Communicate and ask questions.

Building relationships with your scholar’s teachers keeps you informed on your child’s progress while also providing them with a sense of stability. According to SA Springfield Gardens teacher Christina Labban, it’s reassuring for scholars to see that parents and teachers are on the same wavelength, directly communicating and reinforcing the same lessons at home and school.

You can also help your scholar adjust by asking them to reflect on their busy day at school. Kimberlynn Boardman, a teacher at SA Upper West, suggests asking specific questions about their coursework. “See if they can explain [what they’ve learned] to you,” she says. Ms. Boardman also recommends following up with questions like “How do I do that? Why does it need to be done that way?” Engaging with your scholar like this keeps you in the loop about what they’re learning outside of the home while also helping them improve their comprehension and conversation skills.

Practice, practice, practice!

As Star Darnley, who teaches at SA Rosedale, says, “School doesn’t really end once you leave the building.” She believes parents can help facilitate learning by following some school routines at home. For instance, Nicole Dailey, who teaches kindergarten at SA Crown Heights, encourages parents to set timers for their students like teachers do in school to help them complete tasks like homework efficiently.

Ms. Darnley, Ms. Dailey, and their colleagues also ask parents to follow some key COVID-19 prevention rules at home. This includes washing hands upon returning home and keeping a safe social distance from neighbors and strangers. Implementing these procedures helps protect everyone while simultaneously establishing a sense of continuity for scholars, a united front between home and school.

Furthermore, since our scholars are growing up in the age of technology, there are websites and learning programs your child’s teachers can recommend to supplement lessons at home. Ms. Labban lists several of these resources on her Google Classroom, including ABCya for fun educational activities and digital libraries like Epic. Since the previous year was fully remote, incorporating a virtual learning component at home can ease the transition back to the classroom while also building upon computer literacy skills.

Talk to your scholars about personal boundaries.

Hugs and handshakes may once have been a natural, acceptable form of greeting, but we are still navigating a pandemic, which means renegotiating physical boundaries. This especially presents a challenge for young scholars who have had little to no experience sharing the same space as their peers, but everyone could use a refresher.

Ms. Dailey uses the “personal box” analogy, telling her scholars to imagine four imaginary walls around themselves and their peers. “If you can touch them, you’re too close,” she says. “Use your words to express yourself [instead of grabbing] people… Ask questions like “‘Can I play with you?’ Or ‘Can I have a hug?’ That way you know [whether] that person feels comfortable.”

Ms. Dailey recommends talking to scholars about personal space and consent at home so that they are better equipped to make the classroom a safe space for everyone. Besides, there are other ways to get people’s attention or express our love for one another. And sometimes, we don’t even need words. The scholars in Ms. Dailey’s classes use silent signals like hand hearts to show their need for support as well as their affection for one another. Respecting others is simple, and if kindergarteners can learn to do it, everyone can.

This year has been a huge adjustment for everyone, and we hope these suggestions will help parents meaningfully support their scholars’ adjustment to the physical classroom.

“We’re your school family,” says Ms. Boardman, “so we’re here to educate [your child], but we’re also here to make learning fun and [ensure your scholar is] safe, all the time.” At Success Academy, we want scholars to feel at home in our classrooms, and we believe working closely with parents is the best way to help everyone adapt and excel.

At New Teacher Training, a number of our new teachers had questions about classroom management for our founder and CEO Eva Moskowitz. We’re sharing some of their questions and her answers here, to help the SA community understand why establishing a great learning environment is so important at the start of the year.

How did you create the classroom management design for Success?

Classroom management is not something SA invented! It is foundational in the classroom of every great teacher. First-year teachers in most district schools get no training on classroom management and they essentially spend their first year (often their second and third as well!) trying to figure it out on their own. When classrooms are chaotic, teaching is truly miserable and learning can’t take place. I know because I attended a chaotic school as a child: Kids threw chairs and there were daily food fights in the lunchroom. When I founded Success Academy, I knew that I wanted to create schools where teaching and learning were protected from that kind of disorder. 

In our early years, we had a wonderful veteran teacher — he had taught for decades in NYC district schools — who coached our teachers and was a master at classroom management. We modeled our systems based on what we learned from him. Our approach has evolved. Michael Linsin  — who wrote The Classroom Management Secret, a book all of our teachers read — most perfectly and succinctly captures what we are going for in our learning environment and the teacher moves that get us there. 

To sum up his philosophy, great classroom management consists of two parts: creating and teaching your scholars a classroom management plan (expectations and consequences) that you stick to with utter fidelity, and making your classroom and lessons incredibly engaging so that your students absolutely love being part of your class.

As an educator, what do you think is the best approach to correcting student misbehavior? 

It is critically important that corrections are not punitive and don’t feel punitive — they should be absolutely neutral and transactional. When educators teach scholars their classroom management plan and stick to it with absolute consistency — they uphold the expectations and mete out the established consequences with transparency and neutrality — there is not a lot of emotion involved because everyone knows the plan ahead of time and understands that the teacher is simply following it. Kids are acutely attuned to the concept of fairness and they respond incredibly well in classrooms where their teacher consistently sticks to a plan that has been communicated and taught to them clearly and thoroughly.

How do you strike a balance between discipline and making sure teachers are not policing students?

With classroom management, less is more — and when you observe strong teaching, the teacher’s classroom management is invisible. Managing a class should never be about policing students — rather, it’s about establishing a plan and adhering to it with utter consistency. When this is done right, scholars take ownership over their behavior and teachers are just the referees. New teachers at SA receive a lot of coaching and help in their first weeks to ensure they master these skills early on because they are so critical to ensuring they and their scholars have an enjoyable and productive year. Ultimately, the goal is to unleash our scholars’ intellects, and this can only happen in an environment that is orderly, respectful, and predictable.

What classroom management tips do you offer for teachers?

Re-read, and re-read again The Classroom Management Secret and stick to the classroom management plan! It is also critically important for teachers to do some self-examination. If they have philosophical hesitations about classroom management — if they think it is mean or disempowering to scholars to be in charge of the classroom — they will not be successful. Of course, the teacher is in charge, but when done well, classroom management is actually empowering to scholars because they know the rules of the road. And managing your classroom should never mean that you don’t treat your scholars lovingly, empathetically, and with respect.

Classroom management is not an end in itself — it is a means for creating a classroom environment where deep, creative thinking and learning can take place.

Classroom management is not an end in itself — it is a means for creating a classroom environment where deep, creative thinking and learning can take place. So it is essential that teachers embrace their role as classroom managers and believe in its importance as a necessary precondition to great teaching and learning.

Isn’t creating inclusive classrooms at odds with classroom management?

In fact, it’s the opposite. An inclusive classroom is one where kids feel their authentic selves are valued and respected by their teachers and peers; where kids have a truly safe space to think, explore, and make mistakes. This is not possible in classrooms that are chaotic, where kids disrespect each other or simply check out when their peers are speaking. In well-managed classrooms, scholars are able to really listen to and learn from each other’s ideas. Scholars feel incredibly valued and empowered when they feel listened to and believe that their ideas have weight. 

At SA, we fervently believe in protecting teachers’ right to teach, and scholars’ right to learn so that deep, creative and unfettered thinking and exploration can take place every day, in every classroom. As counterintuitive as it may seem, it is by establishing a great learning environment at the start of the year through clear systems and routines that scholars and teachers are liberated to have these experiences. To learn more about this feature of our school design, take a moment to hear from SA Harlem 5 Assistant Principal Monica Buress in this video.

Pictured above: Bibi Tran sets the stage for learning at SA Harlem 4

Start Your Mornings Early

I give myself time in the mornings before I start teaching to prepare myself for the day and do something fun. Whether it’s drinking a cup of coffee while reading, walking laps while chatting with a friend or family member, or working on a puzzle — feeling like I have the morning to myself makes me feel so much more focused as I head into my day.

— Stephanie Cornelius, SA Bronx 1

Get Some Fresh Air

Instead of lounging around or staring at your phone on your breaks, go for a walk. I go on walks at least twice a day and it invigorates me every time! Breathe in the fresh air. Revel in the sunshine. Even if it’s just to go get that cup of coffee on your corner, it’ll get you moving and remind you that the world is more than just your workspace!

— Shannon Beatty, SA Bushwick

Set Work Boundaries

It’s so hard when the lines between work and home begin to blur. I’m a firm believer in being wholly present — at work and in your home life. But in order to do that, you have to set boundaries and avoid distractions. You need time for just you, too! Every day, I have to actively remind myself to close my computer after I’m done with work. I don’t open that computer until I “go to school” the next day. It might seem simple, but it’s done wonders for my sanity.

— Danielle Abrahams, SA Far Rockaway

Exercise!

It can be extremely taxing to sit in front of a computer all day — especially when so many of us are used to being on our feet all day and getting energy from working with kids! Since I no longer have to commute in the mornings, I now have time to go running or exercise before work. At first, I really had to push myself to build this as a healthy habit and make it “essential” part of my day. But it really paid off; breaking a sweat kept me grounded and boosted my mood in ways I never expected. So get those endorphins flowing! The best part? It’s scientifically proven to make you happier!

— Meredith McDevitt, SA Crown Heights

Find Your Routine

Routine, routine, routine! Once my co-teacher and I figured out our schedule, life became so much simpler. We met at the same time every day to discuss our plan — topics we were going to discuss, activities we were going to do — and we didn’t deviate from that plan during the day. It freed up an enormous amount of space in my brain, when I would usually be worrying about what was coming next!

— Elena Buchsbaum, SA Bushwick

Stay Organized

I can’t stress this enough — organize your home and your workspace! Remember that your home is truly your own little classroom. It’s so important to keep the materials you need by your side so you don’t have to run around during the day to get them. Since I’m a basketball coach, all I need is my computer, bottle of water, and basketball by my side — but I also keep my bachelor’s degree as well as my college basketball jersey hanging on my wall near my desk. Every once in a while, I’ll glance at them, and it puts me in the right headspace for the day.

— Stephen Lo Russo, SA Bergen Beach

Speak Up When You’re Struggling

Full-time remote work is a new experience for many. We’re all navigating this brave new landscape, where every day is different and some days are better than others. If you’re feeling challenged, remember that chances are, your peers are going through the same exact things you are! We all want to see each other succeed, too, so reach out if you are struggling — you’ll receive nothing but kindness and support. 

— Jomar Quintana, SA Bronx 4

Be Kind To Yourself

Above all, remember that you’re human. Things are going to be tough sometimes, and it’s unrealistic to feel positive and motivated all the time. What we can do, however, is find the good amidst the chaos. We can refuse to let tough circumstances control us. We can be okay with letting things go after they’ve run their course. Staying positive doesn’t mean pretending things are okay — it means accepting things the way that they are, and trusting that they’ll work out how they’re supposed to.

— Yamiles Bonilla, SA Prospect Heights

Download A Meditation App

I found different calming apps that help with anxiety and fear. One great app I use is called Calm. It has guided meditation, music, daily prompts, and affirmations. My favorite part is the sleep stories the app has! They’re so soothing; they help me clear my head and easily fall asleep when I’ve had a long day. I also use the app Yoga Studio, which has great yoga resources for all different levels of practice.

— Stephanie Cornelius, SA Bronx 1

Make Gratitude Lists

When I first started teaching, every day I wrote down three things I was grateful for. It could have been anything from, “My morning class had amazing discourse!” to “So-and-so cracked me up during recess.” These gratitude lists became essential during remote learning. Celebrating the small joys, like 100% of my scholars signing on to class, or getting all of the tasks on my to-do list done that day, really helped me feel balanced during the first few months. It’s also fulfilling to look back through them and realize all of the wonderful things I, my scholars, and my team are capable of.

— Flannery Rollins, SA Bronx Middle School

What’s your tip for remote teaching and learning? Email communications@successacademies.org.

Create Opportunities for Scholars to Talk to Each Other 

I can’t stress this enough. You have to find time to let your students socialize, as well as pivot your lessons around group discussion. In the spring, I designed a collaborative group project that required all of my students to participate.  I also incorporate ice breakers so scholars can get to know each other. The Zoom breakout group function is fantastic for encouraging group work, too! As long as systems of accountability are in place, my scholars can simultaneously get to know each other while mastering new content. This kind of interaction is critical to our students.   

 —Michelle Jackson, SA High School of the Liberal Arts

Have One-On-One Conversations 

Don’t sacrifice individual conversations with your students. It’s so important to intentionally build individual relationships with kids. Start your day with a conversation in a small group, invite students to have lunch with you, or start a snack video conference just to talk with them. Importantly, schedule individual touchpoints to check in with students — especially if you can tell a student is struggling or misbehaving.           

 —Dominic Kaltenborn, SA Fort Greene 

Be Enthusiastic, Even When It Feels Silly

I’m a pretty animated teacher, but teaching remotely makes it more difficult to translate those enthusiastic vibes to my scholars. So I tried to maintain the same — if not more — excitement and energy during all of my lessons. At times I felt silly, for instance, doing Call and Response when I couldn’t hear responses, or singing the Friday song for the whole class. But embracing the silly was worth it and always put smiles on my students’ faces!          

—Paige Story, SA Crown Heights

Celebrate Your Scholars’ Wins — and Incentivize Them! 

One of my colleagues, Danielle Scindian, and I created fun ways for scholars to earn points using the application called Class Dojo. Every morning, we pumped up scholars by reminding them how they could earn points — the more “Dojo” points they earned, the bigger the prize they’d get at the end of the week! It was a huge hit; the kids were super stoked whenever they heard that little bing! that signified they’d earned a point. Learning should be fun! Find ways to keep that at the forefront of your teaching, and joy will be the center of your classroom, even remotely.                 

 —Tia Whiteman, SA Bergen Beach

Don’t be Afraid to Get Personal 

I found that scholars responded well to me just being myself! I wasn’t afraid to show off my pets (My scholars LOVE animals!), do a scavenger hunt around my house with various personal items, and ask my scholars about their lives, too. These quirky moments of authenticity were a real source of joy for my scholars.     

  —Alison Bergman, SA Harlem 6

Utilize Social Media

I made a class Instagram account where parents could tag me in scholar talent challenges, science challenges, and other project-based learning projects. This was a great way for my class to stay updated on what everyone was doing — and it gave them something to talk about in class the next day! Every morning, I was sure to share the pictures and talk about them for scholars who hadn’t had a chance to see them.          

—Naomi Snyder, SA Harlem 3

Incorporate Daily Shoutouts 

At the end of each day, I asked five students to share something positive about another scholar. My kids shared such thoughtful and kind sentiments. This was a time to celebrate each other, and it really helped foster joy in my classroom!    

 —Taylor Gordon, SA Hell’s Kitchen

Ask Your Kids What They Want 

Kids respond to feeling heard, and I really wanted to give them a little bit of ownership during the remote learning process. Feeling stuck on how to foster community in your classroom? When in doubt, just ask! My kids told me they wanted to try new technology with their friends online, so we used applications like Jamboard and Kami to play games and do group work. I never would have known if I hadn’t asked! 

—Toni Donohue, SA Williamsburg 

Ask Parents What They Want 

Parents know their kids best, right? Why not reach out to them for suggestions and ideas about how their scholars socialize and learn best? Through parent tips, I did a workout class with my scholars, had snack-and-chat time, and provided time for my scholars to “paint” on their devices and screen share to talk about what they were drawing! The recommendations I received were so valuable and really helped foster community in my classroom.

—Paige Story, SA Crown Heights

Laugh — A Lot! 

I love to laugh with my kids, and I even created a meme competition for what was going on in class. They had to make a meme about something that happened in the section of the book covered in that day’s class, and submit it to me via email before the next day. All memes submitted were then posted on a Google slide for all to see to start class the following day. It’s creative, hilarious, and a great example of storytelling!  

—Ryan Long, SA Ditmas Park Middle School

In middle school, everything seems new — the building, the classmates, and most importantly, the teachers. Although the teachers might have been new to my scholars, that didn’t mean they had to start from scratch getting to know them. I called my elementary school teachers and asked them to speak with my scholars’ middle school teachers so they could get a sense of their history and who they are, and I found it so helpful. They built relationships quickly with my scholars and understood them even better than they had before, which really comforted my scholars and eased the transition. — Beverly Persad, mom to 5th and 6th graders at SA Lafayette MS

From day one in middle school, each of my kids was assigned an advisor with whom I could talk to about expectations and progress. Before school started, my son’s advisor called me to see if I had any questions or concerns. It was clear to me that we were on the same team, and I felt so supported. I initiate meetings with my kids’ advisors and teachers at the start of each semester as well as any time I have an issue. They always make it work, even if we have to talk at 6:45 am before I go into work. We are partners, and because they have the same open-door policy in middle school that they did in elementary school, both of my kids had a seamless transition to fifth grade. — Jill Cysner, mom to 5th and 7th grade scholars at SA Bed-Stuy Middle School

I can’t stress this enough — attend the open house of the middle school closest to you, as well as the other preview events. This year, in place of in-person events, Success Academy will be holding webinars where you can meet your principal and learn more about middle school, and I encourage you to attend! When I went to the tour last year with my scholar, the staff was so enthusiastic and welcoming. Getting to meet middle school staff and hear them talk about their experience took away so much of my uncertainty and comforted me. It was also important to me to bring my daughter because I wanted her to have a bit of ownership over the process and learn for herself. My daughter loved the idea of getting to learn about coding, and that made her so excited to attend BSMS. The fact that she knew that up front gave her a sense of belonging I don’t think she would have had otherwise.  — Kate Davis, mom to 5th grade scholar at BSMS

Remember to RSVP for our Virtual Middle School Open Houses in January, and be on the lookout for more events! Also, be sure to follow your school’s Facebook and Instagram to stay connected and updated on their latest news and events.

I know all SA elementary schoolers worked on Chromebooks for remote learning, but the transition to more writing overall in middle school is still a big adjustment, and your child’s fluency and comfort with technology can really affect their grades.  My son was a really slow typist, so assignments would take hours. I gave him extra practice with a typing program, and now he types even faster than I do! The familiarity with technology and typing skills he developed reduced his homework time significantly and gave us so much time and sanity back. If fourth grade families take advantage of this time, it will really give them a leg up if and when they attend an SA middle school.  — Beatriz Escobar, mom to 5th grader at BSMS 

A big part of transitioning to middle school is learning how to become independent and take personal responsibility for your work. Learning how to be organized is crucial, and practicing at home is the perfect opportunity to build great organizational habits! Encourage your scholar to make systems that work for them — like where they keep their textbooks and homework, and how they set up their room and workspace  so that when they return to their school building and have their own personal space (like a locker!), they’ll already have practice. This helps kids be more individually responsible not only academically, but personally as well! 

Finally, I’d recommend checking out parentteenconnect.org. It features teens and their parents in conversation about real issues, like screen time, independence, and responsibility, and can help parents know they’re not alone in navigating these changes! — Rachel Duvall Holleran, Associate of Scholar Crisis Support and Prevention

Talk to Your Kids 

Kids are so much smarter than we give them credit for. They are sensitive and attuned to the world around them, so they’ve picked up on the fact that it has changed dramatically. Rather than let kids drum up scary scenarios in their heads, we should sit down and empower them with tools and information. By opening the door to a conversation, you help them gain a sense of control over the situation, which automatically decreases anxiety. 

It’s important to be direct and truthful with kids when having these conversations, no matter what age. We need to tell them that this is hard. That people are getting sick. That it’s okay to be scared, and that, sometimes, we get scared too. It’s not the fear itself that matters, but it’s how we handle our fear that makes a difference. Instead of letting fear control our lives, we can find ways to cope and focus on the kind of people we want to be in this world — adaptable, generous, and hopeful.

If you find yourself overwhelmed, there are resources that can help you get these conversations started. PBS Kids has a great article that can help guide you on how to be reassuring and realistic at the same time. The National Association of School Psychologists (NASP) also recently published some tips on how to help kids talk about and cope with anxiety.  — Rachel Holleran, Associate of Scholar Crisis Support and Prevention

Find a Coping Skill

Anxiety. Sadness. Anger. Frustration. These are big emotions for kids, some of which they might be feeling during this crisis. When adults feel them, they might go on a walk to clear their head, call a friend for advice, or even take a nap. These are some examples of “coping skills” — ways to calm down so that our emotions don’t control our functioning — and half of the time, we use them without even thinking about it. Kids need them too, especially when confronted with emotions that they might not be used to handling. The trick? We have to practice them when we’re calm in order for them to be effective when we’re not. That’s because not all coping skills are created equal: while I like to break out my dumbbells and exercise when I’m anxious, someone else might like to draw, take a long bath, or finally make that red-velvet cookie recipe they’ve been eager to try. I made this 30-Day Coping Skills Challenge to help kids learn what coping skills work best for them, whether that’s crafting, positive self-talk, building their own lego car (like one of my scholars!), or yes — even cleaning their bedroom! 

If you don’t know how to get started, think simple: Just have fun with your kids. Ask them to pick an activity from the list, and do it with them. Since we’re sheltering in place, we deliberately chose activities that you can do with your kids with limited space and resources. Find five to 10 minutes right before breakfast or during a lunch break to sing a song, do a dance video, or color. Then, discuss if they liked it, and why (or why not!). Older kids might prefer to do some of these on their own, like journal or call a friend. This is about kids getting to know themselves, and loving themselves all the more for it. Feelings aren’t bad, and it’s okay to feel frustration and sadness. But learning what works will give you and your scholar a roadmap to help handle these emotions in a healthy way.  — Rachel Johnson, Lead Psychologist at SA Hudson Yards Elementary

Take Movement Breaks

We all move, and for the most part, we know why. We know we have to go to the fridge to get a glass of water, or stretch out our calves after a long walk. But we often forget that movement isn’t just for utility, and that it’s critical to our kids’ physical and mental development. At a time when kids are moving even less than they were a few months ago, we have to intentionally build movement breaks into the day. Movement helps kids connect thought to action and gain incredible self-awareness. This translates to longer attention spans, increased focus and concentration, and boosted self-esteem — all of which reduce stress and anxiety. 

In particular, yoga is a great way to encourage movement and self-awareness. I highly recommend Cosmic Kids Yoga, a YouTube Channel filled with kid-friendly, themed yoga videos. The videos help kids move and think about their breathing in an interactive and imaginative way. Some of our teachers use these videos at the beginning of class or as a quick break, and kids have an absolute blast. Does your kid like Frozen? Harry Potter? The Three Little Pigs? There’s a video for each! In them, kids can pretend to be a snowman, a wolf, or a tree — all while getting to know themselves and their bodies. If your child is in middle or high school, they might enjoy the section titled “Playlists for Older Kids!” I have had families tell me that they put a video on for their kids while making breakfast, and it quickly became a morning ritual. Check out the first video on the home page, “Welcome to Cosmic Kids!” as a starting point, and from there, you can select a video that your scholar might like — and join your kids in on the fun! —Natasha Storonsky Becker, Lead Psychologist at SA Washington Heights

Please  reach out to your scholar’s teacher or senior leader if you feel her or she requires additional support during this time. Additionally, if you or someone you know is in crisis, or is experiencing an emergency, help is available; please utilize the resources below.

• Crisis Text Line: Text HOME to 741-741 to be connected to a counselor
• NYC Well: Call 1-888-692-9355, text “WELL” to 65173, or chat with a counselor at this link.
• National Suicide Prevention Lifeline: Call 1-800-273-8255 or chat with a counselor at this link.
• 911: If you (or someone around you) are in active danger, call 911

Her feedback is now the cornerstone of my classroom management coaching: Finding your own style and voice is essential for successful — and joyful — classroom management. One of my goals as an assistant principal is to help new teachers put this concept into action. It takes time and courage to find your own way. But it’s worth the effort; the result is a classroom environment where everyone enjoys themselves, including the teacher!

An important part of finding yourself in the classroom is identifying your own non-negotiables around classroom culture and student learning. What are the things that you feel need to be front and center? When you identify your non-negotiables, you can avoid sweating the small stuff and sweat the “right” stuff for your own teaching style. 

I like to use the “locked hands” example from my own teaching experience. When I first started teaching, I was committed to enforcing “locked hands,” a technique that requires kids to keep their hands locked together to improve focus. It was so important to me to see that my students were engaged intellectually — this was a non-negotiable. But I soon realized that my scholars showed their engagement through their eyes, expressions, and verbal responses. Once I was confident I had established a consistent culture of engagement in my classroom, I chose not to prioritize the locked hands rule. Instead, I picked my battles — but best believe, if I asked a scholar a question, they needed to know the answer! 

Another concept I impress upon my teachers is the importance of teaching rules and routines through activities or lessons, rather than in isolation. It’s never a good idea for a teacher to ask scholars to practice transitioning, or getting into line, or setting up their desks just for the sake of it. Embedding this practice into an activity that shows them the “why” behind it is much more effective. For example, at the start of the year, I’d use “getting-to-know-you bingo” to teach my scholars how to set up their desks. In this game, scholars have a bingo sheet that they fill in by asking their classmates questions about themselves. 

I would explain: “This is how our paper is going to be set up in the morning: Your bingo card is at the center of your desk; your pencil point faces the windows. After you’ve got answers to your questions, the buzzer will ring and you will go back to your seats and practice putting your desk back exactly like this.” This helps scholars understand that rules and routines are both purposeful and a part of the fun.

Regardless of the non-negotiables you prioritize and the creative ways you integrate rules and routines into lessons, it’s essential to hold yourself accountable. I recently had a teacher who wanted to improve the listening culture in his classroom. I asked him, “What behaviors do you need to see to make that happen?” He explained that tracking — looking at the person who is talking — was important to him because it shows that scholars are giving respect and paying attention. I agreed — and when I observed his classroom, I watched carefully to make sure he was adhering to his own priority. When he wasn’t, I’d point it out — “You have five scholars not tracking!” — and he would quickly correct himself.

At our schools, we are all rowing toward the same vision of holding every scholar to a high bar while keeping them safe and engaged, but each teacher is at the helm of their own boat. The mechanisms used to establish that learning environment can, and should, differ. There is power in this flexibility! I was lucky to have a lead teacher who early on stressed the importance of finding an approach that felt true to my values, even as she helped me master classroom management essentials.

With all this in mind, it’s important to remember that it will take some time, and trial and error, to find your authentic style as a classroom manager. You will inevitably have to make adjustments and course corrections — and even some total resets! — but I promise that the end result will be a classroom filled with joy.

It’s Not Personal! Change Your Attitude Toward Feedback

My first year, I was so hard on myself whenever I got negative feedback, which peaked around October. During one of my first field trips, I remember feeling like my Lead Teacher (LT) was particularly harsh towards me, telling me I should’ve paid more attention to my scholars. The next day, I obsessed over the feedback — I was convinced she thought I was a terrible teacher and that we would no longer be able to work well together. But that turned out not to be the case at all. It turns out that, most of the time, feedback is not personal. I realized my LT was just trying to help my growth in that specific situation, and it didn’t mean I was a bad teacher.  Now, I look forward to feedback and view it as a challenge to push me to be a better teacher and person. The second I flipped that switch, everything was a little less overwhelming.

—Anabel Schmelz, teaching five years, fourth grade teacher at SA Bed-Stuy 1

Make Time For Yourself

When you’ve finished your work, leave. Bring a coworker with you — to yoga, to dinner, to a Broadway show. And try to talk about anything other than work. When you’re in a slump, it becomes so easy to talk about how much work you might have or how miserable you feel, which makes things even more painful. When you develop relationships and a life outside of work, it’ll make coming back the next day that much more enjoyable. 

—Agatha Cummings, teaching seven years, third grade teacher at Hell’s Kitchen

Schedule Daily “Recharge” Sessions

When I first started, I thought I had to fill every free minute with intense planning. While of course planning is important, I learned very quickly that this was not sustainable — and it left me battling pure exhaustion! Now, I make sure to set aside ten minutes every day to meditate or unwind. When I jump back in, I feel much more ready to tackle the day’s challenges.

—Adelaide Bullock, teaching seven years, kindergarten teacher at SA Harlem 2

Bounce Ideas Off Each Other

Whenever I feel stuck or overwhelmed, I remind myself I can lean on my fellow teachers for advice and perspectives, too — not just my managers. I’ll invite another teacher to pop into my classroom, even just for a minute. If they see that something isn’t working, they’ll suggest another approach. Even in those times when I am discouraged, these people can often see the bright spots in my lesson that I can’t see myself! Getting that perspective from a veteran teacher is so encouraging and freeing.

—Aleah Tarnoviski, teaching eight years, kindergarten teacher at Harlem 6

Get Some Helpers

For me, it was at the start of my second year around October that I began to feel overwhelmed. 

Each day, I was working well past 6pm, swamped by what seemed like the never-ending, non-teaching tasks of a teacher. I’d observed that other teachers saved time by getting their scholars involved with simple tasks, so I decided to try it out with the basics. So I announced the names of scholars who would be “table captains” or part of the “clean up crew.” Over the next few days, I watched in amazement as my first graders fulfilled these responsibilities perfectly and even began to volunteer to wipe down the tables — they wanted to be a part of this! Giving my students work — not just school work, but actual tasks — was an incredible time-saver and also had other unexpected and profoundly positive effects.

—Hannah Inglut, teaching six years, now assistant principal at SA Springfield Gardens 

Read more about Hannah’s classroom management tip here. 

Don’t Underestimate the Importance of Sleep

The absolute best piece of advice I can give to get through the October blues is to get to bed at a reasonable time. I used to stay up until midnight regularly, but during my first year it clicked with me that I needed to be in bed by 10pm. It was hard at first, but I will say that being well-rested made it easier to handle my stress.

—Kirsten Anderson, teaching six years, first grade teacher at SA Bushwick

Find Joy In Little Moments With Your Scholars 

One year, I had a scholar in my class who just hated coming to school. Every morning, I’d pull her aside to give her a huge smile, a hug, and a pep talk about having a great day. I didn’t think it was working — until one day, I read the personal narrative she wrote in class. In it, she told the story of how, even though she often felt too tired to go to school, I made her feel comfortable and confident enough to push through. That when I hugged her, she knew it would all be okay. Moments like these help me rediscover my “why” and help me get through my blues. You might not have a moment like this with every student, but there is something inside of each student that you’re going to love, value, and cherish, and when you take time to appreciate these qualities, you’ll feel reenergized. 

—Anabel Schmelz, teaching five years, fourth grade teacher at SA Bed-Stuy 1

Know That This is Only a Phase — It Will Get Better!

I’m constantly telling my teachers to remember that feeling discouraged at this time of year is so normal that it has actually been documented as a pattern by researchers! This research reveals the fact that not only are October and November a recurring period of disillusionment for teachers, but also that teachers who stick it out usually experience what’s called “The Rejuvenation Phase” in late winter and spring when they feel more confident and start looking forward to the next semester. Reach out to your more veteran peers and ask them what they’re doing or have done to get through the hard times, so when you’re feeling the gloom and doom, you’ll know that you’re not some anomaly—and most importantly, that it does not reflect your capacity and potential as a teacher.

—Liz Vandlik, principal at Hudson Yards Middle School

Cover photo: Agie Cummings and class

What’s something you wish you had known at the beginning of your first year?

Own your development. 

You are in charge, so don’t be afraid to ask questions, even if it’s uncomfortable. If you don’t like how things are, manage up and suggest an alternative. The worst response you will get is a no, but you’ll never know until you try. —Ameera Badamasi, 2nd Grade ICT, SA Bronx 1

Use your mistakes as opportunities, not limitations.

I wish I’d known that setting high expectations for yourself doesn’t mean you won’t falter. You will make mistakes—it’s how you handle and grow from them that matters most. And it shows your kids that you’re human, too. —Julia Monro, 2nd Grade, SA Bronx 1

Know that your hard work will pay off.

One thing I wish I knew at the beginning of last year is that the hard work pays off. Even though I felt overwhelmed at the start of the year, I put 110 percent into my pre-work and classroom so I could understand what was happening and fully engage in discussions with my team members and leadership about content and my students. I found out that while workload may seem like a lot, it is all purposeful—and your effort directly impacts your students and your career at Success. —Kelsey Shallow, 3rd Grade ICT, SA Harlem 4

What are you doing to make this school year your best year yet?

Appreciating and understanding the importance of Teacher Excellence Training (TET).

Understanding TET’s value has allowed me to be more intentional about my planning, my vision for my classroom, and the expectations that I have for myself and my scholars in order to make that happen. TET really taught me how to consistently keep my bar high and refuse to drop it, values I’ll bring with me into this year. —Ashley Earl, 1st grade, SA Crown Heights

Fostering great relationships with parents.

I’m a firm believer that as teachers, we should always have at least one parent/guardian number in our phone for each of our scholars. I want parents to know that we can be such a powerful team if we work together. This year, I’m committed to consistently reaching out to parents—whether it’s to let them know their scholar is struggling, or even just to share a picture of their scholar enjoying school. —Fabiani Baez, Kindergarten, SA Bronx 4

Staying organized and transparent with leadership. 

I keep an agenda, as well as our “Week at a Glance” (WAG) and sticky-notes on my computer to remind me of everything I need to do for the day to help eliminate weekend work. I also am being transparent with my leadership and grade team lead, by asking questions when I’m confused, letting them know how I feel, and asking for feedback on areas I want to grow in. 

—Kelsey Shallow, 3rd Grade ICT, SA Harlem 4

Cover Photo: Kelsey Shallow

A teacher’s first year is usually the hardest, but for me it was at the start of my second year that I began to feel overwhelmed. I’d moved up as a founding lead teacher at Success Academy Bronx 3 and was alone in the classroom for the first time. Since I’d only ever taught with a co-teacher, all of the routines I had established were dependent upon having another adult in the room. Now, I was on my own.

Each day, I was working well past 6pm. I was swamped by what seemed like the never-ending, non-teaching tasks of a teacher; I didn’t have the time or the capacity to devote myself to my scholars the way that I wanted to and it was immensely frustrating. I loved my kids so much and I felt like I was letting them down. Something had to change.

I’d observed that other teachers saved time by getting their scholars involved with simple tasks, so I decided to try it out with the basics. I explained to my class that we were a family and that families help each other out. Then I announced the names of scholars who would be “table captains” or part of the “clean up crew.” I asked the table captains to pass out and collect the necessary papers to their peers, and the cleanup crew to keep our “home” spotless. And over the next few days, I watched in amazement as my first graders fulfilled these responsibilities perfectly and even began to volunteer to wipe down the tables — they wanted to be a part of this!

So I decided to double down. I made a list of all the things that were robbing me of my ability to focus on scholar learning. I picked ones that I thought my scholars would be interested in taking on, such as:

Snack Chef: The gourmand who would distribute and set up the snacks we provide for scholars. 

Librarian: The bookworm who would put books in their place and keep our beloved library in order. 

Transition Leader: The always-punctual time keeper and count-down captain. 

Mail Person: The dependable deliverer of important materials that need to be sent home via the mail cubbies. 

Grading Assistant: The first scholar to neatly finish math morning work and earn a 100% gets to grade the other morning work. 

Phone Protector: The highly-reliable keeper of my work phone, who would help prevent me from misplacing it during the day. 

My scholars were thrilled with their assignments and I started to notice that the changes taking place in my classroom went beyond saving me precious time. Our classroom community grew stronger as scholars vied to be responsible enough, kind enough, and focused enough to earn assignment to particularly cherished tasks. 

It’s very difficult for a group of sleepy six-year-olds to come in and be motivated first thing in the morning when asked to complete warm-up math problems, for example. When my scholars saw that they had the chance to be given the all-important task of checking the accuracy of each other’s calculations, however, the entire dynamic shifted. They were invested! At home, a parent told me that suddenly a kid who never wanted to do chores was asking to wipe down the table because it had become a special job, an important job.

Assigning these jobs to my scholars gave me time throughout the day to take the breath that I needed, but it also motivated and encouraged me to step back and let the scholars speak. I knew in theory that they could lead discussions and ask clarifying questions of each other, but until that point hadn’t had the confidence as an educator to allow that to unfold. Once I saw that my young learners could remember to set out the snack every single day, without reminders, I realized that I had been underestimating them. They are so smart, so eager, and so much more capable than we adults tend to expect. I truly improved as a teacher because I had more time and energy to focus on trends and on student work and to be strategic in my lessons — and because it gave me the confidence to allow them to take charge.

This year I spoke at our New Teacher Training about this topic because I truly believe it can be revolutionary. I hope our new teachers, who are a group of incredibly motivated and intelligent educators, find it as useful as I did to put our kiddos to work!

Ms. Inglut and her former scholars