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Effective Teaching...
by Harry and Rosemary Wong
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This article was printed from Teachers.Net Gazette,
located at http://teachers.net.
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March 2005
His Classroom
Is a Real Life Office
If I would have had procedures in place and more importantly
practiced them, leaving the teaching profession would have never entered my
mind.
Sitting at lunch in a charming Mexican restaurant in the Old Town of Albuquerque,
New Mexico, we had the delightful opportunity to meet Ed Lucero and his wife
Ruby.
Ruby is in the special education department of the Albuquerque Public Schools
and Ed teaches business, marketing, and finances in a high school.
Ed shared a bit of his life with us and it was so powerful that we asked him
to tell us more in writing so that we could share it with the thousands of teachers.net
educators. Because his story is best told in his own words, we’ve
chosen to leave it as a first person narrative.
Ed Lucero and His Defining Moment
As the first member of my family to graduate from college,
teaching was the furthest thing from my mind until I found I could incorporate
my business degree with my love of football. When I was in high school,
I told myself that I would never want to become a school teacher because the
pay was low and the lack of respect teachers often received from many of the
students.
When I graduated, I received a college scholarship and decided to major in
business administration with a concentration in accounting. No low-paying
job for me–that’s why people get a degree, I thought! While
in college, I earned extra money coaching football as an assistant at my alma
mater, Del Norte High School in Albuquerque, New Mexico.
In my sophomore year of college, I lost my brother Vincent. After a six
month struggle with cancer, he lost his battle. This was a very stressful
time for me and my family. From the loss of my brother, I had what I call
a “Defining Moment” in my life.
It made me reflect on the importance of doing the
right thing for myself because life can be so short.
I knew I wanted to continue to coach football and, ultimately, teach young
individuals about life through football. I continued to coach part time
after graduating from college in December of 1989.
I turned down a couple of business sector opportunities because it conflicted
with my coaching schedule at the high school. As a temporary solution,
I decided to substitute for the Albuquerque Public Schools. This gave
me a chance to gain a little experience as a classroom teacher. I liked
it so much that I decided to become an Educational Assistant, helping in the
classroom. So for the next two years, I coached football, worked as an
EA, and studied for the CPA exam.
In 1993, I passed the CPA exam and began practicing accounting full time.
At the same time, I started working on my MBA. I constantly questioned
myself, however; if I was doing the right thing. I truly missed working
with young people.
Soon thereafter, I really felt like I could make a difference in this world
by teaching and coaching vs. working as an accountant.
So I left the MBA program and began taking education classes. Approximately
one year later, I completed the coursework for my teaching certificate.
The passion in my heart was for teaching and coaching.
I Had No Structure in My Classroom
My first year as a teacher, I taught math and a work study program called Industrial
Cooperative Training. I thought I had the best of both worlds. I
assisted students in finding jobs while teaching them job skills.
It wasn’t long before I began teaching Accounting and Computer Application
classes. At one time, I was teaching five different classes with five
different preps.
In addition, I served on several committees and continued to coach football.
I eventually became the head football coach and shifted much of my energy to
coaching. At this point, I had become the epitome of an over-extended
teacher, having taken on too much responsibility. This soon led
to the inevitable “teacher burnout”.
I was at a crossroads—was I to be a teacher or a coach? Or was
it still possible to do both and be effective?
Initially I thought the combination of teacher/coach was not bad; however,
I quickly began to think that I was more effective as a coach than as a teacher.
In coaching, I got my players to perform on and off the field by teaching
them self-discipline, instilling a work ethic in them, and having high expectations
of all. There were consequences both individually and for the
team when players failed to meet those expectations. I clearly explained
the reasoning behind the lesson(s) being taught.
In contrast, in the classroom, I failed to clearly
explain the need to learn, did not teach discipline, did not instill a work
ethic, and did not set expectations for my students.
Unlike football practice, I had no structure in my classroom. Rather
than having consequences, I would merely avoid the problems that caused me to
become stressed and angry most of the time.
Everyday was a challenge to keep my students on task. I felt I was a
“glorified baby sitter.” I found myself in
true survival mode day after day. As I look back, I don’t know how
I did it. I also realized that I was not doing a very good job of teaching.
Somehow, the information I had learned in the education courses I took years
ago was not being used.
I eventually resigned as the Head Football Coach. There were several
reasons for my drastic action, but I decided that I needed to become a better
classroom teacher. I wanted to develop that passion for teaching again.
I Thought About Leaving the Profession
Last year was my eleventh year of teaching. I was miserable!
Students weren’t paying attention. I constantly repeated myself.
Students would ignore my instructions and at times talk back. Some students
would attempt to call me “bro.” instead of Mr. Lucero. I truly
thought about leaving the teaching profession.
I promised myself that I would not have another year like I did last year.
If the situation did not change, I would leave teaching and practice public
accounting again.
If I stayed, I knew I had to make some radical changes.
My wife Ruby, who is a support teacher for the largest school district in New
Mexico, saw and felt my misery. She suggested I read a book called The
First Days of School: How to Become an Effective Teacher by Harry
and Rosemary Wong. I spent the greater part of the summer reading the
book and researching its many ideas.
If I had not read the Wongs’ book this past summer, I am sure I would
not be teaching today. I was so distraught that I had begun inquiring
about jobs outside of the classroom.
I wanted to try one more time and apply the information that I learned from
The First Days of School. My plan was to make
my classes more business like. This corresponded with the classes that
I was teaching—Business, Marketing, and Finance.
This idea took some advance preparation of materials such as daily log sheets,
work procedures and computer procedures, but I was prepared the first
day of classes.
After implementing many of the strategies and ideas from The First
Days of School, I am having the best year of teaching—ever!
Implementing the First Day of School—The Most Important Day of
the Year
Preliminary Paperwork: As students enter their office
(classroom), I stand outside my door and greet every student. As they
respond, I hand them an Information Sheet to complete when they get to their
seats. The sheet asks for their personal information such as contact names
and numbers, school schedule, interests, hobbies, extracurricular activities,
etc. Students enter the classroom and find their desks from the seating
chart posted on the wall.
Students not on my original “Employee List” are assigned a seat,
and proceed to complete the Information Sheet. The Information Sheet provides
me with important information on each “employee” and can create
a basis for additional communication; I get to know my employees better in a
very efficient manner.
A few students are surprised that a seating chart has already been made up;
thus not allowing them an opportunity to sit by their friends. Just as
in a real work situation, employees are often unable to choose their work stations.
While students fill out the Information Sheet, I take roll, add the new students
to my roster, and update the seating chart.
Job Orientation: Approximately ten minutes into class,
I introduce myself and explain “work” expectations, procedures,
and attendance/tardy policies. I also tell them that this is going to
be one of the most beneficial classes in high school because
it is modeled after “real life” work experience.
Thirty-five minute training: Once the first day procedures
are explained, the “training” begins. We discuss and practice
the procedures for beginning each “work shift.” They include
the following:
- Students pull their folder (time card) as they enter their
office. This indicates they have punched in and are now on the clock
to begin work.
- Students log their Daily Business Agenda sheet which includes a “Business
Smarts Activity,” the class objectives, and assignments for the day.
- Students begin their Business Smarts Activity. The
Business Smarts Activity is a “small” job. It could be reading
a short business article, watching a small segment from a video or simply
taking notes regarding the day’s task. (Readers of The
First Days of School refer to this as “Bell Work.”)
This allows me to take attendance and perform other necessary tasks before
we begin our core assignment (job).
- Students are briefed on the business tasks/work objectives
for the day.
- Upon completion of the jobs for the day, students must begin working on
additional “jobs” (assignments). All students have a copy
of an Additional Assignment List. It contains ten possible
assignments that they can work on. This idea has worked effectively
and has helped eliminate wasted time in my classroom. As in real life
employment, employees will get reprimanded or penalized if they are on the
clock and doing nothing.
Students do get bonuses (extra points) for completing these
additional assignments. More importantly, students better their business
skills or keep up to date with current events in the world of business.
Surprisingly, I also have learned a great deal from the additional assignments
students have submitted. It’s like having grad assistants who
perform research for me.
- Students understand that when they file their folder, they
have just punched out and can go to break before they go to their next job
and supervisor. However, they can only punch out after they have completed
their fifty-six minute shift.
All students have a hard copy of my class procedures. It is a six-page
“Employee Handbook” that explains how to do things during my “work
shift” (class). Click
here to view Ed’s Handbook.
Teaching Gets Better Each Day
I no longer have to repeat myself or answer redundant questions from students.
Instead, I ask them, “What’s the procedure?”
Periodically, we revisit and practice a procedure to remind those who may have
forgotten it.
Implementing these procedures the first day of school is most important.
It really does set the tempo for the entire school year. Students learn
what is expected of them from day one.
Although I have been successful as a teacher in the eleven years that I have
taught, last year was a real challenge and almost led me to leave the teaching
profession.
I wish that I had read the Wongs’ book before my first year of teaching.
If I would only have had procedures in place and practiced
them, leaving the classroom and teaching would never have entered
my mind.
I’m sure I would have minimized the stress and burnout in my teaching.
The reality of becoming an effective teacher leads me to once again consider
including the other passion I have—coaching.
My school year has been great. I feel good that students
are utilizing every minute of class productively. I am so glad that my
wife, Ruby, introduced me to The First Days of School.
I continue to get more and more ideas each time I pick up the book, and I have
begun to share the ideas and strategies with many of my colleagues.
I never knew that teaching could get better with time!
Tax Help in New Mexico
From Ed’s story, it certainly appears that his passion for working with
young people has been rejuvenated. In fact, teaching is going
so well for Ed Lucero that he is able to contribute to the community.
He and a colleague, Judie Dwyer, teach a tax class to high school students.
This class is offered by the Albuquerque Technical Vocational Institute and
is coordinated by Fred Gordon. In this program, they recruit high school
students to take a college class at the high school. Through the class,
students earn concurrent credit with the Vocational Institute and Albuquerque
Public Schools. This program trains students to prepare basic income tax
returns for low income, disadvantaged, and elderly people in the community.
Students must pass a rigorous IRS Certification Exam before they can prepare
and e-file a tax return.
Last year, the students processed over 300 tax returns and refunded
more than $250,000 back to the community. Information on this
program can be found at http://www.tvi.cc.nm.us/taxhelp.
The students at Ed’s high school, Del Norte, were mentioned in the Congressional
Record in the U.S. Senate for their work in the community.
Success Has No Boundaries
As Ed set up a real life experience for his students to follow while in his
classroom, he also found a way for the students to use their knowledge and take
it out and use it in the real world.
The chain of success for Ed Lucero extends beyond his dream.
This successful teacher instilled in his students the passion to use their skills
to help others. The successful students helped less fortunate people in
the community file their taxes. The community people got much needed refunds
to help sustain their livelihood.
Ed Lucero prepares his students for the real world—and you can,
too. We firmly believe you can make anything happen in your classroom,
as long as you have procedures in place for the students to follow. With
this structure you are free to create and live your dream of TEACHING and making
a difference in the lives of students—and so many others.
And remember, Ed Lucero wanted to be an accountant. It looks like, through
teaching, Ed is finally an accountant, many times over.
While the road to Ed’s success was circuitous, he is on track and living
his passion each day. Follow his example. Seek help for the problems,
and reinvent yourself if necessary. The rewards are immeasurable.
Harry & Rosemary Wong products: http://www.harrywong.com/product
This printable version is provided for the convenience of individuals.
Reproduction of multiple copies requires permission from editor@teachers.net.
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