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Occasional surprises can energize them; however, a continuous backdrop of unpredictability merely agitates them. Students should be able to predict easily how you will respond to various actions on their part; this helps them choose the right behaviors. Of course, reliability also includes competence in the basic clerical duties of teaching. We knew a brilliant high school science teacher whose authority was undermined by this weakness. “She 22 C U LT I VAT I N G A CL ASSROOM CULTURE claims I didn’t turn in that assignment last week,” one top student complained to another.

Demystify good habits. Convince students to exert effort. If necessary, start in the middle of the cycle—with success. First, make this path to success explicit to students. Post this diagram if it’s helpful. This framework can help you address many student complaints in a compelling and consistent way. For example, if students complain they “can’t do the work,” refer them to this diagram. Here, it’s clear that the source of ability is effort. If students don’t succeed, perhaps the work is too difficult—or perhaps they haven’t 25 CHAPTER 1 been trying hard enough.

Don’t bring that to me. I’m busy. ” Curiously, this teacher took a handful of students under her wing. These lucky few loved her, for she was their tireless and productive champion. However, her extreme self-orientation alienated most of the rest of her school and undermined any support she might otherwise have built through credibility, reliability, and emotional accessibility. BUILDING A CULTURE OF ACHIEVEMENT Perhaps the greatest gift you as a teacher can give students, particularly underperforming students, is a positive attitude—a sense that things can go right for them and a belief in their own ability to succeed.

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Abwehr englischer Gangster-Methoden

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