After returning from the first break, I passed out index cards for the teachers to fill out. As they were being returned to me by the table representatives, I placed the cards in several different piles so that cards from the same table weren't next to each other. I was pleased to see that every card had been filled out correctly. (During the demonstration of how to complete the card, the teachers can see an image that shows the 3 X 5 card in portrait mode as opposed to landscape. Almost invariably, though, there will be a card or two that were filled out in landscape mode. No big deal.)

Anyway, I addressed the group with the cards in my hand and acknowledged the fact that this was one of the first times--out of the dozen or so times I've asked each participant to fill out a card--that every card was done the right way.

Almost immediately, a teacher called out, "Do we get a prize?" She said it in a joking matter, but the issue itself is nothing to laugh about.

"What do we get?" is a common student refrain. And it's important to our long-term success that we respond to this query in the right way. If the students ever get the feeling that there is some kind of quid pro quo for everything they do, you're going to have some serious problems. Although I don't mind rewarding students--check out the chapter called "Credit Cards" in the book Eight Great Ideas--I just don't want the reward, or the thought of a reward, to dominate our interactions.

The easiest thing to do when a student is asking for some reward is to remain silent. That doesn't mean you are going to ignore the issue. Ignoring it will only result in the student posing the same question in a louder, more annoying voice. What you want to do is make eye contact with the student and purposefully say nothing. If done with authority and confidence, the student will get the message that the question he asked was inappropriate. Before too long, they will learn not to ask.

ADOPT for secondary teachers
(Comment made during seminar)

I was explaining the ADOPT program--a clipboard/seating chart discipline strategy--when a secondary teacher voiced his concern about having to have five seating charts--one each for Monday through Friday--for six different classes.

Secondary Teacher: I'm not so sure I want to try to keep track of all of those different seating charts.

Good point. After all, if a strategy is not easy to use, it won't be. Used, that is. It will be abandoned and the teacher will fall back on what was being used before.

How about his idea: Don't use five seating charts for each class. Use just one grade sheet that has five columns labeled MON, TUE, WED, THU, FRI. (Write the dates in the space below the day headers so you can keep the separate weeks straight.)

Your paper load has not only been reduced by 80% but you'll also be able to quickly size up how an individual student is doing from one day to the next. That's because the marks will be recorded on one grade sheet as opposed to five separate seating charts.

The only downside to the grade sheet is that it's a bit more difficult to find a student's name. The beauty of the seating chart is that the student's location is visually consistent. That is, where you look in the room is where you look on the chart. It's a small thing but a big thing. Especially if you find yourself having to record a lot of marks. However, that's how it goes. There are always trade-offs. What you gain in paper handling is lost in the efficiency of recording.

Final recommendation? Try using a grade sheet instead of seating charts. See what you think. Maybe it be will better; maybe it won't. You'll never really know, though, unless you try it.

Question about White Slips (Choices Program)
(Email question)

Teacher: Thank you so much for sending me the information on the Choices program. My partner and I are working hard to put it into place for the new year. One question, regarding pink and white slips. I do understand that a student fills out a white slip when receiving a second pink slip. However, if he gets a third or fourth, do they continue to fill out white slips, or does he only fill out one white slip for the second infraction? This was unclear to me!

PS Thanks for helping me out--once again!

Sorry for the confusion. The student only needs one White Slip for the day. He picks it up after receiving his second Pink Slip and checks off the two standards he did not follow. If he were to be given another Pink Slip, he would merely check off the new standard--or double-check a standard he had previously checked--on his original White Slip.

We're trying to keep the whole Choices program manageable for everyone involved: the student, the parents, and the teacher. Thus, one White Slip to take home--with the appropriate standards checked--is sufficient for communicating your concerns with the parents.

Adhesive magnet on Attention clicker
(Conversation during seminar break)

I was talking with a couple of teachers during a break about using the "Attention' clicker. It's actually a dog training device that works great in the classroom.

I then offered the following suggestion: "You know, a teacher told me that she stuck an adhesive magnet on the back side of her clicker so that she could keep it attached to her magnetic white board when she didn't need it."

One of the two teachers immediately responded with, "That's a great idea! Last year I kept my clicker in my pant's pocket. The problem was that I sometimes ended up taking it home with me. The magnet idea will eliminate that nuisance once and for all."

Class Cards interaction
(Seminar interaction)

I was using a set of Class Cards during an interaction with a group of teachers when I posed the following question:

"What have you learned so far today that you'll be able to use in your own classroom?"

I shuffled the cards and then called upon several teachers. I then called on a teacher named Richie. Almost immediately, a dozen or so teachers started to laugh.

Turning to Richie--each teacher called upon knows to raise a hand so that we know where he is sitting--I asked, "Hey, man. How come they're laughing?"

"Look at the grade I gave myself," he replied. (When I have teachers fill out cards, I ask them to grade themselves as a teacher and as a student at staff development activities. Richie had given himself an "F" as a student. I love that kind of irreverence.)

"They must know you, huh?" I said. More laughter this time.

"I'm sure they mean well," I offered. Then, after a brief pause, I continued with, "So, what have you learned?"

He then looked over his annotated seminar guide. After a bit of time, I asked him, "Would you like me to come back to you?"

"Yeah," he responded somewhat sheepishly. And with a background of laughter, I continued on to the next card in the deck.

Five minutes later--having called upon several teachers in addition to sharing my own opinion about a number of issues--I looked over on my table and saw Richie's card still sitting alone.

One of the best things about using a set of Class Cards is that they enable me to get back to students who had requested more processing time. They're not ignored or forgotten because the physical presence of a card set aside acts as a visual reminder to get back to that student and see if he now has a response. This is not something I could do without the assistance of the card. There's just too much going on in the class to mentally hang on to that detail.

"Hey, Richie. How are you coming along with your answer?" I asked.

Once again there was a bit of laughter. Not as much as before but still noticeably present. Richie was surprised that I was getting back to him and he immediately went back to his notes.

As I waited for a response, I said to everyone, "You should all know that I've been keeping an eye on Richie as I called upon other teachers. The whole time I was calling on others he was going through his seminar guide looking for an idea he could share." Turning to him, I said, "It's okay, buddy. I've got faith in you. I know you've learned something today. I can see it in your attitude. What have you got?"

"I think I could use a set of cards with my own students to help them stay involved," he said. (Or at least I think that was his response. Richie: if you're reading this and you remember what you said, please email me. I'll amend this post.)

"Thanks, Richie."

No gushing. No flowery praise. Just a simple word of appreciation for the effort he had made.

Besides, the important message of how much I cared about him as a student was not contained in what I said to his eventual response. It was, instead, contained in the fact that I did not overlook him. I went back to him to see how he was doing. And it was all made possible by the fact that I had set aside his card.

It's situations such as these--the give-and-take of teacher/student diaglogues--that remind me about how great it was being in the classroom interacting with my students during lessons and discussions. And for that, I say again, "Thanks, Richie."

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