RECENT REVIEW:
Not in My Classroom!, September 1, 2007
By J. Ideus (Texas) - See all my reviews
When school was out in May 2006 I really felt burned out and wondered if I was being an effective teacher. I kept asking myself if I really wanted to go back for an 18th year of teaching. However, after I read Mr. Wootan's book I felt optimistic and rejuvenated. I found ideas that had been used once upon a time, but had forgotten somewhere down the line. There are many useful ideas for new teachers as well as those of us who have been around a decade or more. I found myself anxious to get back to school. I really looked forward to meeting the new students, nearly 120 of them. I don't know if I would have had the courage to start a new year without Not in My Classroom, but it certainly gave me the jumpstart that I needed. Help other customers find the most helpful reviews
Forward by Catherine H. Mulligan
“As I write this foreword, it is August and a new school year is about to start. In my career as teacher/administrator for over 40 years, I have often observed that at this time of year, successful teachers experience a renewal of enthusiasm for the role we play in facilitating learning. Although the end of a year in May or June is always welcome, so also is the start of a fresh year. Some regard this as irony; I regard it as a miracle. The “miracle” of renewed enthusiasm happens because we feel a sense of efficacy: what we do as teachers makes a difference in students’ learning. Student success depends very much on what takes place between teachers and students in the classroom.
Boredom, disorganization, dead time, inappropriate student interaction, whining, acting out, irresponsibility, cheating, defiance, inattention... any teacher can make a list of classroom issues that diminish the effectiveness of our efforts to engage students in learning in our classrooms. Regarding each of these, we declare: “NOT IN MY CLASSROOM!!”
Not In My Classroom is a resource for teachers who believe that a pro-active approach to classroom management paves the way for class time to be truly valuable. By setting expectations for behavior and routine at the beginning of the year, and consistently adhering to these, the teacher creates an environment where learning, rather than attention to distraction, is always the focus. The book’s “voice” is that of a practicing teacher, effectively supplementing ideas found in more formal settings such as teacher education courses or professional journals.
Fred Wootan brings a fresh perspective to classroom management. After a career as an executive in the insurance industry, with writing mystery novels and training manuals as a sideline, he joined the ranks of classroom teachers in 2003. One day (when coincidentally, I had perused one of his novels in our library), I received an inquiry from Fred, an alumnus of our school, about the possibility of teaching. A subsequent conversation confirmed his knowledge of writing and literature, but left a void concerning his classroom skills. Prior to his first day of teaching American Literature in August of that year, his experience of the high school classroom had been as a student several decades ago. Would he experience “culture shock”? “Deja-vu”? “What have I gotten myself into?” or other anxieties? I’m not sure whether he had any of these thoughts, but I do know that he had that sense of efficacy, believing that his instructional practices, knowledge, and rapport with students could have a positive effect on student achievement.
In this book, Fred details the practices that have contributed to his personal success as a classroom teacher. He recognizes that relationships between students and teacher are very important, just as between businessman and client. Building the relationship begins by knowing students’ names, progresses to knowing the students, and culminates in trust. A relationship built on respect, consistency, and trust enables a teacher to issue challenges that students will accept.
In the business world, quality control is essential. Business people are trained to assess production, make changes based on available data, and evaluate whether a change made a significant difference in productivity. Similarly, the successful teacher makes time for reflection, or taking stock of his or her classroom performance. A teacher gathers data such as student test scores, evaluations of teaching by peers and supervisors, and makes adjustments in teaching style and practices.
The recommendation to keep a journal of teaching experiences can benefit veteran teachers as well as those new to the profession. By logging what teaching techniques were tried, students’ reactions to them, and teacher’s appraisal of their effectiveness, a teacher has a personal record by which to judge the degree of success of instructional practices.
Change is necessary, not only for improving one’s classroom teaching, but also for personal growth. Fred’s readiness and ease in adopting state of the art teaching equipment and materials could be attributed to the necessity of a positive attitude toward change in the world outside of teaching. His recognition of teaching tools, such as the electronic whiteboard and Internet explorations, as essential in reaching today’s “digital” students, underscores Fred’s conviction that teachers must reach students in order to teach students.
Good teachers are open to change in order to meet the needs of students whose world is changing rapidly. The change encountered by teachers refers not only to curriculum, materials, and teaching style, but also to the concept of “What is a school?” Fred offers his prediction about schools of the future, inviting the reader to speculate on the accelerated rate of change of schools in the 21st century compared to the barely perceptible change in the previous two centuries.
Fred’s strong work ethic and commitment to his students are evident in his writing. Anyone who reads this book will find affirmation of the fact that being a teacher requires work far beyond the confines of the classroom or school day. Also evident is Fred’s belief that student achievement, a respectful classroom environment, and job satisfaction make the hard work worthwhile.
The writing style of the book is conversational, rather than pedantic or my-way-is-the-only-way. I can imagine two teachers talking as I read the words. The teachers are sharing their wisdom, relating what works for them personally; and that is what Fred Wootan does in Not In My Classroom. Enjoy your conversation with this teacher.”
