This past weekend I had the opportunity to attend the annual Computer-Using Educators (CUE) Conference in Palm Springs. While at the conference, I was able to present a short, 20-minute session on Google Forms and how school administrators can use them to increase their efficiency and productivity. I showed how these forms can be used for things like classroom walkthroughs, discipline reporting, student/teacher/parent feedback, and much more.

If you're interested in learning how to use Google forms, I've posted my presentation slides as well as a set of tutorial videos on how to use this amazingly simple yet powerful tool. I hope these resources are helpful to you!

Here's the second story in my new series "What I've Learned...Lessons from the Classroom (and Office)." In this video, I share an experience from my very first year of teaching. While it was definitely not one of my prouder moments (as you'll see in the video), I learned an extremely valuable lesson about the kind of teacher I want to be. I hope you find my story to be helpful.

If you haven't yet watched the first video in the series, you can do so by visiting the "What I've Learned..." page.

Just about everyone loves a good story. Storytelling is a powerful way to illustrate a point or convey an idea. Not convinced? Jesus Christ, in my opinion the greatest teacher ever to walk the earth, frequently chose to teach through parables. Because I believe storytelling can be an inspiring and effective way to teach, I’ve put together a presentation I’ve titled "What I’ve Learned...Lessons from the Classroom (and Office)." After 17 years as an educator (15 as classroom teacher and two as an assistant principal), I have many of stories to tell. And what’s better than a good story? A story with a message. My hope is that I can inspire other educators by transparently sharing some of my experiences (both successes and failures) in the classroom and front office, along with the invaluable lessons I’ve learned from these experiences.

Here’s one of my stories, and because most would rather watch and listen, I’ve told it on video. In this story, I share an experience that took place during my school's Literature Appreciation Day. As you'll see and hear, this story reminds us of how, as teachers, we're always being watched by our students, and therefore need to be careful of the example we're setting. Enjoy!

I recently watched, for the umpteenth time, The Princess Bride, one of my all-time favorite movies. This movie has it all – action, adventure, humor, romance, and upon my most recent viewing of this classic, a teaching reminder. “A teaching reminder?” you say. Inconceivable! Yes, the movie teaches one how to navigate the Fire Swamps and why you should never trust a six-fingered man, but I was reminded of an important instructional strategy in the three-second clip below.

Vizzini’s comment reminded me of the importance of waiting, something typically viewed in our society as a negative, but in education is imperative in certain situations. Let me explain. In our teaching credential programs, we all learned about wait time, the research-based teacher practice of pausing several seconds after posing a question, allowing students more time to formulate thoughtful and detailed answers (as well as giving more students the opportunity to answer the question). But there is another kind of wait time, one that seems obvious, yet in my opinion, is often overlooked. I’m talking about waiting until every student is paying attention before delivering instruction or giving a direction.

Sounds simple, right? But do we actually do it? Do we have the attention of all our students before giving a direction? Sure, those students seated in the front couple of rows or at the front of the line are focused on what we’re saying, but what about those in the back? Are they listening? Are they looking at us? Are they even facing the front? Unfortunately, I’ve witnessed too many instances, with students inside and lined up outside the classroom, where the answer to these questions was no.

Unless we demand the attention of all our students, chances are we’re not going to get it. And it’s okay to demand students’ attention, because this can be done in a respectful way. I’m not saying we should mimic an impatient Vizzini and say to our students, “I’m waiting!” in a rude tone of voice. What I am saying is that it’s okay to wait until you have everyone’s attention. And you may have to wait several moments. That’s okay. No, it’s not just okay; it’s a cornerstone of effective teaching. Because if you don’t do this, some of your students will miss out on what you’re saying, whether it’s a simple direction or something more important. If they’re not listening, it doesn’t matter what you’re saying.

Vizzini could have walked away, frustrated with the delay. But he waited, knowing he needed Inigo Montoya and Fezzik to accomplish his task. We too must learn to wait, for we need all our students, just as they need us. So the next time you’re about to give a direction or deliver a lesson, think of Vizzini. Just try and wait a little more patiently than he did.

Ever felt like you're the only one or one of only a few trying to enforce a rule? You've been told students need to behave a certain way, you do your best to be consistent in holding them accountable, but those around you seem to "let things go?" It's frustrating. That feeling of "I can't do this alone" sets in. You think it’s impossible, like standing knee-deep in the ocean, hands stretched toward the horizon, trying to stop the tide.

I've asked myself why this happens. Why do teachers "let things go?" Why is there often a lack of consistency in enforcing rules? I think there are several reasons, but one can be summed up in the comment I've often heard -- "It's not worth the fight. I'm not going to die on that hill."

Here's my take on that mindset. First of all, it is worth the fight. Anything in the best interest of the kids we serve is always worth the effort.

Secondly, who said you have to die? If you're the only soldier fighting on the hill, yeah, chances are, you're going to die. But if everyone fights on the hill, no one has to die. If you're the only one trying to enforce a rule, the only one trying to change the culture of your work place, you're in for a tough fight. But what if others came alongside and fought with you? What if you had an army? Imagine what you could accomplish by working together.

Finally, some things are worth fighting for, and if necessary, metaphorically dying for. There are times in life, in your career, when you may feel like you're the only one who is fighting. There may be times when you feel alone, like you're the only one enforcing the rule. If this is the case, I encourage you -- don't give up! When my students had a difficult time following directions, being responsible, or behaving appropriately, and I had to constantly remind and redirect them, I would often say, "Class, it would be much easier for me to stop holding you accountable. But that wouldn't be what's best for you."

Sometimes you have to fight, because that fight is what's best for kids. But you don't have to fight alone.

Those who know me personally know that I am a rule follower. Always have been, always will be. I think rules are important. Very important. Heck, when I text, I spell out all words, use proper punctuation, and capitalize appropriately. Why? Because those are the grammatical rules I was taught. I've been teased for my firm stance on adhering to rules. I've been told, "Lighten up, Brent. Don't be such a stickler." Here are my thoughts on the subject...

Rules must be followed. When rules aren't enforced, they're not rules -- they're suggestions. If there is no consequence for not following a rule, then it's not a rule, because rules must be followed. Suggestions, on the other hand, are things we'd like people to do, not expect them to do. If you're not going to enforce a rule, get rid of it.

A good rule is not arbitrary. Rather, it is put in place for a specific reason. From the time we were small children, we've had safety rules guiding our behavior. Don't run with scissors. Look both ways before crossing the street. Don't stick objects in an electrical outlet. All common rules there for our protection.

Rules must be enforced by everyone in the organization. Inconsistent rule enforcement sends the wrong message. For example, fighting is prohibited in all schools, and I think it's pretty safe to say this is a rule that is consistently enforced. But what about, say, a "no gum" rule? If Teacher A enforces the school's "no gum" policy but Teacher B allows students to chew gum, what is the result? First, Teacher A is going to be perceived as the "bad guy" for not allowing students to chew gum. Second, students are sent the message that some rules are important (no fighting) and some aren't (no gum), and that they get to choose when and where they follow certain rules. Yes, there are major and minor categories of rules, but all rules should be important. That's why they're rules.

Beware of the danger in suspending rules. When a rule is suspended ("Today you don't have to follow the rule"), it compromises the integrity of the rule. Again, it sends the message to students that on every other day, the rule is important, but not today. This is why I never used homework passes. I didn't want to send my students the message that homework is important and must be completed unless you have a pass. I felt that suspending the rule on homework would undermine the importance of the activity.

The Three C's: Clarity, Consistency, and Consequences. Without these three things, students can't be sure of what to expect. Regardless of whether or not they'll admit it, students want (and need) rules. They want the structure and security rules provide. Clarity, consistency, and consequences are imperative, because without them, a fourth C is produced -- confusion.

So now I must ask myself this question -- "Are all of my rules, both at school and at home, good rules?" Something to think about.

Thanks for reading.