much time an assignment will take and decide they have time to go to the bathroom and talk to seven friends before getting started.

Or they might take way too much time drawing a chart, choosing the perfect font, or coloring an illustration. It’s not that they don’t want to do the work – they just don’t know how to use their time effectively.

Practical Ways to Teach Time Management

If your students struggle with wasting time, here are a few practical ways to teach them time management.

  1. keep-it-snappyUse a timer for short daily activities, such as warm-up assignments, and allow the same amount of time (such as 3 minutes) every day. Afterward, talk about how much they were able to finish. This practice will help students learn how long 3 minutes is, and how much they can expect to finish in that time. (Bonus: Timers are also motivating for many students, because beating the clock becomes a game.)

  2. Before starting on independent or group work, have the students estimate how much time each part of the assignment will take. For example, if the exit ticket is 10 math problems and we have 20 minutes to do it, you have about 2 minutes to spend on each problem. Use your timer again to let the students know when 2 minutes have passed. Let them know it’s okay if they haven’t finished, but it’s time to move on and try the next one.

  3. When students are working independently, have them mark how much they got done in 5 minutes, 10 minutes, 15 minutes, and so on. This will help them become aware of their own ability so they can make a better estimate.

  4. Help them figure out the most important part of the assignment. Talk about it before giving them the assignment, and encourage them to complete that part first.

  5. If your class (or a few students) really struggle with time, you can break down the assignment into parts for them and move from part to part at the same time, done or not. Then provide a “catch-up period” at the end for them to finish up anything they didn’t complete.

Kids (and many adults) waste time because of poor time management skills. Making the effort to teach our students effective time management skills will serve them well their whole lives.

Now go create a great day for yourself and your students!

Katrina Ayres, PositiveTeachingStrategies.com

PS – Would you like more practical classroom management strategies that work? Check out the Monday Morning Sanity Boost archives. If you like what you see, you may want to gain access to even more strategies that I only share with Awesome Teacher Nation members. You can join here. It’s free!

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Save Time on Transitions With This Simple Mind Shift

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3 Surprising Classroom Management Myths

If you are struggling with out-of-control student behavior, you may be buying into one or more of these common classroom management myths.

3 Classroom Management MythsMyth #1 – If you are struggling with student discipline, you need a stronger punishment to bring the kids in line.

This classroom management myth is totally untrue. Stronger punishments will only create an authoritarian atmosphere in your classroom that will eventually trigger outright rebellion.

What To Do Instead

Create reasonable expectations and proactively teach them to your students instead of just reacting when things go wrong. Be consistent and fair, and correct student misbehavior instead of punishing it. Learning how to do this takes training and practice.

Taming the ChaosTaming the Chaos, an entertaining video showing a step-by-step process for creating and teaching classroom routines, is now available in the Awesome Teacher Nation Resource Library in the “All Educators” section. Not a member? Join here for free!

Myth #2 – Some students will never change. It’s just the way they are, and there’s nothing you can do about it.

This classroom management myth is also untrue and is a dangerous mindset for educators.

Here’s the Truth

Every person on this planet is developing and changing at all times. No one is “set.” In order to be effective at classroom management, you must learn how to discipline behavior, instead of students. While bad behavior definitely exists, there is no such thing as a bad student. They all have hopes and dreams but need to learn a better way to get them.

Myth #3 – Some students respond best to frequent reminders and redirection

Actually, the opposite is true. Multiple warnings and repeated requests cause students to continue their misbehavior to test your limits.

What to Do Instead

Students are smart. When you give them multiple chances, they will take them. You need to prompt once and then follow through consistently so students will know you say what you mean and mean what you say.

So try replacing harsh punishments with clear expectations, labels and assumptions with hope, and multiple warnings with consistent follow through. You may be surprised how quickly your classroom goes from chaos to calm.

Now go create a great day for yourself and your students!

Katrina Ayres, PositiveTeachingStrategies.com

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Transitions – Save Time With This Simple Mind Shift

We’ve all had transitions go sideways in the classroom. You ask the students to do something simple like put away supplies, and suddenly chaos erupts. The noise level goes way up, the pencil sharpener grinds, and students roam everywhere. And you find yourself spending 10 minutes or more struggling to resettle the class so you can get on with the next thing.

Transitions can spiral out of control even when you explicitly teach the students your expectations and cue correctly. But if this happens often, it can cost you hours of instructional time. Think about it – 10 minutes for each transition of the day times 5 days a week – YIKES!

A Simple Mind Shift to Reclaim Your Transitions

If you’d like to reclaim your transitions, I suggest a simple mind shift. It has to do with your belief about what a transition actually is.

What if would happen if you changed your belief about transitions, and decided they were just as important as direct instruction?

Save Time on Transitions With This Simple Mind ShiftI’ve noticed that students and teachers both tend to think of transitions as break time. Students feel free to get a drink of water, come up and ask questions, and so on. A parent or other adult who would never interrupt a lesson thinks a transition is a good time to start a conversation with the teacher or a student. We ourselves often use transition time as a chance to take a sip of coffee, get our supplies ready for the next lesson, and so on. We are modeling “take a break” by our actions, if not our words.

What if would happen if you changed your belief about transitions, and decided they were just as important as direct instruction? That both you and the students have an important job to do, and that you would no more tolerate an interruption to a transition than you would an interruption in direct instruction?

Definition of Transition

The Dictionary.com definition of transition is “a process or period of changing from one state or condition to another.” Some synonyms are metamorphosis, alteration, and changeover. None of that sounds like break time to me! Don’t get me wrong. I think it’s a great idea for students and teachers to stay hydrated and to move around once in awhile. But I don’t think every transition needs to turn into a break.

One of the best ways to signal that a transition isn’t a break is to require the transition to be done without talking and/or within a short amount of time. Be active during transitions. Watch what’s happening. Correct students as needed, and reinforce those who are staying focused. If someone tries to talk to you, politely ask them to speak with you during independent work time, or during an actual break.

How to Fix Inefficient TransitionsFree Resource – How to Fix Inefficient Transitions

If your transitions are in need of some spiffing up, I recommend the Target-Challenge-Reward method of fixing inefficient transitions. Awesome Teacher Nation members can download it from the All EducatorsAll Educators section of our Resource Library. Not a member? Get free access here.

 

Katrina Ayres – PositiveTeachingStrategies.com

 

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Should You Make Kids Apologize?

Do you ever “make” your students apologize to each other?

Should You Make Kids Apologize?As a teenager, I decided that forced apologies were stupid and I would never make anyone apologize. (My teenage self  decided that a lot of things were stupid. Stupid was one of my favorite words.) But as a teacher, I have made students apologize, and I probably will again.

For example, back in 2012 I included this little dialog snippet in a story I wrote about my first year of teaching:

“Kaden, you pulled Jennie’s hair. Was that kind?”

“No.”

“What do you think you should do now?”

“Sorry, Jennie,” he says, and with this display of genuine remorse and repentance, skips back to his seat. Lesson learned, right?

Does Apologizing Teach Kids Anything?

So did Kaden learn a lesson? Did it do any good to make him apologize? He doesn’t seem very sincere in this story. But maybe apologizing made him aware, even for a short instant, that his actions might have an effect on another person’s feelings. Maybe it helped him learn a social skill that could help him in the future.

And what about Jennie? Even if Jennie suspects Kaden isn’t 100 percent sincere, she at least knows I’m paying attention and that I care enough to support her.

Although I no longer think “suggested” apologies are out-and-out stupid, I do think they can backfire.

I am NOT sorryAlthough I no longer think “suggested” apologies are out-and-out stupid, I do think they can backfire. I don’t recommend asking students to apologize if:

  • They don’t think they were wrong. In their minds, you are asking them to lie. Either they will feel outrage at how unfair it is, or they will decide that it’s okay to lie to get out of trouble.
  • They think apologizing is humiliating or weak. The goal of an apology is to acknowledge the other person’s feelings, not punish the person giving the apology.
  • They have no intention of changing their ways. Fake apologies can make the recipient of the apology angry and escalate the situation even more.

When Apologies Are Best

Apologies are best when:

  • They are part of a problem-solving discussion, instead of a scold-and-sorry routine.
  • They are recognized as a way to take responsibility for a mistake, whether intentional or accidental.
  • They are not used as a punishment or consequence. Writing an apology letter rarely makes anyone feel better, except the person who assigns it.
  • They do not erase the need for restitution or consequences. If the consequences were necessary before the apology, they are still necessary afterward.

SorryTeaching students to apologize is not a magic wand that will keep them from arguing or bullying each other. But it can be a way to raise empathy and clear the air.

Do you think it’s appropriate to ask students to apologize to each other? I’d love to hear your thought on this topic.

Now go create a great day for yourself and your students!

Katrina Ayres, PositiveTeachingStrategies.com

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