Special education in this country has reached a state of national crisis. This $60 billion industry is impacting the lives of many American children – and disproportionately black boys. Clearly, special education is a vital part of education in general, but when it is misused, black boys are the ones suffering.

Black males are challenged in numerous ways in and outside the classroom. Only 61 percent of African-American male regular students graduate from high school in urban areas. Consider then that only 27 percent of African-American male special education students graduate from high school.

The state of crisis for black boys is based on a need to look at the overall issues impacting their lives and to consider new approaches to dealing with the problem. Special education has been used as an automatic answer to behavior and emotional problems that can and should be addressed in a variety of ways. In many cases, Ritalin and special education are seen as quick fixes. Ritalin is the fifth leading drug in America after nicotine, alcohol, cocaine and marijuana.

The problem is systemic. Little boys in need of positive role models, needing more academic support, boys who come to school hungry, some who have been abused, boys with a slow start in early school preparation, precocious or hyperactive boys – all may find themselves with the same future in special education.

Economic Impact
The economic connection is that prisons project new construction based on current fourth grade reading levels. How unfortunate it is that we believe it is better to incarcerate someone at $28,000 per year rather than teach a child to read for less than $1,000. What’s the connection? Eighty percent of special education students are deficient in reading and writing. ADD and ADHD represent 50 percent of the diagnoses of all children placed in special education.

The truth is that it is difficult to solve this problem without discussing the difficult issue of racism in the United States. There are four stages we go through before solving any problem: We first deny, then admit, understand, and appreciate. Once beyond the denial phase, we must admit that race is a factor. We must honestly ask ourselves if there has been any discrimination that exists in special education. Once we are able to admit to the racism and discrimination that exist in special education, we can begin to understand how racism is expressed in this industry. And finally, we must appreciate the racial and cultural differences of African-American children, particularly males, so that we can reduce their disproportionate placement in special education.

Since the Brown vs. Topeka Board of Education case in 1954, there has been a 66 percent decline in African-American teachers. Presently, only 7 percent of American teachers are African American, while the student body is 17 percent. African-American males account for only 1 percent of that teaching force, and the majority of them are employed in junior and senior high schools. Unfortunately, an African American boy can go to school from kindergarten to sixth grade without ever experiencing an African-American male teacher. Along with that are an increasing number of white female teachers.

Special education was never intended to be used as a dumping ground for male students, in particular, African-American male students. As we attempt to begin investigating the truth about the disproportionate number of black male students in special education, could the reason be that the ideal student, the norm, the benchmark, is the white female student? Remember, even white males are placed in special education at a far greater rate than white female students.

The following behaviors and attributes paint the profile of the ideal student:

• Quiet
• Can sit still for long periods of time
• A long attention span
• Can work independently
• Likes ditto sheets
• A left-brain learner
• Passive
• Speaks standard English
• Two-parent home
• Learned reading before second grade
• Well developed fine motor skills

When you compare this list with the attributes of many male students and consider learning styles and culture of African-American children, it is easier to understand why African-American children represent only 17 percent of the school population but constitute more than 30 percent of the children in special education. It also becomes apparent why African-American males represent almost 80 percent of African-American children placed.

Inequities in discipline are also a factor. In The Color of Discipline, Professor Russell Skiba of Indiana University says that the determination factors for placing a child in special education, suspension, and expulsion are highly subjective. White middle-income females receive warnings, low-income African Americans, especially males, receive special education, suspension, and expulsion.

There is indeed a schoolhouse to jailhouse track. There is a relationship between special education and prison, Ritalin and cocaine, between illiteracy and incarceration. But it does not have to be the case. There is something each teacher can do – especially those with large numbers of African-American boys.

SOLUTIONS
While there are no easy answers to the problem of overuse of special education for black boys, there are some tested steps that can be taken.

*Pre-Referral Intervention Process – This solution comes from The National Association of Black School Educators (NABSE).There is clearly a need for a step prior to special education referral, at which time instructional staff may request help with a child who exhibits an academic or behavioral problem that the teacher is unable to solve. The pre-referral intervention process is such a strategy because it prevents referrals by assisting teachers and students with the problem in the context of the general education classroom. Although different pre-referral intervention approaches exist, they all have one important purpose: to provide supports necessary to maintain a student in general education if at all possible. The professional literature suggests that pre-referral intervention processes show promise for preventing the over identification of African-American students for special education referrals.

*Early Intervention – Since well-designed early intervention programs have been shown to affect cognitive and social functioning, one would expect that those improvements would move some number of students with mild disabilities over the threshold separating those who require special supports and those who do not. There are some known factors that should be considered to avoid problems that black males frequently face. The showdown and power struggle that can occur between black boys and female teachers and their mothers can frequently be a factor in placing them on the path to special education. This is a critical age for Rites of Passage and other opportunities that help them to become aware of the criteria of manhood.

*In-School Suspensions – Frequently, suspensions are given for offenses such as fights and other aggressive behavior. First, schools must commit to change. Set aside a policy that suspensions will be held at school. Set aside a dedicated “Dr. King” room for in-house suspensions. The room should be well lit and set up for students to work. Lesson plans could include intervention materials such as role play when someone brushes against you and appropriate responses.  Have students read and write about people in history who used non-violent means to solve their problems.

*Single-Gender Classes – Public schools should consider establishing single-gender classrooms. I encourage you to read the literature from the National Association of Single Sex Public Education (NASSPE). In the past decade, there has been government approval of single-gender classrooms. It has been accepted that they are in compliance with Title 9 legislation. As long as schools provide the same resources for females as males, single-gender classrooms are acceptable. NASSPE has become a clearinghouse for numerous schools and hundreds of single-gender classrooms that are making fantastic gains, not only in terms of academic achievement, but also in a reduction of suspensions and special education placements.

I hope that the above solutions have been helpful and hat you will seriously consider implementing them in your school.

It is the teacher’s job to make the classroom a place where every child can learn, to adjust to learning differences, and to find a way to connect to every child – none are expendable.  Be prepared to dig deeper to help every child fulfill their dream and to see the giant inside them.
_______________________________________________________________________
Dr. Jawanza Kunjufu is an educational consultant with African-American Images. He is on the lecture circuit with more than 30 different workshops, addressing students, parents, teachers, churches, and community residents. He is also the author of Developing Strong Black Male Ministries, Hip Hop Street Curriculum: Keeping It Real, Black Students – Middle-Class Teachers, State of Emergency: We Must Save African American Males to name a few. Visit www.AfricanAmericanImages.com.

Related Information:

Dr. Steve Perry helping students go to College

Experts Call for More Black Male Teachers 11/3/09

The Myth of the Model Minority: Asian Americans Facing Racism
by Rosalind S. Chou, Joe R. Feagin
Paradigm Publishers (2008)
Sociologists Rosalind Chou and Joe Feagin examine, for the first time in depth, racial stereotyping and discrimination daily faced by Asian Americans long viewed by whites as the model minority. Drawing on more than 40 field interviews across the country, they examine the everyday lives of Asian Americans in numerous different national origin groups. Their data contrast sharply with white-honed, especially media, depictions of racially untroubled Asian American success. The authors explore numerous instances of white-imposed discrimination faced by Asian Americans in a variety of settings.

The SAGE Handbook of African American Education
by Linda C. Tillman (Editor)
Sage Publications, Inc; 1 edition (2008)
The SAGE Handbook of African American Education is a unique, comprehensive collection of theoretical and empirical scholarship in six important areas: historical perspectives, teaching and learning, Pre-K-12 school leadership, higher education, current issues, and education policy. The purpose of the Handbook is to articulate perspectives on issues affecting the participation and leadership of African Americans in Pre-K-12 and postsecondary education.

Unfinished Business: Closing the Racial Achievement Gap in Our Schools
by Pedro A. Noguera (Editor), Jean Yonemura Wing (Editor)
Jossey-Bass (2008)
Unfinished Business illuminates the challenges in overcoming the current inequities in public education. Fifty years after Brown v. Board of Education, this book exposes a “tale of two schools” where students walk through the same high school doors but remain racially and academically segregated within – a condition mirrored in urban schools and districts across the nation. The authors offer a hopeful, yet urgent, call to invest in youth on the front side of life and to hold fast to the vision of a future where all children can truly learn, achieve, and dream.

Learning a New Land: Immigrant Students in American Society
by Carola Suárez-Orozco, Marcelo M. Suárez-Orozco, Irina Todorova
Belknap Press; 1 edition (2008)
Based on an interdisciplinary study that followed 400 newly arrived children from the Caribbean, China, Central America, and Mexico for five years, Learning a New Land: Immigrant Students in American Society provides a compelling account of the lives, dreams, and frustrations of these youngest immigrants. Richly told portraits of high and low achievers are packed with unexpected ironies. When they arrive, most children are full of optimism and a respect for education. But poor neighborhoods and dull – often dangerous – schools can corrode hopes. The vast majority learn English – but it is the English of video games and the neighborhood, not that of standardized tests. For some of these children, those heading off to college, America promises to be a land of dreams. These lucky ones have often benefited from caring mentors, supportive teachers, or savvy parents. For others, the first five years are marked by disappointments, frustrations, and disenchantment. How can we explain their varied academic journeys?

With the growing cultural diversity of the world, the K-12 classroom has become a critical launching pad for understanding cultural differences.  Education about cultural differences begins with the teacher.  Today it is a prelude to the world of work, where   many students will encounter diverse cultures.  It is this exposure to cultures that can bring out a teacher’s creativity in teaching a broad range of subjects.  So each teacher must go on a journey to uncover how cultures influence families, government, language and where people live.

In his book, “The World is Flat” Dr. Thomas L. Friedman points out that the trend toward cultural diversity will not change.  Some teachers are ready to make bold changes in their class format, which will allow every student to feel included in the class discussion. For others, an adjustment will be needed to re-examine teaching approaches in order to incorporate a broader view of the world. The teacher must provide experiences that are culturally specific inside and outside of the classroom.  Instead of taking the traditional trips to museums, each trip becomes a cultural exploration throughout the year.  The class could go to see the communities where Chinese, Russian and African immigrants live and talk with the local residents.  The students are likely to find differences and similarities in their own culture. Another teacher could invite a guess speaker who helps an art class to recreate some of their culture’s art.

One unique idea would be for teachers to explore their own culture and talk with the students from a personal perspective.  Also, invite the students to do research on their families’ culture.  Invite a relative who can talk about the history of how their family arrived in this country. Explore some of the things that have changed in your family.  For example some children no longer speak the language that their grand parents were taught.  Some families still have property in their native countries and return to their roots for family reunions. Students may also be assigned to interview a family member about an historical event that they experienced. Families are filled with rich stories that aren’t always passed down.

A teacher who is sensitive to cultural differences can bring tremendous value to the classroom.  They are more likely to understand that every student does not have the same learning style.  Some students are visual learners and some are tactile learners.  Bringing cultural diversity into the classroom enhances the learning opportunity of the entire class.  The visual learner can benefit from maps, discussions of videos and pictures. One assignment might involve students finding pictures that represent how cultures live in their native country.  Housing itself can be very symbolic of a culture’s history.  In another class students might talk about the types of clothes that are acceptable in a country.  A chemistry teacher can discuss the difference in materials and the dyes that are used and in a certain culture’s clothing.  For some cultures clothing is very symbolic. Students may bring in clothing and foods representing their culture.

Some teachers have joined efforts to take students to other countries.  This is particularly true in classes that involve international languages. Students who are learning Spanish may visit Mexico.  Before going, they spend a semester learning the values of Mexican culture.  Students can benefit from learning how families have different ways of communicating.  The teacher can benefit from researching how a culture can change over time.  Students can also study how the economies in other cultures operate.  An economy that works in one country may not work in another country.  There are cultural differences about the value of money and the importance of having material possessions.  Some economies around the world are still very focused on living based on the productivity of their land.  This may lead to a class discussion about who is allowed to own land in a different country. Teachers may also benefit from taking advantage of training and enrichment travel programs for educators.

Developing a balanced educational experience requires a teacher who is willing to reach out to multicultural associations that have resources and materials.  Some of these associations are specifically designed to preserve the important aspects of a culture.  There are many associations and community groups that sponsor events about Africa. A teacher can join or attend events that are sponsored by the African groups and other cultures.  Building a relationship with a group can give the teacher access to materials and newsletters that are produced by the association.  The teacher may be allowed to bring artifacts to the classroom to discuss their origin, or give a joint presentation with someone from the association.

The teacher also must realize that some students have not been exposed to people who are from different backgrounds and cultures. They may not be sure how to respond to some one who speaks differently.  There may be some assumptions about the student’s knowledge level because they can not speak English clearly. This offers a great teaching opportunity. It also provides material for class discussions on the dangers of stereotyping people, the role of the media as it relates to culture and understanding people on an individual basis. Teachers may initiate projects connecting students with schools in other countries.

We are living in a rapidly changing world. While a teacher is providing instruction in their classes the world is changing everyday.  There are video conferences where languages are translated.  There are Web sites that uncover cultures that are rapidly growing more modern.  The teacher who is sensitive to these changes will produce a student who is better prepared to have a flexible world perspective.  The new labor force will require students to understand cultural differences.  Today workers are sometimes assigned to live and survive in other countries while working for international companies.

Teachers can intertwine courses with cultural themes throughout the school year.  Just a study on the pyramids alone could yield thousands of years of history, and math and science of specific cultures.  At the end of the year students could have a culminating presentation of the cultures they have studied.  Also there is value in seeing how these cultures have changed to adjust to modern technology.  There is a lot to learn about cultures all over the world, and it can be fun.  Teachers can present rich cultural lessons by highlighting the accomplishments of other cultures and preparing students to have a better global perspective.
_____________________________

Dr. Stephen Jones is a nationally recognized education and career expert. He is associate dean in the College of Engineering at Villanova University and owner of SAJ Publishing. He has written three books, “The Seven Secrets of How to Study,” “The Parent’s Ultimate Education Guide” and the “Ultimate Scholarship Guide.” You can contact him at stephenjoness@rcn.com or visit www.sevenbooks.net.

Resources
www.culturalstudies.net
www.questia.com/cultural_studies
www.pitt.edu/~cultural
www.library.plymouth.edu/read/339887
www.asianstudies.msu.edu/resources/k12materials.htm
www.africa.msu.edu/outteacher.php
www.indiana.edu/~germanic/outreach
www.ii.umich.edu/cjs/resources/teacherres
www.arabick12.org/profdev.html

by Malik Russell

Key among President-Elect Barack Obama’s many campaign issues was his promise to reform the much-maligned No Child Left Behind (NCLB) Act. He joined a cascading chorus of those who may have originally detested most aspects of NCLB and still desired reform while touting the need to retain the law’s demand for accountability and student progress.

The arguments against NCLB haven’t changed that much since its implementation in 2001 as a right-wing semi-caustic response to a failing education system. It’s still seen as a major unfunded mandate with unfair and often unrealistic ways of assessing school progress while setting nearly unattainable goals.

For many teachers and advocates, the accountability aspect is great, but there’s still a lot to complain about in a law that expects every child in every school to pass state requirements (that differ widely by state) by 2014. If schools don’t reach the 100 percent rate in different areas, they can be punished through a variety of hard-hearted means including forcing staff to reapply for jobs or a takeover by the state or an independent body. Under NCLB schools can make continual progress and still be labeled as bad or failing if the predetermined levels are not reached. According to data from the National Education Association, up to 15 percent of schools in most states don’t meet the requirements, and in some states in recent years the number has risen to around 50 percent of schools failing with the benchmarks gradually getting tougher each year.

It’s highly likely that the new president’s most pressing concerns will be to address the economy and foreign affairs issues. The hope is that sometime not too late in the year he can turn his attention to reforming NCLB.

Obama in speeches before educators often noted that NCLB promised to leave no child behind but instead “left the funding behind.”

“We must fix the failures of NCLB,” he said in a pre-election address to the National Education Association (NEA). “We must provide the funding that was promised, give our states the resources they need, and finally meet our commitment to special education. But that alone is not an education policy. It’s just a starting point.”

NEA poured tremendous support and dollars into Obama’s candidacy and sees his approach to education as a major victory for its members. New NEA president Dennis Van Rokel noted “Sen. Obama gets it. He knows that reform cannot take place overnight or by using quick fixes.  Obama wants to invest in comprehensive strategies, both immediate and long-term, which will pay dividends for our children, our economy and our country.”

NEA argued that schools have been forced to narrow curriculum and to focus more on “filling in bubbles” on standardized tests than expanding education opportunities.  Obama’s plan on paper creates better assessment tools, more parental involvement, and increases the number of students in college-level and advanced placement classes by 50 percent by 2016.

A good many advocates and teachers see Obama’s election signaling a shift away from dysfunctional policies of the Bush Administration and serving as a catalyst in transforming NCLB into something mirroring its original promises.

This is all good news for most teachers and schools, as they anticipate a White House education plan geared less toward political objectives and more towards actual improvements in student learning and education. The question many ask is how will campaign promises translate into actual policy and more importantly, since funding the law remains of key importance, how should additional funding be used most efficiently?

For District of Columbia Teachers Union president George Parker, funding is an important aspect of NCLB reform – but only part of the picture.

“Clearly funding is one (issue), but beyond that NCLB needs to have a focus not only on testing but also on teaching,” Parker said. “Right now it’s focused primarily on what I consider a punitive philosophy –that is just simply set the standards and requirements that school districts must meet then identify them as poor school districts if the test scores don’t measure up. I think that it is important that there is a component in NCLB that also addresses the teaching and learning and not focused only on the test scores. Instead it should be focused on the kind of resources and support that need to be in place in order for there to be successful teaching and learning that results in the high test scores.”

Parker argues for a balanced approach to reforming NCLB that maintains a balance between accountability and a clear idea of how access to resources, funding and support for underperforming schools is a necessary component for comprehensive reform that actually breeds enthusiasm and support as opposed to opposition.

“There has to be a focus on low-performing schools and what type of resources and support is needed to motivate these low-performing schools successfully.”

Generally unquestioned, the need for additional funding, as well as the need to address various aspects of assessment, and measures of progress are reform priorities and yet for some, more money could mean more problems if the inequitable way in which schools are funded is not changed prior to the additional billions that Obama has promised starts pouring into the system.

According to Amy Wilkins, vice president for government affairs and communications for the non-profit policy group Education Trust, while pushing for the additional funding needed to fully implement NCLB, educators must also address the disparities in the funding formula for the additional dollars to make a real difference.

“There are several things we’d like to see,” said Wilkins. “We would like to see a reauthorization of the law resulting in higher standards because even when the kids hit the proficiency level they are still not prepared for college. We need to improve the assessments and we need to approve a reauthorization so that poor kids and kids of color get their fair shake of the funding.”

Wilkins argues that educators should challenge the way funding under NCLB would be dispersed. She noted that the wealthy schools tend to get a disproportionate share of the money allocated to states and school districts.

“Title I money is supposed to buy extras for poor kids. We recognize that the poor kids have higher hurdles to climb, and the funding is supposed to buy extras. Its not supposed to be used to close funding gaps,” added Wilkins.

She believes that one of the things that could occur under an Obama Administration is subtle changes to the funding formula by way of changes made to the Equity Funding Initiative Grant (EFIG). She argued that by funneling more of the Title I money through EFIG, more money could be funneled to those states or districts doing a better job of providing equitable funding for poorer schools.  “It wouldn’t cost a dime,” Wilkins added.

“There is nothing better than the reward of watching students who have had a difficult time in school begin to succeed and gain confidence in their abilities to master school-related tasks. I cannot think of a better job in this world,” says Barbara Jentleson, a special education teacher and administrator for 20 years, and currently an assistant professor and program director of Project H.O.P.E. at Duke University in Durham, North Carolina.

Despite the rewards, she says, historically there has been a shortage of special education teachers. Now, though, “we are nearing a crisis of epic proportions,” says Linda Harrill, president and CEO of Communities in Schools of North Carolina, an independently incorporated nonprofit.

“It is so serious in some states that they often put in less trained and uncertified teachers in classrooms. The situation has gotten so desperate that they are looking for ‘warm bodies’ hoping to provide on-the-job training,” Harrill adds.

There’s always been a shortage of certified highly qualified teachers since special needs students were included in schools in the 1970s after the federal law was passed, explains Harrill. In the beginning it was due to a lack of universities and colleges ready to train and certify teachers in the field. As special education emerged, and more and more teacher training institutions began to offer programs, there was a major recruiting effort. Now, there are other contributing factors. For starters, a historic turnover is taking place in the teaching profession. While student enrollments are rising rapidly, more than 1 million veteran teachers are nearing retirement, according to the National Education Association.

Experts predict there will be a need for more than 2 million new teachers in the next decade. The teacher recruitment problem is most acute in urban and rural schools, especially in high-need subject areas such as special education and for teachers of color. Despite the value placed on education, teachers are still paid less than professions that require comparable education and skills. Over the last 10 years, the average salary for public school teachers increased only 1.3 percent after adjusting for inflation, according to the NEA.

When it comes to special education teachers the degree of specialty required goes beyond that of a regular classroom teacher. Special education teachers have to have content areas plus additional training in different areas of disabilities, says Harrill. There is also a lack of positive reinforcement and community and school support for special needs teachers, she adds. There is a lot of additional paperwork on top of teaching responsibilities.

The onset of significant federal monitoring and assessment of children via No Child Left Behind further complicated the issues in special education, creating a conflicting tension between the intent of the Individualized Education Plan and the national standards of accountability, says Molly Kelly-Elliott, clinical faculty and undergraduate adviser of the special education program at Miami University in Ohio. “These outside forces eliminate much of the creative element, or what I call the art of teaching, leaving only the science of teaching, when every good educator knows both must co-exist,” she adds.

If the shortage is not addressed, the situation will continue to get worse, says Dave Saba, president of the American Board for Certification of Teacher Excellence, a nonprofit in Washington, D.C. “The percentage of special education students in public schools has steadily increased from 8.3 percent in 1977 to 13.5 percent in 2007. The numbers of special education students increased from 3.7 million to 6.7 million over the same time frame,” he adds. Many of these students are children of color.

Creative Recruitment and Retention Required
It’s tough to attract teachers to the field and once they are in, keeping them can be tougher. “Some underestimate the work involved, are overwhelmed by the complexity of the position and the behaviorally challenged students, while others may lack teacher preparation that adequately prepares them to meet the needs of the population they are hired to serve. Teacher pay, teacher burnout and the lack of respect for the teaching profession contribute to the special education teacher shortage,” says Chiquita Martin, assistant director of education for the Ridge School of Montgomery County, a therapeutic school for grade 6-12 students in Rockville, Md.

The statistics for turnover for the teaching profession overall are startling. Some 20 percent of all new hires leave the classroom within three years. In urban districts, the numbers are worse – close to 50 percent of newcomers flee the profession during their first five years of teaching, according to the National Education Association.

What’s being done to stem the outflow? “Successful efforts that I’ve participated in have included active recruiting among undergraduate and graduate students that have included significant financial incentives. These have been incentives such as fellowships for licensure and training programs, signing bonuses and also higher starting salaries. Once in the field, similar incentives and also opportunities for growth and development aligned with the interest of the professional can be effective. Active administrative support for teachers and their professional interests and initiatives is important,” says Jentleson.

Making student loan forgiveness more readily available and easily accessible would also help attract young people to the field, says Martin. Simply taking the guess work out of getting students loans forgiven for work in critical need areas would help propel recruitment, she adds. “Costs for higher education are staggering and any assistance helps. Increasing opportunities for aspiring teachers to further their education once in the field at no or low cost will also attract new recruits,” says Martin.

Giving more young people the chance to work with special- needs students as part of community service would give them the chance to realize the joys and rewards of teaching them. “We need a national campaign to highlight the joys and rewards of teaching students with special needs,” says Harrill.

Think outside the box. There are places outside of the colleges of education where candidates for special education jobs can be found. “There may be talented people working as substitutes or volunteering. There may be occupational or physical therapists and employees of nursing homes or Head Start programs, or nurses who might want to make a career change,” says Saba.

Some school districts and state departments of education are going outside of the country to hire teachers, turning to places such as Germany, the Philippines and Mexico, says Lisa Thomas, spokeswoman for Educational Issues at the American Federation of Teachers. “They are using a career-changer model (Troops for Teachers) and alternative certification programs like Teach for America,” she adds.

Mentoring, ongoing administrative support and offering individualized career plans are other ways school leaders can retain the best. Incentives such as housing allowances might help too. Furthermore, universities must recruit students of color and linguistic diversity says Kelly-Elliott who touts the work of Miami University and its Urban Cohort Teacher Academy Program.

Challenges and Rewards
Such measures are necessary to help combat the challenges. “Special education teachers have to take the initiative to collaborate and build relationships with all the other professionals in the school, to work with general ed teachers who may be resistant, to respond to both the Individualized Education Plan of the student and the state standards for content and mandated testing, which often are in conflict, ” points out Kelly-Elliott.

Being a special education teacher is not only about teaching. “Really, they are case managers. They must coordinate the related services programming for their students – physical, speech, occupational therapy and counseling services. They also have to work closely with family members in managing their students,” says Jentleson.

“There is an emotional toll on teachers because the needs are not just academic,” adds Harrill. The average caseload for special education teachers is 17 students with 2.2 disabilities, says Saba.

But the rewards are huge. “There is a joy in knowing that you can make a difference in their lives. It’s worth the effort. You can make the difference between the child staying in school and graduating or dropping out of school,” says Harrill.

Jennifer Coots, chairwoman of the educational psychology, administration and counseling department with the College of Education at California State University at Long Beach recalls fond memories, “One reward I found of particular importance to me when I was a teacher was the reward that came from figuring out the mystery of why a child is not progressing and then figuring out how to intervene so that the child would progress and grow.”

You’ll need patience, love, energy, passion, understanding, problem-solving savvy and commitment – to be champions for the children. But mostly, Harrill says, “Remember that the most important thing is to teach the child, not the subject.”

Says Saba, “We cannot ignore the crisis any longer. We must ensure that every child has an opportunity for a great education.”

Below are helpful resources for those teaching special education, including grants and awards.

Marva Collins Diversity Award
The Marva Collins Diversity Award honors a special education teacher who makes a significant impact in the education of children and youths with Learning Disabilities from culturally and linguistically diverse backgrounds. The award consists of a $200 stipend and free registration to the DLD National Conference.
More information: www.teachingld.org/about/awards.html

Outstanding Educator of the Year Award
Outstanding Educator of the Year Awards are designed to recognize outstanding professionals who serve students with specific learning disabilities. Nominees may be special educators, general educators, administrators, or other educators who have spent at least five years serving students with learning disabilities at any grade level. The award consists of: (a) a $200 stipend, (b) a free registration to the DLD National Conference for the year they are receiving the award OR the following year, and (c) a commemorative plaque.
More information: www.teachingld.org/about/awards.html

The Doug Flutie Jr. Foundation
The Doug Flutie Jr. Foundation awards grants on an annual basis to non-profit organizations and schools that provide services, education and advocacy for children with autism spectrum disorder and to organizations that conduct research on the causes and effects of autism. Grant Guidelines are posted on the foundation’s Web site each year in July.
More Information:www.dougflutiejrfoundation.org

CVS Caremark Community Grants
Community Grants target effective and innovative programs that align with the group’s philanthropic values and criteria. The 2008 Community Grants Program will focus on programs targeting children with disabilities in the areas of health and rehabilitation, physical movement and play, and inclusion in student activities and extracurricular programs.
More information: www.cvscaremark.com/community

The Mitsubishi Electric America Foundation Grant
The Mitsubishi Electric America Foundation is dedicated to helping young Americans with disabilities maximize their potential and full participation in society. The Foundation supports organizations and projects within its mission that address important needs, have broad scope and impact, and demonstrate potential for replication at other sites.  A major program emphasis is inclusion: enabling young people with disabilities to have full access to educational, vocational and recreational opportunities and to participate alongside their non-disabled peers.
More information: www.meaf.org/apply-priorities.php

The Lawrence Scadden Teacher of the Year Award in Science Education for Students with Disabilities
This award is open to all current K-12 teachers who have taught for at least 5 years and must have made an outstanding contribution to science students with disabilities.
The recipient will be recognized at the annual National Science Teachers Association Convention and will receive a $1,000 award to be applied to travel expenses for the conference.
More information: www.sesd.info/scadden.htm

Pete & Carrie Rozelle Award
The Pete & Carrie Rozelle Award is given to a school or school-related program that addresses the educational and social/emotional needs of all children, including those with learning disabilities. This $5,000 award will allow for expanded programmatic and staff development opportunities that focus on incorporating effective research-based practices into classroom and school-wide practice. Preference is given to programs that serve underprivileged and underserved communities, or programs that have demonstrated unique impact for students with LD.  *Note: Only schools that have met Annual Yearly Progress goals will be considered.
More information:  1-888-575-7373
www.ncld.org

Virginia Council on Learning Disabilities Mini-grant
VCLD mini-grants are intended to support innovative, classroom-based programs/interventions designed for students with learning disabilities. Applicants must be full-time teachers in Virginia schools and current members of VCLD. Mini-grants of up to $500 will be awarded on a semi-annual basis. VCLD funds may not be used for staff development, personnel, or hardware. Mini-grant recipients are expected to submit a summary report to VCLD and to disseminate results of their programs/interventions at the VCLD annual symposium. More information: www.vcld.org

Geraldine K. Fergen Scholarship Fund
Established in 1971 and amended in 1986 through various donations, this fund supports worthy graduate students enrolled in the department of special education. Geraldine K. Fergen was honored by this scholarship after her many years of service to the University of Missouri and Special Education.
More Information:  www.education.missouri.edu/academics/financial_aid/scholarships-graduate.php

P. Buckley Moss Foundation and Moss Society Arts Teacher Award
These awards recognize outstanding teachers who consistently integrate the arts into the teaching of children with learning disabilities and other special needs.  The awards also encourage and reward instructional collaboration among teachers whenever arts are included in the classroom learning experience as an essential ingredient in the education of all children.
More Information: www.mossfoundation.org

Candace S. Bos Innovative Project Grants
Grants to support teachers of students with learning disabilities and support personnel as they develop creative projects to enhance instruction, curriculum, action research and service delivery. DLD allots a yearly total of $5,000 for support, funding individual projects from $100 to $1,000. Applicants must be members of DLD.
More information: www.teachingld.org/about/awards.html

Related Information on Teachers of Color:

How To Get The Teaching Job You Want

The best advice I received before starting my first teaching assignment came from my high school physics teacher. Right before I graduated, I went home for a quick visit and stopped by to see some of my favorite teachers. Mrs. Dampier was one of them. Before I left, she stopped me and said, “I know you’re excited right now, but teaching is hard work. The best advice I can give you is this: Don’t quit until after you’ve completed your second year. Make me a promise.”

It did seem like strange advice. After all, I loved teaching. What could possibly make me quit so soon after I started? Six months later I was struggling and often thought of just throwing in the towel. With five classes full of overly energetic boys, a large group of immersion ESL students, a passel of special education students, traveling among different classrooms and facing overwhelming amounts of paperwork – I felt as though I was drowning. The only thing keeping me in the classroom was the advice from Mrs. Dampier and the promise I’d given her.

Most new teachers struggle with these and other issues during their first year or two in the classroom. Some face difficulties throughout their first five years before they really feel confident and secure in the teaching profession. Many quit before ever reaching that point. Working in a dynamic environment with 20 to 30 individuals is not easy. Striving to encourage learning in the midst of harsh neighborhood situations is not easy. Remembering to complete paperwork, attend meetings, call parents and work as a team with other education professionals is not easy.

The outcome, however, is incredibly rewarding. There is nothing more satisfying than seeing the look in a child’s eyes as he or she finally “gets” a concept. You can see that light bulb go off above their head as their eyes light up in understanding. As students get older and move on, there will always be those who come back to give a quick hug or tell you they miss you. Those moments are priceless. Eventually they’ll return after having graduated and you’ll know you’ve had an impact on their life. Mere words cannot express the utter joy and warm feelings of those encounters. But to reach that point, you need to stay in the classroom. What can you do, then, to survive those critical first years of teaching?

First, make a promise to yourself not to give up. I took Mrs. Dampier’s advice and promised to complete at least two years. At the end of that second year, leaving didn’t seem nearly as enticing as it had during my first year. I really felt as though I was getting a handle on everything and was eager to begin my third year. After that it seemed as though everything fell into place. The promise I made held me accountable to staying through the first two years, and allowed me time to grow and improve in my teaching.

You might think of it as a goal instead of a promise, if that helps you.
Also, be sure to find a buddy either within the school or from your old student teaching cohort. This person should also be a new teacher, either at your same level or a year ahead. You need someone who understands what you are experiencing. A spouse, friend, or family member not in teaching will listen and try to offer advice, but they’ll never really get what you are going through. In the end, those conversations will leave you feeling more frustrated than uplifted. A fellow teacher, however, will understand completely. Together you can inspire and help one another.

Cry on each other’s shoulders and offer ideas to help the other. This kind of support will help you know you are not alone and you can make it through the year.

Use your mentor. Yes, this person may seem much older and very busy, but you need a link to the school and district. There may be terms and strategies commonly used in the school that are completely unfamiliar to you. Your mentor can explain these. Don’t be afraid to ask questions. No one expects you to know everything the moment you walk in the door.

Share your lessons and ask for feedback. You may not always agree, but you may find some gems of advice nonetheless.

Watch inspiring teacher movies. Lean on Me, Mr. Holland’s Opus, Stand and Deliver, Dangerous Minds, and Music of the Heart are just a few that will truly inspire you. On days when you feel you aren’t making a difference and your situation feels hopeless, pop in one of these movies, get yourself some popcorn and immerse yourself in the world of another teacher. These great flicks will help you see that others have also faced tough situations, overcome them, and made an impact through caring and love for their students.  You have the power to do the same. Afterwards you’ll feel inspired and ready to face the classroom another day.

Take time for yourself. It is very easy to become overwhelmed and stressed out with the huge amount of paperwork, planning lessons, grading papers, calling parents and performing other tasks. Choose one day of the week to be your day. Leave everything at school and do something you enjoy. You might take in a movie after school, go to the gym, join a class or club that interests you, or visit with family and friends. Whatever you choose, leave thoughts of school and your classroom behind. You have six other days of the week to worry about it.

Build relationships with those around you. This includes your fellow teachers, support staff, students, and their parents. Take the time to get to know others instead of holing up in your classroom. As you get to know more people, your support network will grow. You’ll find helping hands reaching out for you in unexpected places. This includes your students and their parents.

Develop a working relationship with your administrator. Don’t try to avoid your principal on the hope that he or she will not see any mistakes you are making. Instead, make it a point to keep your administrator informed.

Whenever you plan engaging lessons or fun events for the classroom, invite your principal to attend. If you have questions about handling student behavior, ask your administrator for advice. He/she will have plenty of ideas to help. Again don’t be afraid to ask questions. You will not be fired for trying to learn how to be a better teacher.

Surviving and thriving during your first five years in the classroom is tough, but it can be done. Don’t give up on yourself right away. Instead, use the strategies above and continue to keep your mind open for opportunities to improve your craft. Flexibility, an open mind and a willing spirit will go far in helping you adjust to your new career. Before long you’ll be looking back at those first five years and reaching out to help another teacher survive theirs.

All teachers need support. That’s why we’ve listed organizations that may be of help to you in your journey as an educator.

National Council of Teachers of English (NCTE)
The National Council of Teachers of English is devoted to improving the teaching of English and the language arts at all levels of education.

1111 W. Kenyon Road
Urbana, IL 61801-1096
(217) 328-3870
www.ncte.org

National Council of Teachers of Mathematics (NCTM)
For more than 75 years, NCTM members have taken the lead in changing mathematics education for the better.

1906 Association Dr.
Reston, VA 20191-1502
(703) 620-9840
www.nctm.org

National Science Teachers Association (NSTA)
The National Science Teachers Association (NSTA), founded in 1944, is committed to promoting excellence and innovation in science teaching and learning. NSTA’s 53,000 members include science teachers, supervisors and administrators, scientists, business and industry representatives, and others involved in and committed to science education.

840 Wilson Blvd.
Arlington, VA 22201
(703) 243-7100
www.nsta.org

National Council for the Social Studies (NCSS)
Founded in 1921, the National Council for the Social Studies has grown to be the largest association in the country devoted solely to social studies education. NCSS engages and supports educators in strengthening and advocating social studies.

8555 Sixteenth St.
Silver Spring, MD 20910
(301) 588-1800
www.ncss.org

The International Reading Association (IRA)
This association is a professional membership organization dedicated to promoting literacy for all by improving the quality of reading instruction, disseminating research and information about reading, and encouraging the lifetime reading habit.

800 Barksdale Rd.
Newark, DE 19714-8139
(800) 336-7323 or (302) 731-1600,
www.reading.org

The Council for Exceptional Children (CEC)
The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving educational outcomes for individuals with exceptionalities, students with disabilities and gifted children.

1110 North Glebe Road
Suite 300
Arlington, VA 22201
(800) 224-6830
www.cec.sped.org

The National Association for the Education of Young Children (NAEYC)
The National Association for the Education of Young Children exists for the purpose of leading and consolidating the efforts of individuals and groups working to achieve healthy development and constructive education for all young children.

313 L St. NW
Suite 500
Washington, DC
(202) 232-8777 or (800) 424-2460
www.naeyc.org

Society for Information Technology and Teacher Education (SITE)
The Society for Information Technology and Teacher Education is an international association of individual teacher educators and affiliated organizations interested in the creation and dissemination of knowledge about the use of information technology in teacher education and faculty/staff development.

P.O. Box 1545
Chesapeake, VA 23327-1545
(757) 366-5606
http://site.aace.org/

Music Teachers National Association (MTNA)
Since 1876, Music Teachers National Association has supported music and music teaching. Founded by Theodore Presser and 62 colleagues, MTNA is America’s oldest professional music association.

441 Vine St.
Suite 505
Cincinnati, OH 45202-2811
(513) 421-1420 or (888) 512-5278
www.mtna.org

Teachers of English to Speakers of Other Languages Inc. (TESOL)
Teachers of English to Speakers of Other Languages, Inc. (TESOL) is an independent professional organization created out of concern over the lack of a professional organization to connect teachers and administrators with a shared interest in teaching English to speakers of other languages (ESOL)

700 South Washington St.
Suite 200
Alexandria, VA 22314
(703) 836-0774
www.tesol.org

National Association of Biology Teachers (NABT)
The National Association of Biology Teachers empowers educators to provide the best possible biology and life science education for all students.
12030 Sunrise Valley Dr., Suite 110
Reston, VA 20191
(703) 264-9696 or (800) 406-0775
E-mail: office@nabt.org
www.nabt.org

Association for the Advancement of Computing in Education (AACE)
The Association, founded in 1981, is an international educational and professional not-for profit organization dedicated to the advancement of the knowledge, theory and quality of learning and teaching at all levels with information technology.

P.O. Box 1545,
Chesapeake, VA 23327-1545
E-mail:info@aace.org
(757) 366-5606,
www.aace.org

Teacher Grants and Fellowships

American Institute of Aeronautics and Astronautics Foundation Classroom Grants are awarded to encourage excellence in educating students about math, science, technology, and engineering.
Eligibility: current AIAA Educator Associate or AIAA Professional members actively engaged as K-12 classroom educators.
Maximum Award: $200.
Deadline: N/A.
http://www.aiaa.org/content.cfm?pageid=244

The Earthwatch Institute offers educators fully-funded fellowships for hands-on learning with leading scientists doing field research and conservation on one of 130 projects around the world.
Maximum Award: fully-funded fellowship.
Eligibility: Elementary, middle, and high school educators and administrators of any discipline.
Deadline: Applications accepted on a rolling basis.
http://www.earthwatch.org

The Live Monarch Foundation Educator Outreach Program provides funding for teachers throughout the United States to enroll in the National Campaign to bring Monarch Butterflies into the classroom. This program provides education and materials to strengthen the Monarch’s 3,000 mile migratory route within North America by creating self-sustaining butterfly gardens and refuges.
Maximum Award: n/a.
Eligibility: teachers and classrooms in areas on the monarch migratory route.
Deadline: Rolling
http://www.lmf-educator-award.com/index.html

Outdoor Classroom Grant Program–Lowe’s Charitable and Educational Foundation, International Paper and National Geographic Explorer! classroom magazine have partnered to create an outdoor classroom grant program to provide schools with additional resources to improve their science curriculum by engaging students in hands-on experiences outside the traditional classroom.
Eligibility: K-12 public schools in the United States.
Deadline: Varies.
http://www.lowes.com/lowes/lkn?action=pg&p=AboutLowes/outdoor/index.html

Toshiba America Foundation makes grants for projects in math and science designed by classroom teachers to improve instruction for students in grades K-12.
Eligibility: Grades K-12.
Deadline: Decisions about grants under $5,000 are made on a rolling basis and applications are accepted throughout the year.
http://www.taf.toshiba.com

Dow Awards–by the Dow Chemical Company–awards grants to support proposed initiatives concentrating on math and science, teacher training, and parental involvement for K-12 school districts. School districts and school boards nationwide, as well as programs that promote systemic education reform in math and science, are eligible to apply. Special attention is given to school districts around communities where Dow is located.
Deadline: Varies
http://www.dow.com/about/corp/social/gen_fund.htm

Reinventing Education Program, IBM’s lead philanthropic program,  is now a $70 million grant initiative that forms the centerpiece of IBM’s global commitment to education. IBM is contributing more than just money; they are dedicating their world-renowned researchers, educational consultants, and technology.
http://www.ibm.com/ibm/ibmgives/grant/education/programs/reinventing/

The Lucent Global Science Scholars Program is an annual academic competition sponsored by the Lucent Technologies Foundation for students who demonstrate excellence in the sciences and plan to pursue a career in information and communications technologies. When an appropriate placement can be found, Global Science Scholars are offered internships at a Bell Labs or Lucent Technologies facility in their home country.
Deadline: N/A
http://www.iie.org/programs/lucent/

ISTE HyperSIG offers a Multimedia Mania award, spotlighting original projects that reflect the collaborative efforts of teachers and students.
http://www.iste.org

The SMARTer Kids Foundation – The Connections Program equips North American and Canadian upper elementary school classes with leading-edge technology, promotes collaborative learning projects between schools, provides teacher training on the technology, and culminates with teachers and select students meeting for a fun-filled week in Calgary, Alberta.
Deadline: N/A
http://www.smarterkids.org/k12/connections/index.asp

DIVERSITY IN THE CLASSROOM:

Incorporating Cultural Diversity in the Classroom
By Dr. Stephen Jones

TEACHERS OF COLOR MAKING A DIFFERENCE:

Black Boys and Special Education – Change Is Needed!
By  Dr. Jawanza Kunjufu

TEACHER PAGES:

Surviving the First 5 Years of Teaching
By Emma S. McDonald, M.Ed.

Top 10 Teaching Strategies
By Nia Johnston

TEACHER RECRUITMENT:

Special Education Teachers in Demand
By Sheryl Nance-Nash

TEACHER RESOURCES:

Uncovering the “Secrets” of High Poverty, High Success Schools
By Douglas B Reeves

TEACHER & EDUCATION-RELATED ORGANIZATIONS

New President – New Ideas? What is the Fate of No Child Left Behind?
By Malik Russell

Ten Rules for School Safety – In and Outside the Classroom

Books Reviews
By Ericka Foster

Everyone hears the continual horror stories of violence at schools – shootings, stabbings, gang violence as well as theft and attacks on teachers. We’ve all heard the highly publicized horror of a student attacking a teacher or young girls caught on YouTube video. Outside of a quick course in Brazilian Jujitsu and body armor, how do we keep ourselves and our students safe?

According to data from the Bureau of Justice Statistics (BJS) young people are nearly 50 times more likely to be murdered away from school than in school and overall crime rates have pretty much stabilized during the past few years.

In fact, “the rates for other serious violent victimizations were lower at school than away from school for every survey year from 1992 through 2005. Serious violent victimizations include rape, sexual assault, robbery and aggravated assault.”

According to the report Indicators of School Crime and Safety: 2007 schools and communities are adding security guards and increasing use of security cameras as well as bolstering the visible presence of staff and adult supervision in hallways.

In 2005 around 90 percent of students had school staff supervising hallways while 68 percent were monitored by security guards or police officers. These measures have produced positive results as “fewer students are avoiding places in school because of fear for their safety. Between 1995 and 2005 the percentage of students who reported avoiding one or more places in school declined from 9 percent to 4 percent,” indicated the report.

Still crime persists in schools, and the failure to recognize or address the potential warning signs can result in tense and violent environments for students and teachers.

Many school systems are taking clear steps to address such issues as weapons, gang violence and threatening student behavior. In Denver a state-funded center to prevent violence in schools is initiating a pilot program in three school districts. The School Safety Resource Center will work with educators in developing strategies to prevent violence on and off school grounds. The Center will also create safety and communication plans to address incidents before they begin or afterwards to maintain safe environments. It will also work with a program at the University of Colorado’s Center for the Study and Prevention of Violence, the U.S. Department of Homeland Security and Safe2Tell, a 24-hour agency that lets students report any concerns.

Other school districts may be investing in more technological solutions to address school violence by reviewing or implementing safety assessment tools such as those provided by groups such as CDW Government, which has an online questionnaire that helps officials, parents and policy makers assess school safety.

However, school safety is not something that can be addressed through measures outside the classroom. Teachers as always will play a key role in creating safer schools. And there are steps teachers can take to create safer environments and be in position to respond to unrest.
In an Education World article, author Linda Staff identifies 13 steps teachers can take at the beginning of the year to manage classrooms in a way that promotes order.

1. Develop written expectations you can live with and enforce.
2. Be consistent. Be consistent. Be consistent.
3. Be patient with yourself and with your students.
4. Make parents your allies. Call early and often. Use the word “concerned.”
5. When communicating a concern, be specific and descriptive.
6. Don’t talk too much. Use the first 15 minutes of class for lectures or presentations, then get the kids working.
7. Break the class period into two or three different activities. Be sure each activity segues smoothly into the next.
8. Begin at the very beginning of each class period and end at the very end.
9. Don’t roll call. Take the roll with your seating chart while students are working.
10. Keep all students actively involved. For example, while a student does a presentation, involve the other students in evaluating it.
11. Discipline individual students quietly and privately. Never engage in a disciplinary conversation across the room.
12. Keep your sense of perspective and your sense of humor.
13. Know when to ask for help.

Starr also advocates direct eye contact, silent signals, moving around the room closer to more restless students, positive reinforcement as well as calming techniques that allow you to greet students as the enter the classroom and sense how they are feeling on that day.

Aside from Starr’s recommendations, teachers are always urged to use their experience and judgment and learn to address behavior in ways that reduce confrontation when possible.

On a personal level, one wise teacher with more than 20 years as a teacher in a major city once told me, always give the kids some room or a way to get out of their situation with some dignity, and they’ll do the same for you.

There are good teachers and then there are great teachers. There are those who teach and transfer information, and there are those who excite students about learning and plant seeds for a love of learning. To be a truly great teacher, a passion must be in your heart and emanate to your students through your enthusiasm, and your own unique methods of bringing the classroom to life.

The annual selection of those holding the title of “Teacher of the Year” locally and nationally, celebrates those teachers who have taken their calling as a teacher to new heights. They are the “go to” teachers who offer a wealth of fresh ideas. They keep their students engaged, parents informed and involved. They’ve also been successful in making their administrator a collaborative partner in highlighting classroom excellence. They are also teachers who are themselves the perpetual student.

Whether you are a new teacher or seasoned teacher, here are some tips to help you take your teaching career to the next level.

Best Practices for New and Veteran Teachers

1. Be Flexible
Flexibility and knowing your students’ needs is critical. Set goals and figure out your class needs before you start. Adapt – Your classroom situation may change from day-to-day, class-to-class and book-to-book. It is critical that you are able to be flexible and can think on the spot.
In teaching, everything is in a constant state of change. Interruptions and disruptions are the norm and very few days are “typical.” Therefore, a flexible attitude is important not only for your stress level but also for your students who expect you to be in charge and take control of any situation.

2.  Be a Life-long Learner
Be prepared to look at yourself at various stages of your teaching career. You not only must be aware of what’s going on with your students, but you must also be aware of your development and changes in teaching as well. Keep a journal, attend professional development sessions, read about new and innovative classroom ideas in books and on the internet.

It will benefit you greatly to take graduate classes, and attend education-related seminars, conferences and conventions. Stay abreast of changes in education through membership in organizations that will provide you with networking opportunities as well as a window into fresh perspectives, concepts and developments.

3. Have a Sense of Humor
A sense of humor can help you to have a long-lasting career as a teacher. Don’t take everything so seriously. If you can laugh at yourself from time to time, it helps your students to identify with you on a deeper level.

Your sense of humor can relieve tense classroom situations before they become disruptions. It will also make class more enjoyable for your students and possibly make students look forward to attending class and paying attention. Most importantly, a healthy sense of humor will allow you to see the joy in life and make you a happier person as you progress through this sometimes stressful career.

4. Take Time to Really Get to Know Your Students
The students who will sit before you, regardless of the age or grade, all come from unique backgrounds, home situations, life experiences, and personal challenges. They will bring all of those things into the classroom, along with their gifts and talents. Your job is to balance it all in your approach to teaching. It’s vital that you, as a teacher, don’t get so caught up in the job of teaching that you miss the “person” seated before you.

Your job as teacher, for better or worse, requires you to see needs that others may have missed – simply for the fact that you may spend more time with the student than their parents and other adults in their lives. It may not be in your job description, but a good teacher must first “see” the student in order to teach and reach them.

5. Maintain High Expectations for Your Students and Yourself
An effective teacher must have high expectations. You should strive to raise the bar for your students. If you expect less you will receive less. You should work on an attitude that says that you know students can achieve to your level of expectations, thereby giving them a sense of confidence too. This is not to say that you should create unrealistic expectations. However, your expectations will be one of the key factors in helping students learn and achieve. Praise them when appropriate and set up reward systems.

A positive attitude is a great asset in life. You will be thrown many curve balls, especially in the teaching profession. A positive attitude will help you cope with these in the best way. Students typically will rise to your expectations, make sure they are high!

6. Be Consistent and Fair
In order to create a positive learning environment your students should know what to expect from you each day. This will create a better learning environment for the students and they will be more likely to succeed. It is amazing that students can adapt to teachers throughout the day that range from strict to easy. However, they will dislike an environment in which the rules are constantly changing.

Many people confuse fairness and consistency. A consistent teacher is the same person from day to day. A fair teacher treats students equally in the same situation. For example, students complain of unfairness when teachers treat one gender or group of students differently. It would be terribly unfair to go easier on the football players in a class than on the cheerleaders. Students pick up on this quickly, so be careful of being labeled unfair.

7. Incorporate Culture in the Classroom
Your students bring a wealth of tradition, family experiences and culture into the classroom. You, as a teacher should look for every opportunity to make those cultural connections in your lessons. Look for opportunities to bring the classroom to life. This may be a good time to involve parents in classroom assignments, whether sharing cultural stories, bringing in dishes from their native country or clothing or art. You may be surprised how enthusiastic parents and students may be about these projects.

Regardless of the subject matter, with just a little research you can incorporate historical references, guest speakers, foods from around the world, art, and music into lessons to help students get more involved.

Don’t forget to share your culture in the classroom as well.

8. Be Willing to Share Yourself
It may not always seem rewarding, but many teachers play crucial roles in the lives of students. For some students, teachers offer a glimpse into a world of endless possibilities. We’ve all heard the stories of successful people looking back and thanking those special teachers in their lives who served as role models, mentors, and encouragers.

In addition to your role of imparting knowledge, sharing a little about your education or relevant stories may help students connect to you even more, and inspire them at the same time. Students listen intently when the wall comes down, even for a moment, and they get a chance to see behind the person standing at the front of the classroom with a book giving directions.

9. Stay Abreast of Ever-changing Technology
Staying up on the latest technology is key to your success. Not only do you need to know what technology students are using, but it allows you to make sure that your instruction remains relevant. You should seek ways to incorporate technology into lessons.  But keeping up with rapidly changing technology takes effort. Sign up for training workshops whenever it is offered, and take classes to make sure that your students don’t outpace you.

10. Connect the Dots
Students are often looking for ways to understand how their education relates to their every day lives. They will want to know when in life will I ever use information about primary numbers or why they are studying Shakespeare. Some of their questions and concerns about relevancy are valid, and you will have to think about how to address them and review classroom instruction and assignments. Your job will be to help them make the connections to their current education and future possibilities. The world is changing, and as today’s students prepare to compete in a global economy, it is going to vital that they have a solid world view, and strong educational foundation.

While no two teachers are exactly the same, there are some teaching practices that have proven to be effective and stand the test of time. Take the time to self-assess to determine what’s working and possibly what needs to be adjusted in your classroom.

You have one of the most important jobs in the world – you touch the lives of tomorrow’s leaders. You have a chance to make a difference, mold young minds and develop excellence and greatness. Are you ready for the challenge?