12 First Day of School - Setting up Boundaries - Heather Johns

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Here we go, so. Welcome, everybody. I'm so good to see... So glad to see everybody. And first of all, I want you to know you're awesome. I love you, and you seminary teachers are heroes. Now, today we're talking about training students. A lotta times you'll see teachers complain about students. What we like to do is train students. And I've come to see myself more as a coach rather than a teacher, and sometimes I refer to myself as Coach K. If you don't like that, no big deal. You don't have to do that. That's fine. But I explain this model to the class. I am the coach. I, my job as the coach is to organize the team, to train the team for our overall success so we all rise together. And so, for example, that's why I have a seating chart, and I mix up and move students and put students in small groups strategically is because I'm the coach, and I can see what's gonna help our team succeed. And one person who's taken that to the next level is Heather Johns. She's taken it to the next level of, hey, I wanna train my students to do what I want them to do. So sometimes we get into a class situation, and we're like, "My class is not good at marking scriptures." Then we have to have a training. My class is not good at talking to each other." Then we have to have a training. My class is not good at making friends with people." Then let's provide a little training on how to make friends with people. And so in the school, you'll actually see I have kindness videos to train our class to be kind to each other. I have social skills training because this very purpose. Sometimes kids just don't know how, and so train, train, train. What you want, you train. Instead of complain, we train. So Heather John is gonna share us a training that she did with some teachers on how to train their students. And I was like, "Heather, I want you to come on and share this with our students." So I'm gonna turn this over to Heather John. So let's turn the time over to you, Heather. So glad to have you. I had a hard time as a teacher at first. I did not have good classroom management, and my students walked all over me, and they did whatever they wanted. And I thought that in order to create a relationship with them or for them to not be upset with me, I had to just allow them to do what they wanted to do. And I have learned that it is so important to have high expectations for our students and high love, and when we expect them to do things, they will rise, and that they, they will do those things. And I would add high expectations, but then helping them meet that expectation. Setting them up for success. So it's one thing to say, "Okay, class, I want you to write a three-page sc- page paper on Alma 32 and what faith really is." Okay? That's high expectations, but wow, y- y- we gotta set them up for success. How are we gonna train them for that success? I love that, and that's where you're at with training them. First of all, the very first thing I do because the students are go- the very first thing you say to them is going to be the most important thing you will ever say. And so I just testify of Christ right when I get their attention. What I do to train my students at the beginning of the year which one, which one is this? We could do both This is the how I train my students at the beginning of the year. Okay. So that's perfect. Let's just do that, this video, and then we'll do micro trainings another one. Really? Okay. Okay. This is how I train my students. Okay. There we go. Can you hit- So we're training on the student, the, we're sta- we're training on training students at the beginning of the year. Perfect. Keep going Beginning of the year. Okay. First thing I do is I testify of Him, and I tell them that I know the Savior, that He is my best friend, and it took effort for me to get to know Him. It took time and effort, and the effort that you put in this class is going... can either change you or not, but it is up to you. You have to put in the effort, and I know that if you do, and if you come to class ready to learn from the Spirit and learn from Him, that you will have a revelatorily meaningful experience. And then I just I'm just gonna go to my next slide. I just say, "This is Jesus Christ's classroom," and I want it to be, I believe that this is His classroom, and we are going to treat it as such. And I'm just gonna ask them, "What do you think that looks like?" And have them come up with ideas first of what they think. And it's amazing when I've done this because they come up with expectations that I wouldn't thought of that this, that that class actually needs, and I just start writing them on the board and I'm like, "Okay, these are gonna be our expectations." And then I go to "I have been a teacher for a while, and I have some expectations that I know that can help us have this classroom be what Christ needs it to be." There are just some questions, but I'm gonna pass over those. I'm to go to Doctrine and Covenants 88:119. Says, "Organize yourselves, prepare every needful thing, and establish a house of learning." What kind of house of learning do we want this room to become? And I just say, "What do you, what does a Christ classroom look like?" And I, and I let them just raise their hands. What, what do they think it looks like? What does it feel like if this were a cl- a Christ classroom? And then I write down what they expect, and then I go into what, kind of what I expect after I share Helaman 5:30 and 1 Kings 9-- 19:12. Helaman 5:30, "The Spirit came as a still voice of perfect mildness." 1 Kings 19:12, and maybe they, one of the students can read it, one of the slides, "The Lord was found in a still small voice." The Spirit usually doesn't compete with chaos. If we want His classroom to become a place where Christ teaches us, we have to protect the light He is willing to provide for us And then if, a- and if they need more questions or prompts, I ask some of these questions, like, "What makes it hard for teenagers to notice spiritual light?" Or, "What kind of classroom helps us hear God better?" It's amazing to hear their answers. Like, I really want them to get them thinking before I start my expectations. What do they want the class to look like? What do you think Jesus would remove from a classroom? What do you think he would add?" And then I say, "Let's create some expectations together." And then that's when I say, "I've been teaching for a while. I know some expectations that if the Savior were to walk in this classroom at any moment, he would wanna stay here. He would be so glad to join our class." And then that's when I start, These are some of the expectations. I need all books." Right? He would want no distractions. He would want us all focused. So then I would go, All books, all electronics, makeup, schoolwork, homework, hobbies, toys, games in the backpacks. Backpacks in the class." And I even say that as they're coming into the classroom. They just know that that is the expectation as soon as they come in, so they don't have to get up and go put it in the back of the classroom. So, so day one as they're walking in, you're greeting them. Oh, yeah. Everything in your backpack. Backpack in the back of the class. I love this. You're immediately giving a boundary that this is different. This is different than high school. This is different than junior high. This is different. At the temple we have some boundaries. We, there, there are things we don't bring into the temple. There's things that we put, leave in our locker even, right? And not that this has to be as reverent as the temple, but you are eliminating so many problems when you start with all that goes in the backpack. Now let's just tackle this. Let's just say, okay, you've done this a few days, and five days in somebody's got their book Harry Potter at the desk. What's your approach? My approach is I never want to embarrass a student in front of their peers, so I just get on their level and I kneel down and look right at them and I just say, Hey, remember that day when we talked about expectations? All things need to go in our backpacks, and our backpacks are back in the class." And I just wait for them to do it. And if they look at me or say no or shake their head, I say, "Three, two, one, the backpack needs to be back in the class with your things in it now. You got it." And I say, "Jesus loves you. I do, too." Oh, look at that smile. How's that not gonna win over a teenager? And I love your style. One way I do it is I'll just say Oh, you're, you're reading Harry Potter? Oh, I love Harry Potter, man. He's so incredible. Have you ever noticed how Harry Potter could kind of be like Jesus, and see some similarities there? Just n- as you're reading, maybe think about that. But hey for this class, do you know all the books go in the backpack, so..." And usually they're at that point, they're like, "Oh, yeah, yeah, yeah. I forgot." Or they're like, you know. A- and, and then I just walk away and it's like, "Oh, remember all things, all the ba- books go in the backpack," and then I just walk away. And usually they're like, "Oh, yeah, yeah, yeah. I forgot." And it's, it's, it's easy. Oh, that's perfect, John. That's perfect. But that's- That's a great way to handle it that's just two strategies, okay? But let's keep going. Great The next is I want every one of my students to feel like they feel safe. No negativity, no criticism, no gossiping, no name-calling, no rude, even in joking. And I always say it, like, so emotional because I just want this so much in my class. And one of my students said, "And if we don't do this, what's the consequence?" Just, like, yelled out. And it was so awesome because one other student just raised their hand and was like, We need to say, like, three good things about that person. If anybody says anything negative about that person- then you gotta say three good things." And we ended up doing that, like, just because sometimes they just forget when you're doing an activity or they'll just say something, like, that's just not positive or kind or even just using the word shut up or, or, you know, something like that that's just kind of negative, that they don't wanna hear that person. And, and I just say, "Oh, stop. Safe zone." Hey, say nice three, three things. Let's hear it." And then they just say three nice things about that person, you know? And it is really just, I don't know, helps my classroom This, this is so important, and this is what we're talking about training. Because the kids don't have training on this, and they're getting... Well, they're getting trained at the school, and it's all negative, right? I, I, I just this just a couple weeks ago, I was sitting there having lunch, and a bunch of students came in the classroom where I was eating lunch. And as they went to leave, they start talking about pickleball, and this one kid's like, "You suck at pickleball. You're terrible." And I'm like, That's what we're talking about." And they're friends, but they're just s- they learn that the way they feel better about themselves is by putting each other down. So if I can put you down, then I'm above you, you know? And if I put... If you're up here, then I'm gonna try and put you down, so. And doing this little training emphasizing we're not gonna say any negative sarcasm, and if we have to say, "I'm just joking," w- that means it's probably not what we want here. And so this is a really crucial slide for me. I do the same thing, and it is really, really crucial to a class anyway Keep going, friend just one of my favorite questions to ask students if that does happen is, how did Jesus treat people who felt unnoticed or on the fringes, or someone who finished faster, or whatever it is. Like, I always try to bring it back to Jesus if I find that someone has been negative or said something and, and I'm like, "W- maybe..." I'm like, "Have you ever been judged before? How does that feel?" Like, I'll just have, like, maybe a little conversation with that student quietly or, I don't know. I've only done that one other time that's been effective. You just really have to follow the Spirit on things like that, whether... And you'll have to know that student, right, if they're okay to have that conversation in class. So you just, I don't know, follow the Spirit. That is my, the only best, my best tool. Pray before and have the Spirit with me so that I can, can teach. My next thing is I have a little attention bell, and it is my favorite thing ever. I have a really soft voice as a teacher, and even if you have a loud voice, they are just talking, like, "Talk to your neighbor," and they get so excited, and they talk, and they have so much fun, and they never wanna stop talking and, and I love that. And so I just have this little bell that I ring, and it just is ding, and then I just say, Okay, voices off, eyes up here," and I just give them a five-minute warning, a five-second warning, sorry. I count five, four, three, two, one, eyes up here, so that they can finish their sentences or their conversation, and then they can just be ready to be eyes up front That's awesome. So the five seconds comes after the bell? After the bell. Mm-hmm. Yeah, that makes sense. Because I never wanna just stop them. Like, especially- Yeah if someone is sharing something spiritual or, or a sacred experience, I just say, Finish up your conversation. Here's the bell. You have, like, five seconds to finish up your thought." And I just go, "Five, four, three, two, one. Voices off, eyes up here." And I just wait till everyone's ready, and usually by the five seconds they are ready to go. That's- And I never start teaching until they're all ready. Oh, I love it. Great teaching strategy. So simple, but so necessary. We are going to have our class, you follow these videos and the, then the seminary teacher helper school. We're having s- kids talk to each other every single day, and so we need a way to quickly get their attention that's really positive. So this is a wonderful idea. Now, there's other ideas that work, and you can find those in the teaching arena, but this is a simple one. Very well done. Thank you, Heather. Keep going. Okay. My next thing is, and I act this out for my students and they think it's hilarious. But I just say, have you ever been in a classroom, especially in a spiritual atmosphere, and you are having this amazing conversation. Everyone is... Like, I have a student who rose her hand, and she's testifying about something that she learned up in the scriptures, and then I have another student who's sharing a personal experience, and then another student raised their hand. I'm so excited for the next person, and I ask, and I raise my hand, and they say, "Can I use the bathroom?" And the spirit just goes flat. And it is the worst ex- the worst thing that could happen, I think, in any classroom. And so I just teach my students to just, if they need to go to the bathroom, they're gonna give me a thumbs up, and I'm just gonna give them a thumbs up back, and they're just gonna leave and go to the bathroom and come back. And it's been the best tool ever, and I never have to hear someone raise their hand in the middle of a really awesome discussion, Can I use the bathroom?" Wonderful Just give me a thumbs up Yeah, a thumbs up. I love it. I love it. So powerful. And I've found with signs like this, this is so helpful to have some sign language. And and to practice it. You might have to practice it m- you know, okay, we're on day five, but, you know, we got some new students. "Hey, what's the sign to go to the bathroom? Ask your neighbor if you're not sure." Okay? And do that at the beginning of the class rather than wait for somebody to mess up and, you know. But the thumbs up is a powerful little strategy. Love it! I love it. All right, keep going, friend. I go through these, like, the first two weeks, because students- Yeah are always coming in new. Yeah And I just give, like, "Okay, who knows this one?" And I'll give them a hint. Yeah Or I'll have half the slide, "Who can finish this slide?" Yeah And, and we just go over the, the expectations- Yeah for two weeks And, and I just say, "Backpacks in the back." Every day "Good to see you. Backpacks in the back," and then just walk away. Yep No confrontation They can choose it. No confrontation. So good So I have just, I think I have just one, oh, maybe two more, but one, one is that I say if you come in late and I act this out in front of my students. I'm like, "Okay, let's pretend like I'm coming in late." And I come in late and I'm really loud and I just say, "What's happening, Sally?" Or whatever. I'm just talking loud and I'm like, "How you doing?" And, "Oh, what are we learning about?" You know, "Where am I supposed to sit?" And I say, "No, no, no. Let me show you how you come into this classroom if you come in late. You open the door, you look for a student who is sitting by themselves, and you go sit by your new friend." Oh, nice. I like that. "And that is how you come into the Savior's classroom." I love that. I love that. But please be on time. Yeah. So important to be on time. And w- what you're doing is you're... The subconscious thing here is that I have a coach who knows how to run a team. I have a coach who has experience on helping teams excel, and there are boundaries. This is one of the problems with the, the teacher manual, right? Is there's, it's, it's just a lesson. There's no structure. And if you don't have some structure to your class, y- you're gonna expect a lot of chaos. But just by having a little bit of structure, it changes the shape of things. Oh, that's beautiful. Keep going. Then I just end with this. I think every person who walks into this room deserves a chance to feel as like expectations matter I think what you- Yeah shared here is really relevant to the majority of teachers and I, I love it. As you look back on your career now, five s- years teaching roughly, what have you learned about the importance of kind of the setup or boundaries like this? Structure. It, it has been a game changer for me. I have almost zero, like, problems with misbehavior. Like, I just lead with love and, and I j- and they know that I love them and I'm doing it out of love, and they already know what is expected of them, and teenagers really appreciate that. They wanna know what is expected of them, and, and most, most will follow. All will follow if you just lead with Christ-like love, and it has changed my whole teaching experience to ha- set those boundaries and those expectations high, and they will rise to them and keep them. That's amazing. And I love what you did here because you got love but expectations. W- w- we sometimes think, oh, as like you were said you were starting out. If, if To get them to like me, I'll just love them and let them do what they want. And I found that, no, they will just start doing homework. And once one person does homework, then another person does homework, and then three or four, and then, oh, this is a homework period? Cool. And you get all these people do... And then you got people reading Harry Potter and people doing their makeup. But when you set these boundaries and it's like, oh, no, this is, this is not what we do here, this is what we do here, and then you give them things to do and help them to succeed, then your engagement goes way up. And instead of 40 or 50, 60% engaged, you can get 90% to 100% people doing what you've asked them to do. That's my goal every day, get 100% engagement. 98%, maybe you got some special needs kids that are, you know, they might Not engaged the way you'd hope, but I love how you shared that. Thank you so much, Heather. You are a hero and a champ, and I have been an eyewitness of your growth. From the very beginning, we taught together five years ago, whatever it was, and I saw, I saw a Heather who was full of passion for Jesus Christ, a love of people, a love of the Savior, a love of the scriptures, but frankly, no class management skills. I'm telling. Thank you, John, and you taught me all these awesome things. And then here we are, and I see your confidence, and I see your power, and teaching gets so much funner, doesn't it? It does. It gets so much more fun when there, when the class is managed, and there's boundaries and expectations. It just becomes an amazing place to learn. Thank you so much, Heather. Yes, thank you so much.