Rigor is not a four-letter word

by Barbara r. Blackburn

chp. 9 --- opportunities and challenges

“You have powers you never dreamed of. You can do things you never thought you could do. There are no limitations in what you can do except the limitations of your own mind.” 

-- Darwin P. Kingsley

The five questions ---

1.     Where should I begin?

2.   How do I handle resistance from students?

3.   What do I say to parents?

4.   How should I respond when other teachers aren’t supportive?

5.   How can I gauge progress?

Where should I begin?

·         Must have a vision for your classroom (i.e. – write a vision letter – chp. 1)

·        Decide on three specific steps you will take to increase rigor in your classroom.

·        Take time to reflect and make any adaptations.

How do I handle resistance from students?

·        Recognize the source of the resistance. The value and success aspects of motivation impact students in more ways than you may realize.

·        Ask yourself “What will I say to a student who says “What’s in it for me?”

·        Give your students time. Real change does not happen overnight.

·        Finally, although you need to be clear about what you are doing, do not give rigor too much of the spotlight.

·        *** Expect the best from your students, create the best lessons to ensure learning, provide appropriate support for every student, and do not apologize for your high standards. ***

What do I say to parents?

·        Provide a clear description of what you expect from their children.

·        Focus on the rationale and benefits of rigor.

·        Formula for communication -> Value + Success = Understanding

·        KEY POINTS – Parents need to see value in what you are doing, and they need to feel they and their sons or daughters will be successful.

How should I respond when other teachers aren’t supportive?

·        Try to keep a lower profile. (?) --- Interested in hearing your perspective about this Gittens’ Group.

·        Seek out other teachers with similar beliefs.

·        Remember your focus… ”High performance often leads to jealousy in the workplace…In teaching, it should be about the students.”

·        When you center your effort and attention on what is best for your students, it helps you balance the criticism from others. (profound and true)

How can I gauge progress?

·        It’s important to remember that creating a classroom culture that is rigorous will take time, and you may experience plateaus.

·        Rubrics can assist us assess our progress (see pp. 154-159)

·        Remember the African proverb -> “Smooth seas do not make skillful sailors.”