5 Lazy Laws to be the Most Effective Teacher Ever!

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Allow me to introduce myself, I am the Queen of Working and Not Working at the same time. Better known as the most effective teacher ever. I am also the Queen of learning gains for the bottom 25%. Successfully having students go from taking remedial math with me, into honors math the following year.

I also wear a crown for having a high passing rate on standardized tests. Generating a high percentage of students earning concordant scores needed for graduation. All of this has been accomplished while being a teacher in Title I/Inner-City schools. Also known as,  the “Hood,” for over 15 years.

Why These Laws are needed

Working in the “Hood,” is extremely rewarding, but it is also quite draining. In order to sustain some sort of energy, and mental sanity, I had to develop survival skills. Don’t let the blog title fool you, I am very passionate about what I do, and I give 110%. I am simply calculated and intentional about the amount of energy I allow myself to exert day to day.

That being said, I realize that I do not have the ability to graduate with over 180 high school diplomas. That also means, I also don’t have the ability to do more work than my 180 students each school year.

How in the heck can this be accomplished? How is it possible to leave work, and not feel like my body has been zapped of all energy? Well, I have 5 solutions to help you become the most effective teacher ever.

These solutions may seem outlandish to the readers that are habitual work-a-holics. However, I have helped prevent many teachers from experiencing the prevalent burnout. As a rule, I do my work on the back end. This is so I can have more opportunities to relax on the front end.

Law #1:

I Believe in Child Labor

No, I am not talking about making students work at sweat shops for pennies a day. What I mean by that is my classroom structure is extremely student-centered.

Student centered is about collaboration, collaboration, collaboration. Collaboration is one of the easiest ways to put the work back on the students. This does however, require you to put some structures in place, and do some modeling sooner rather than later. The best time is during the first 2-weeks of school, but it is never to late to start. For different strategies on how to foster a culture of collaboration in your classroom, be sure to read, The Rules to Rule Playing Games in Small Groups.

I do not teach and reteach, instead I teach, have my other students reteach, and I facilitate that process. Also, I do not go to the board and explain. If there is even one student in the class that has the answer correct, the responsibility is now on them. What about those introverted students, many of you are thinking about? Those students that absolutely hate having to interact with other living, breathing, human beings. If implemented with fidelity, compassion, and scaffolding, it is possible to foster this culture for all your students..

Standing at the board, solving the same problems for 6, 55-minute blocks, is a big no-no for any most effective teacher ever. As a matter of fact, I only give my students notes on a topic one time. During that period, I give them 200% effort. I do this because I know moving forward, they will be working harder than me. I want to give them everything they need. Building in gradual release into the lesson provides me with a few moments to myself each period.

Law #2

Use a Screen, So You Won’t Have to Scream

Being that I am over the 35 year old hump in life, I’ve had to come to grips with a harsh reality. That reality is that most of my students were born with digital devices in their hand. They do not actually know how to hold a conversation using spoken words. However, they can tell an entire story in under 160 characters, and memorize numerous mini-dance routines.

I do believe that worksheets and skill and drill are still necessary in the math classroom of today. There is also my belief that there are other ways to create meaningful practice for your students. Meaningful practice can take place simultaneously while engaging them digitally. I do have a post that advises on taking worksheet problems, and turning them into simple engaging games/activities.

One of the main keys to using technology, is to make it a one stop shop for your students. How do I do this? 1) I make sure students have notes on the topic already. If they do not, I build notes into the activity usually by using Nearpod or Quizizz. Students should have access to immediate feedback and also (drum roll please) a way to self-correct right after. What good is it to have a student complete 10 problems and get 8 of them wrong, only to offer them help or insight after they have been deflated by the questions, they failed?

That is actually not an effective use of your time, or theirs. It is certainly not something that the most effective teacher ever would do.

Law #3:

Teach Your Students to Fish, Not Just Give Them a Fish

This law is a spin-off of the classic quote, “If you teach a man to fish, he can eat forever, if you give a man a fish, he will soon die.” You got me, I may have butchered the word for word aspect but I feel I did well enough for you get the general understanding.

In order for me to bring this into the realm of education, humor me for a moment. If you teach your students how to think, they will thrive on their own. If you tell your students the answer, they will bother you for help with every problem they don’t understand. An effective teacher will help make sure their students have the tools to feel confident enough to go out on their own and push through their tasks.

Law #4

Repurpose Your Worksheets into Games or Activities

A pretty crappy part of a math teacher’s job, is knowing that 90% of your students already hate your class. Literally from the moment they walk in. Sure, you are able to build relationships and use other tactics to get them to like you, the teacher. Sadly, they will state hate math, the class.

Some teachers long before you planted, watered, and grew those seeds of disdain your students have for math. Majority of the time you are not teaching, but instead, begging, or attempting to bully them into solving problems. That takes tons of energy, that I don’t even think most teachers realize.

Do everyone involved a favor, and turn those worksheets into games or activities. For ideas on simple games you can play with your students using any problems, visit my post on Repurposing Your Worksheets Into Games or Activities That Require Minimal Setup.

Law #5

Gaslight Your Students by Answering Their Question, With a Question

Admittedly, this law is probably the most comedic to me personally. I apologize in advance for anyone who has been in, or who may be in a toxic relationship. From personal experience I know how painful gaslighting can be. In this sense of the word, I actually gaslight my students by refusing to give them the answer.

When a student raises their hand and asks, “Can I come ask you a question?” I reply, “You can come up to me, but I may or may not actually answer you.” And in all actuality that is the case. Yes, it is easy to tell the student what their exact mistake was. Yes, it is easy to tell them what their next step should be. It is very easy to just tell them what the correct number is and where it belongs in their problem.

If that is your style, you can keep it, but that short term ease, will be creating a long term handicap. You will ultimately be creating more demand on you by your students. Yet again, putting yourself further away from being the most effective teacher ever.

Conclusion

These are the 5 laws that have literally transformed my productivity and my sanity while teaching. The laws may vary slightly based on your subject area, and also which level of students you teach. The most important key to being the most effective teacher ever, is to increase the amount of responsibility you put on your students. While in the classroom, they should be exerting more energy and effort than you are. Find ways to put your work in on the back-end, so on the front end, you simply facilitate.