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I could wax poetic about the vast difference in experience and stress between my first and second year up to this point, but I’ll spare you the drivel for now.

First and foremost, the greatest change in the way my room functions has come from, well, me. My familiarity with the scope and sequence of 2nd grade material, the school environment, and individual children and families has put me at ease in the classroom in a way I could not have previously imagined. All of this has helped me to think through all things teaching with greater clarity, especially when it comes behavioral expectations, performance tasks, and planning. Additionally, I’m able to deal with the unexpected (talking out, having to leave the classroom, being unexpectedly assistant-less) in a more thoughtful way than I might have last year.

Now, on to the reason why I’m here: my students. I LOVE being around them, and they know it. Although they have come in at a 1.3 reading level (.7 years behind), they have demonstrated mastery of important basic reading, writing, and math skills, which is making my life much easier than it could be. They have also demonstrated a work ethic and love of learning that makes me want to work harder to improve my own teaching. This means I only get a little more sleep than I did last year, but the days pass much easier in a classroom where students are interested in learning. I no longer brace myself for the day, I think about how I will change their days.

A brief anecdote to help illustrate the difference between this year and last: last year, I would stay in my room until 7:45 AM each morning, at which point my students would come from the cafeteria and be greeted by me at the door. This year, I arrive at school between 6:45 and 7:00 and go to the cafeteria by 7:30 so I can see them before class. I started doing it simply out of wanting to see them a little earlier, but it’s turned into something they expect – Mr. Starkey meeting and greeting with the 2nd grade every morning, along with various other students that I know. My thinking, which developed after the fact, is simply that children deserve a positive greeting every morning to help them start the day off right. This, in turn, makes my life easier by ensuring they are looking forward to being in the room. So now I look forward to seeing Ashley, Shonda, JaTaria, and whoever else might be there every morning so we can exchange smiles and a “Good morning.”

After perhaps providing too many incentive systems last year (points for behavior, etc.), I’ve swung in the opposite direction with these students. This wasn’t part of the plan, it just kind of happened. Part of this surely derives from the fact that they are, as a group, interested in learning and therefore prone to good behavior. But I know part of this also comes from the way I’ve been explaining directions and relating behavioral expectations (behavior is a choice!). From the beginning, I’ve made it clear that I bring my best attitude and work ethic to school every day and that I would never do them wrong. Amazingly, they take my word at face value. This means that, rather than using a tool like a point chart to settle an unruly classroom, I’m able to depend on what occurs to me to be something like rule of law. That’s not to say that they always do what I ask, but they see a confident teacher that simply did not show up early enough last year; and they respond in kind.

In other words, we know where we’re going and how we’re going to get there, and no children seem willing to argue with or detract from that mutually agreed-upon fact.

Also, I smile almost all the time.

A few other changes I’ve made from last year:
? Posting colored butcher paper over the blinds for several of my tall windows, on which we have been listing such items as reading skills, math vocabulary, and writer’s checklist. Ugly blinds? Covered. Teacher? Held accountable.
? Instituting a 5-10 minute community meeting on the carpet every morning to center the day, praise them, and provide an item to focus on during the day (let’s think about…)
? Sending behavior sheets home in a folder every day so families know how their child is behaving every day
? Awarding children who behave in an exemplary way with a Star Card, which goes over their other cards. They receive a note to take home to their families.

That last one has brought about some amazing changes in behavior. The day Shonda received a card, her uncle bought her a new jumper and shirt from Wal-Mart as a reward. Tiarra’s mother took her to Pizza Hut when she received one. And today, Zhartez, who slips into old habits sometimes, finally got a Star Card (he might have been the last one). His face – which has struck me more and more as that of a child who is not yet familiar with academic success – lit UP, and I’m certain it made each of our weeks. My hope is that the quizzical look he gave me when I told him he earned it for doing the right thing will give way to sustained focus and love of learning.

I’ve done enough damage for one night, but I’d like to end with a couple brief stories.

Cordarius, a new student at our school, is a ball of energy, full of funny side comments – arms swinging, step bouncing, eyes wide. At lunch a few weeks ago, Cordarius looked up at me and asked, “Mr. Starkey, have you ever read a book that smelled like cologne?” Curious where exactly he was going with this, I replied, “No, Cordarius – have you?” “Yes sir!” he answered, “I smelled one. Then, I sprayed it with pickle juice and gave it to my sister!” he declared with a mischievous smile.

Rayneisha, who is my highest reader, had the choice of writing about one of three communities we had learned about in Social Studies two weeks ago – family, church, and school. After writing several sentences about her family, she wrote (quite deliberately) “My family is love to me. That is what love is all about!” to complete her paragraph.

They’re amazing kids. You should come and see them. We’re going to have an amazing year.