What's your craziest teaching story?
A question I hear all too often. I stop myself before the word vomit of "it's so crazy how overworked and underpaid we are" comes out. We don't want to start on a stereotypical negative note. So, welcome to one of the funny ones that taught me my first valuable lesson in communication.
The What
Most teachers come into their first job bright-eyed and bushy-tailed, dreaming of classroom displays and the lives they are going to change with motivational speeches. Instead, they drag themselves over the finish line of the first holidays, often exhausted and feeling defeated.
So when I survived my first year of teaching with an extremely positive experience, I was elated! Obviously, I had something that others didn't *insert hair flick*. But in reality, I was simply lucky to have worked at a small school with lovely students and very little pressure on staff.
In search of adventure and excitement, I moved abroad. As I said goodbye, my school principal wished me luck. "Teachers really earn their stripes in London," his eyes twinkled with a mischievous wisdom. I thanked him politely with an internal eye roll and went on my way.
Soon, I found myself working in an inner-city school, and earn my stripes I sure did. A humbling few weeks of long hours, marking, raised voices (mainly mine), planning, more raised voices, and let's be honest - some tears - passed.
"But I've never met this student, what do you expect me to say?" I whispered while sitting in an extremely uncomfortable chair in the cold sports hall for parents' evening. "Just tell them you're excited to welcome Sam back into the classroom," hurriedly replied the Assistant Headteacher while smiling and waving over two parents. What followed was an awkward conversation where two desperate parents pleaded with me to ignore what I might have heard about Sam. Their behaviour had improved now, and they had high hopes for Sam in my class. Naively, I assured them everything would be fine.
When Sam first walked into my classroom, I was immediately intimidated by the way they stared me down. A week later, Sam threw a chair in frustration during my lesson. A week after that, Sam swore in my face and squared up to me. I was completely out of my depth. Then, as if someone had flicked a switch, everything settled. Sam was the success of our intervention system! Look at the positive change in every lesson!
Was the reason for this change communicated with teachers? No. Did I attempt to actively keep an open line of communication with home? Also, no.
As a reward for good behaviour, Sam was allowed to attend a school trip to the British Museum. What could possibly go wrong? Insert poor communication between the school and home, insert fasting and not taking their medication. Hello, Sam punching a hole in the wall of the British Museum.
And so, the teacher became the student once more. A very confrontational lesson on the importance of open communication.
The How
Often when I'm mentoring early careers teachers, they express feeling anxious at the thought of picking up the phone and speaking to parents/carers or calling them in for a meeting at school. This is understandable. Most teachers can share a negative experience or two of being yelled at or blamed for something.
Therefore, training staff in this area is key.
A few tips to keep in mind:
Start with the positive: initiate a positive phone call or send an email/letter/achievement point to set up a positive rapport with parents/carers.
Early communication: contact home as soon as low-level concerns arise, so parents/carers are aware before the concerns grow and can support the school. Avoid "Why haven't I heard of this before".
Ensure any concerns are discussed factually and with supportive evidence: if it's an academic concern, ensure you have data/examples to support it. If it's pastoral, ensure you have completed a factual investigation first.
Root your concerns in school policies/ethos wherever possible: parents/carers might have a different base line than the school does, so it’s important to ground your concern in school policy. Eg. our behaviour policy clearly outlines x, y ,z - therefore this behaviour is unacceptable.
The Why
Importantly, teachers should note that communication is rarely a discrete, individual act but rather occurs within the context of ongoing exchanges (Adler & Rodman, 1994).
A positive rapport and consistent communication can make the biggest difference when working with tricky students. This must form part of our regular teaching practice, benefitting both the student and the teacher.
That hole in the wall of the British Museum was probably avoidable...