The classroom day is filled with times when children need to wait. They wait in line until everyone cleans up. They wait their turn at the drinking fountain. They wait in the hallway while the teacher talks briefly to the principal. They wait in the lunchroom while everyone finishes eating.
In 1993, after teaching for twenty years, I still loved my chosen profession, but I often felt frustrated. It seemed as though I spent an inordinate amount of time on classroom management and discipline. My approach at that time was basically authoritarian, and language was one of my primary tools. I gave the children necessary information about each day’s lessons and expected them to follow all directions without question. If students complied, I felt that I was doing my job.
The number of students speaking English as a second language (ESL) is steadily increasing. These children come to the classroom with diverse cultural backgrounds and varying degrees of proficiency with English. We asked several educators, "What are your ideas for helping second language learners feel welcomed and supported in the classroom, especially during the early weeks of the year?
A: With kindergartners, I do a lot of quick check-ins during class time, but when a longer conversation is needed, I use the quiet corner in our classroom. It's a small space set up with soft, comforting things (bean bag chair, stuffed animals)—specifically meant for children who need to calm down. If it's not occupied, I'll have a one-on-one meeting there.
"Hello, Tasha! How's your new baby brother?" the principal says as she greets a student in the hallway during morning arrival. Just then a teacher comments to a student at his classroom door, "Good morning, Aliya. It's so nice to see you. I noticed that you remembered to walk quietly and safely in the hall the way we practiced." A moment later, the school counselor firmly and respectfully says, "Nolan, remember, friendly words," when Nolan begins to speak harshly to another student.
Teachers are encouraged to reach out early and often to their students' parents and families, and with good reason. If children are to succeed at school, teachers need to get to know and establish genuine partnerships with families. But what about school leaders?
Recently I noticed my first graders having more trouble than usual sticking to our classroom rules. Several possible explanations came to mind as I began to reflect:
“Am I not doing something I should be doing, such as giving reinforcing feedback when I see the children following procedures? Am I not proactively reminding them of our rules so as to set them up for success before an activity? Or is it just that it’s been a very cold, long winter, even here in the South, and spring is taking its good old time getting here?”
