WITH-IT-NESS IN THE CLASSROOM

 By: Dr. Armãndo R. Tolliver | EDUCATOR | December 30, 2016

With-it-ness is a pedagogical term that describes a teacher’s continual awareness of all that is going on in the classroom at all times (Marzano, Foseid, Foseid, Gaddy, and Marazano, 2005). Good and Brophy (2003) stated, “Effective managers monitored their classroom regularly. They positioned themselves so that they could see all students and they continuously scanned the room to keep track of what was going on, no matter what else they were doing at the time” (p. 112). I recall times from my own schooling where I sat and thought to myself, “How did the instructor know that?” Literature has suggested four behaviors that constitute with-it-ness: a) occupying the entire room, b) noticing potential problems, c) using a series of graduated actions, and d) forecasting problems (Marazano et al., 2005).

When I began teaching, I really had to tap into my six sense of with-it-ness in order to curtail misbehavior, and be acutely aware of hotspots or combinations of activities that might spell potential problem. For example, there is an outlet on the left side of the classroom, hints why one student always tries to sit there to charge his cell phone. There is a substitute teacher in the building, hints why so many students are trying to get into that class. There is an incident in the downstairs hallway, hints why several students are asking to use the restroom. We are in the computer lab and students are working more quiet than usual, they are probably surfing the web on social media. When students were off-task and fooling around, I had to be sure to send a clear message that communicated to students that I see what they are doing and it needs to stop immediately. I also had to be sure that I reprimanded the right student, otherwise students might perceive me as not really being aware of what was occurring after all. Students had to know that I was constantly scanning the class, walking around the room, and mean business, which helped to eliminate any thoughts of misbehavior before they happened. Occasionally, misbehavior would occur anyway which made timing another important aspect of with-it-ness. I had to ensure that I intervened swiftly and early on when dealing with misbehavior in order to keep the behavior from having a domino effect.

FRESHMAN BUZZ: MAN, WHY DO I HAVE TO TAKE ALL THESE EXTRA CLASSES?

 By: Dr. Armãndo R. Tolliver | MENTOR | August 11, 2011

As college freshman, one of the most widely misunderstood concepts about a major’s curriculum is why students should have to take courses that have nothing to do with their major. It is a question that has been asked for years. Many students are concerned with the value of a class that does not directly contribute to their ultimate career choice. For example, what good is a history class for Biology major?

                Have you ever been in a science class and your teacher didn’t know much in math or language arts? How did that make you feel about your teacher? For most students this would have created a problem. The student would probably think that their teacher is uneducated. Or take this, what about an instructor who is trying to teach you something they do not have the slightest clue about. Did this leave you lost in the process and also make you wonder about your teacher’s ability to teach. Sure, we have all felt this way at one time or another while in school.