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.

RELATIONSHIPS IN THE CLASSROOM

 By: Dr. Armãndo R. Tolliver | EDUCATOR | December 9, 2016

When it comes to the classroom, student behaviors are reinforced as they are recognized through positive teacher-to-student interactions. Generally, teachers allow appropriate behavior to go unrecognized and are more likely to recognize inappropriate student behavior; however, attempting to strengthen desirable behavior through positive reinforcement, rather than trying to weaken undesirable behavior using averse or negative processes, contributes to a classroom conducive to learning (Emmer, Evertson, & Worsham, 2003). Simple gestures such as a handshake, verbal acknowledgement, or a smile, are among the very best ways to interact in a positive manner with students. For ideas of positive things to say to students, I checked out 101 Ways to Say “Good Job.” For me, this was a good start to become more positive in a challenging school environment, but really the basic concept here is fostering relationships.

Relationships are central to learning, student growth and a healthy school climate for students and adults. Marzano, Pickering, and Pollock (2001) concluded that positive teacher-student relationships form the largest portion of a positive discipline plan, as strong relationships with students, in return help to decrease the number of student discipline incidents. When students feel that you value and care for them as individuals, they are more willing to comply with your wishes. Similarly, it is also ideal to reach out to parents to develop strong viable partnerships that promote open lines of communication. Such relationships help to dramatically increase your positive power over students because the students know that you and their parents are working together rather than being at odds with each other. Above all, it is imperative that students develop trusting and enriching relationships with each other. Not only does this contribute to a positive classroom environment, but it also improves the quality of school life for everyone.

GREATEST CHALLENGES FACING URBAN PUBLIC SCHOOLS TODAY

 By: Dr. Armãndo R. Tolliver | SCHOLAR | August 28, 2014
The greatest challenges facing urban public schools today stem from a lack of financial support and deficiencies promoting social order (Rose & Gallup, 2004).  Based on the perspective of those who have spent time in classrooms, many contend that these two factors contribute to faculty stress, discontent, and eventual burnout, in addition to negatively affecting the learning environment (Driscoll, 2005; Jones International University, 2009; Noll, 2009; Ozmon & Craver, 2002).  Moreover, these elements permit a disservice and force elimination of our overriding obligation toward students and families to provide the maximum quality public educational opportunities they deserve.

Financial Support

School districts do not have the authority to generate their own revenue.  Instead, districts are funded through a variety of taxes and fees enacted through funding formulas that dictate money how much will be received per student.  Over the past several years, schools have felt the financial brunt and dire conditions of the economic downturn posed by dramatic state budgets that have not been educationally sound or economically prudent for cities or states nationwide.  With state finances in unprecedented trouble, school districts have been faced with intensive budget deficits that have placed them in perilous positions, resulting in the closure of schools, elimination of staff, and reduction of programs, services and resources that students need and want in order to produce the necessary savings and work towards financial balance while seeking to maximize, where possible, the use of available resources and the direct harm to students, families and school communities (Caskey & Kuperberg, 2014; Jennings, 2003).  The stakes are great.  Inadequate and insufficient funding and resources precipitate the challenges that affect student achievement and the well being of children, which ultimately threatens the future of our great nation (Guthrie, Hart, Ray, Candoli, & Hack, 2009; Kettering Foundation, 2011).  School funding challenges carry costs that continue to be felt not only by public schools, students and parents, but communities, and by extension, all citizens of the United States of America.

THE IMAGE OF PUBLIC SCHOOLS

 By: Dr. Armãndo R. Tolliver | ADVOCATE | August 26, 2014

What is the purpose of public schools? 

          Amid widespread concern that schools are failing to prepare students for workforce participation, higher education, and the economic and technological challenges of the twenty-first century, has increasingly focused much of the nation’s public school reform efforts on standards, performance, and accountability. The focus on American schools has been on achievement, particularly on standards of performance dictated by states and tested through state mandated examinations. What is the purpose of a public school? Is it really a place to promote the success of all students, or an expensive and mostly ineffective and inefficient institution to house children until they reach adulthood? Is it a more caring and productive place for students and teachers, or are students and teachers dehumanized in an uncaring and insensitive bureaucracy? Perhaps it is a place where the goals and purposes of the community are inculcated in the children of the community, or a place where special interests perpetuate their special beliefs and interests? What are your thoughts?

ADVOCATING TO GAIN STATE SUPPORT FOR ALTERNATIVE FUNDING FOR SCHOOL RESOURCES

 By: Dr. Armãndo R. Tolliver | SCHOLAR | July 31, 2012
          Public schools are funded through a variety of taxes and fees.  The economic downturn and its dramatic result on tax revenues have affected state budgets nationwide (Jennings, 2003).  With state finances in unprecedented trouble, school districts are faced with intensive budget cuts (Jennings, 2003).  Inadequate funding and resources precipitate the challenges that affect student achievement and the well being of children (Guthrie, Hart, Ray, Candoli, & Hack, 2009; Kettering Foundation, 2011). 

Many major issues in education throughout the United States' history have had strong advocates working in the education system, leading from within (Benedict, 2007; Rademaker, 2003; Shroyer, Yahnke, Bennett, & Dunn, 2007; Walker, 2005).  Examples of advocacy and activism to initiate change in K-12 education are described in the following studies:

-         Walker (2005) focused her research on organized resistance and black educators' quest for school equality within the time period of 1878–1938.  She identified four periods of activism: “1) association building and interracial collaboration, 2) intellectual activity and national collaboration, 3) petitions and shielded collaboration, and 4) direct appeal” (p. 358). 

-      Benedict (2007) advocates the need for music educators to better recount their role in the education scheme, rather than having other ones enforce delineations and functions for them. 

-         Rademaker (2003) considers the implications of having advocates for art external to the school system, a not-for-profit arts organization in this case, involved in promoting arts programs within the school system.  This research suggested that educators have a responsibility to ensure that art educators within the system guide external agencies.

-         Shroyer et al., (2007) researched the Kansas State University Professional Development School Partnership.  In this specific initiative, the educator education program at Kansas State University partnered with local schools to improve educating and learning in K-12, while enhancing an educator-learning program at the university.

These studies have implications for advocacy strategies that can be used by school leaders.  School leaders advocate on behalf of their students and staff every day with the decisions they make.  An increasing scarcity of adequate school funding has forced school leaders to take on a more extensive role in advocating to gain state support for alternative financial resources (Guthrie et al., 209).  This can be done through professional development of the school leader alongside targeted advocacy efforts at the building, district, and state level to promote robust financial support (Education Policy & Leadership Center, 2012; National Association of Secondary School Principals, 2012).

CREATING A VISION THAT IS DEVELOPED WITH AND AMONG STAKEHOLDERS, AND CENTERED ON STUDENT ACHIEVEMENT FOR A LEARNING COMMUNITY

 By: Dr. Armãndo R. Tolliver | SCHOLAR | July 28, 2012

          A school’s vision binds together its membership, staff, family, and community resources.  Seltzer (2001) indicated that a school’s vision communicates the organization’s purpose and needs to its constituents.  Seltzer also suggested that a school vision sets the standard against which plans, decisions, and actions are measured.  The vision and mission of the school are vital to its creation and subsequent growth, enabling a group of people to begin establishing the goals that will move their organizations forward (Seltzer, 2001).  Mission and vision statements are formulated to project the school’s image, list its programs, and establish long-term direction that guides every aspect of the school’s daily operations (Seltzer, 2001).  Correspondingly, mission and vision statements promote shared values and expectations within the school, plus signal the school’s intent and commitment to worthy goals that deserve support.  Seltzer further highlighted that developing vision and mission with an organization’s key players serves to underline the importance of the statements and deepen the participants’ commitment.  The leadership framework that opens the door to creating a vision must include: a philosophy of education and leadership, a vision for learners, teachers, the organization, and professional growth, alongside a method of vision attainment (Sternberg, 2008).

          A systemic school vision is contextual and dependent upon relationships (Epstein, 2009).  Ideal school leaders build and maintain relationships by listening, supporting others, gaining trust and showing understanding.  Positive relationships cultivate the culture within the learning organization.  Leading from the center, the administrator must believe in, value, and remain committed to the inclusion of all members of the school community to cultivate the culture of learning (Epstein, 2009; Glickman, Gordan, & Ross-Gordon, 2010).  The school leader can facilitate this by listening to others and recognizing their perspectives, empathizing and taking into account the needs and feelings of others, communicating effectively, and gaining the trust and support of colleagues.  The focus on student achievement for a learning community can only happen if student achievement and learning are the central focus of all stakeholders (Blasé & Blasé, 2003).   Identifying and empowering stakeholders in the extended community to make decisions within the organization is the starting point to creating a vision of inclusiveness to address the diverse learning needs of students and their educational achievement.

HOW SCHOOL LEADERS CAN EFFECTIVELY PREPARE TEACHERS AND OTHER SCHOOL LEVEL LEADERS FOR SCHOOL-WIDE IMPROVEMENT

 By: Dr. Armãndo R. Tolliver | SCHOLAR | July 17, 2012
          School leaders must develop processes and techniques to effectively prepare teachers and other school level leaders for facilitation of lasting effective school improvement.  Periodic assessment of traditional practices and careful evaluation of proposed improvement plans are essential to validating the need for improvement in education (Gorton, Alston, & Snowden, 2009).  However, introducing lasting change and improvement require the cooperation and support of a variety of people.  A landmark study conducted by Labonte et al., (1995) highlighted that a promising answer to integrating school improvement initiatives is supported by comprehensive faculty units (as cited in Gorton et al., p.133).  The rationale for a school-wide approach is be based on the premise that a comprehensive effort rather than separate, add-on services are most effective in upgrading an entire educational program in a school (Glickman, Gordon, & Ross-Gordon, 2007). 

          A well-designed and implemented school-wide improvement effort maximizes all aspects of the learning organization’s operations and promotes effective education services students receive, improves the efficiency of those structures that support student learning, and combines all resources, as allowed, to achieve a shared goal (Glickman et al., 2007).  Facilitating change is a team effort (Hall & Hord, 2006).  The school leader must recognize that the leadership for introducing school improvement can come from many sources and thus should try to encourage ideas and support for change throughout the school (Hall & Hord, 2006).  Additionally, school leaders must teach others what they know and how to do it in order to develop others as leaders to share in the responsibility of implementing the necessary changes.

NECESSARY STEPS FOR SCHOOL LEADERS TO ASSURE COOPERATIVE LEARNING IS BEING IMPLEMENTED EFFECTIVELY IN CLASSROOMS

 By: Dr. Armãndo R. Tolliver | SCHOLAR | June 15, 2012
          The assumption about how students learn or how they should be instructed is reflected in the organizational structure of schools (Johnson, Johnson & Holubec, 1994).  Cooperative team-based organizational structures positively influence cooperation among students rather than competitive individualistic organizational structures (Johnson, Johnson & Holubec, 1994).  Embedded within team-based organizational structures is effective teamwork the hub around which improving the quality of instruction revolves (Johnson, Johnson, & Holubec, 1994).  The task of assuring cooperative learning is being implemented effectively in classrooms is made easier when organizational structure of the school and the classroom are congruent (Johnson, Johnson & Holubec, 1994).  This entails “the use of cooperative learning in the classroom, faculty collegial support groups in the school, a school-based decision-making structure, and faculty meetings predominated by cooperative procedures” (Johnson, Johnson & Holubec, 1994, par.1).

          The school leader is the tool in schools that draws together the discrete elements of instructional effectiveness into whole-school action (Zepeda, 2007).  Research has shown schools that link their instruction and classroom management with professional development, direct assistance to teachers, curriculum development, group development, and action research under a common purpose achieve their objectives (Zepeda, 2007).  This adhesive pulls together organizational goals and teacher needs and provides for improved learning.  To be truly valuable, an approach must be flexible, adaptable to a particular environment and shaped by the people who apply it (Zepeda, 2007).