In addition to recognizing how relationships impact classroom management and academic achievement, educators will learn innovative ways to facilitate student engagement in designing and planning classroom rules, procedures, and democratic processes. With a focus on improving academic outcomes, teachers will discover ways to replace classroom management with proactive classroom leadership. Dutchess Maye - eduConsulting Firm

1. Rethinking
Classroom Leadership
North Carolina Middle School
Conference 2013
Dutchess Maye, EdD
Executive Director
eduConsulting Firm
Raleigh, NC 27616
919.633.7333
consultingfirm.com

2. Rethinking Classroom Leadership
Teacher Strategies
Below is a list of 8 teacher strategies or self-
declarations which serve as the foundation of
rethinking classroom leadership.
1. Choose every day to deepen a relationship
with at least one person. That means making a
Relationships conscious decision to smile, take an interest,
do a favor, or give a compliment.
 Begin with the teacher.
I have come to a frightening
2. Choose every day to learn more about another
conclusion. I am the decisive person. Inquire about what the person thinks,
element in the classroom. It is likes, wants, feels, etc.
my personal approach that
creates the climate. It is my 3. Choose every day to take responsibility for
daily mood that makes the your successes and failures. That means avoid
weather. As a teacher I possess
tremendous power to make a
blaming the state, DPI, the principal, the
child’s life miserable or joyous. students, their parents or your spouse.
I can be a tool of torture or an
instruction of inspiration. I can 4. Choose every day to revisit and remind
humiliate or humor, hurt or yourself of your philosophies for life and for
heal. In all situations, it is my education. Why do you believe what you
response that decides whether a
crisis will be escalated or de-
believe? How are your beliefs changing and
escalated, and a child why?
humanized or dehumanize.
Haim Ginott 5. Choose every day to read something positive
and to speak something positive. What we
 Have a significant impact on read influences our thoughts. What we speak
learning. influences our actions and those others.
No significant learning occurs
without a significant 6. Choose every day to remind yourself that you
relationship. make the weather in your classroom.
James Comer
7. Choose every day to make the weather
 Must be recognized for their brighter than the day before.
authenticity.
8. Choose every day to take care of yourself first.
Caring is a moral imperative, a
social responsibility, and a Only when you are the best you, can you make
pedagogical necessity. others around you better.
Geneva Gay
2
consultingfirm.com

3. Rethinking Classroom Leadership
Wait Time
Student Outcomes
Extending Choices: The purpose of  Increases in contributions by students who do not
extending choices to students is participate as much when wait-time is limited
ultimately designed to prepare them
to live in a democratic society, make  Expansion of the variety of responses offered by
good decision, control impulsivity, students
and think through consequences.  Decreases in student interruptions
Extending choice does not come  Increases in student-student interactions
without some prior teaching prepping.
Teachers must help students
 Increases in the number of questions posed by
recognize the importance of thinking student
through their choice and determining  Improvements in the student achievement
the consequence.  Increases in the number of higher cognitive
responses generated by students
Options for Extending Choices by
allowing students to
 Increases in the length of student responses
 Increases in the number of unsolicited responses
 Select from a variety of  Decreases in students’ failure to respond
assignments which are
a. equally rigorous and
b. appeal to learning styles and
Teacher Outcomes
multiple intelligences
 Participate in establishing
classroom agreements and  Flexibility of teacher responses, with teachers
expectations for behavior listening more and engaging students in more
 Establish a set of consequences for discussions
infractions  Increases in teacher expectations regarding
 Determine due dates for projects students usually thought of as slow
and tests
 Examine and pursue methods in  Expansion of the variety of questions asked by
which they learn best teachers
 Increases in the number of higher cognitive
questions asked by teachers.
3
consultingfirm.com

4. Rethinking Classroom Leadership
The Adult Voice
 Communicates deep concern for students’
thoughts/ideas
 Conducts class meetings; establishes democratic
Classroom leadership is practices
first modeled by the
teacher’s authentic efforts  Uses respectful language
of demonstrating genuine
concern and interest in  Uses humor appropriately
developing the leadership
 Feels confident to express emotions
skills of students.
 Doesn’t use bribes or threats
Demonstrating authenticity
usually involve simple acts of  Focuses on self-improvement
kindness such as
 Smiling
 Interest Characteristics of the Adult Voice
 Eye Contact
 Encouragement  Non-judgmental
 High Expectations
 Respect  Free of negativity
 Value of Differences  Negotiating
 Adult Voice
 Non-verbal
*Pass the Crown by
allowing students to  Factual
 Develop and ask high  Question format
level questions on
content  Win-win attitude
 Determine testing format
 Teach the content  Used for changing behavior
 Facilitate the
understanding of peers
 Lead groups and class
discussions
*Passing the Crown requires
specific agreed upon
expectations, procedures
and competencies
4
consultingfirm.com