Sub•merged

adj. under the surface of water or any other enveloping medium (http://www.dictionary.com/).

     The Titanic was skippered by a veteran crew of seasoned naval officers who were familiar with the hazards of the north Atlantic. And yet, while on her maiden voyage, the most magnificent sea vessel ever engineered was on a collision course with one of nature’s most formidable pirates of the sea. How could a ship that was touted as the “grandest” and “unsinkable” luxury cruise ship ever built -navigated by seasoned officers –end up “submerged” at the bottom of “Davy Jones locker”? The “unsinkable” was sunk deep into the dark abyss of “unthinkable” maritime legend. Why couldn’t they see it coming?

     The answer to that question might lie, in part, “submerged” in our brains –literally! While attending a conference a few years ago, I heard Dr. Daniel Goleman speak on the subject, “Contagion of Leadership”. In the session he described how “the impact on emotions goes beyond what a leader says. Even when leaders were not talking” Goleman said, “they are watched more carefully than anyone else in the group. When people raise a question for the group as a whole, group members keep their eyes on the leader to see his or her response. Group members generally see the leader’s emotional reaction as the most valid response, and so model their own on it –particularly in an ambiguous situation, where various members react differently. In a sense, the leader sets the emotional standard.” His words triggered a memory from a freshman psych class I had to take in college. My professor said, “People are like icebergs. They tend to reveal only about 10% of themselves while the majority (80-90%) of their body (and often most hazardous portion) is ‘submerged’ beneath the surface”. Nowhere is this truth more apparent than in working with students –especially adolescence.

     Even the most experienced and season teacher can encounter a classroom mishap that causes even the best engineered plans to tank. Students, like icebergs, have a whole host of emotional currents rushing beneath the waves of actions and words. Often, these feelings lurk just beneath the surface. Sometimes these submerged feelings are positive and skilled teachers look for them and know how harness these winds allowing the energy to fill the sails of learning for an entire class. Other times, emotions can be negative –even toxic or destructive. If we’re not alert these emotions can not only hijack an entire class but can also rattle even the best of teachers -leading them become emotionally compromised.

     If we are all honest and the truth were known, all of us would have to admit to being pirated by emotions at times that cause us to compromise self-control –even with students who might appear to be calm. When it comes to serving people, the wisdom of Dr. Daniel Goleman has helped me understand and gain insights into the realm of “emotional intelligence”. In his book, Primal Leadership, Dr. Goleman discusses “how moods impact results”. “An emotional episode usually leaves a corresponding lingering mood: a low-key, continual flow of feeling throughout the group.” Goleman goes on to write, “Negative emotions –especially chronic anger, anxiety, or a sense of futility –powerfully disrupt work, hijacking attention from the task at hand.”

     While we can’t predict or prevent all such emotional piracy from occurring in the classroom, there are a few things that might help in navigating around potential emotional icebergs. First, don’t think of group dynamics as “classroom management” or even “behavioral management”. These terms do a great disservice to the learning process because they minimize the fact that we are working with people and we are people -not an impersonal “classroom”. Secondly, we would do well to heed the wisdom of John Maxwell where in his best seller, Winning With People, he talks about the “Mirror Principle” which states, “People unaware of who they are and what they do often damage relationships with others. The way to change that is to look in the mirror.” To impact students we also need to stop thinking of ourselves as “teachers” or “mentors” and see ourselves as “leaders”. Lets be honest, the most difficult person to lead is the one we see in the mirror. However, when we invest in self-leadership the payoff can yield big returns as students reflect healthier moods coming from us.

     The story of the Titanic is a cautionary tale full of “life lessons” that we would do well to remind ourselves of today. Regardless of how much experience or success we might bring to our profession, all of us are susceptible to being hijacked by emotions –be they from ourselves or the students we serve.

Sub•vi•ral

adj (Microbiology)-"of or pertaining to any macromolecule smaller in size or possessing a lesser degree of organization than a comparable intact viral particle." http://www.dictionary.com/.  If there is an upside to H1N1 it’s being a Substitute Teacher. Calls to substitute were really slow for me at the beginning of this school year. But about a month ago I subbed for 3 different teachers, at 3 different schools, who went-down with H1N1. Since then, I’m getting called almost every day and am learning that not only are teachers being hit, but about a third of the students in my classes (35+ students on average) have already had the virus. I’m beginning to wonder if I shouldn’t invest in a Hazmat suite! Tragic deaths and painful symptoms notwithstanding, I have to admit that I am somewhat grateful (as is my family) for this unique flu strain that has come to us compliments an infected south-of-the-boarder porker. While I’m happy to support teachers and serve students, I’m no “Father Flanagan” – with two daughters in college and two teenage sons, I need the cash baby! Not “bling” (we live modestly), but we have bills to pay –you feel me?

Now, I know what you’re thinking –“have you gotten vaccinated yet?” No, not yet (I honestly don’t think it’s available yet –though I would argue that our job is an “at risk” profession). But I do intend to, despite the fact that I am a cynic by nature –especially when it comes to “fear mongering”. You can do your own “risk assessment”, but I do believe there is just way too much good data that more than supports (strongly urges as imperative) that we be proactive in getting this vaccination (see http://www.doctorsiegel.com/ ) If you are a middle school sub –then your skin is probably already thick enough to survive even a pandemic influenza. But for the rest of us –we’ll have to do more than just “soldier on”. Prudence would strongly suggest that we get vaccinated as soon as it becomes available. Please share any of your experiences with the virus (with students, schools, staff, survival, etc.):

Sub•stan•ti•ate

verb (used with object) -To affirm as having substance; give body to; strengthen: to substantiate a friendship. http://dictionary.com/ .   Can you remember a time in your life when someone praised you publicly? At a time you least expected it? George M. Adams said that “encouragement is oxygen to the soul.” If that statement is true, then I fear that many of our students are suffering from a kind of “Oxygen Deficiency Disease” in the classroom. Sociological studies have repeatedly revealed that all of us (from the cradle to the grave) need encouragement. Conversely, we know that many of the prevailing social ills that often lead to crime, addiction and even death, can be traced back to a lack of affirmation in the person’s life – particularly during childhood.

Dr. Thomas Phelan writes that “verbal praise and other positive interactions with your students should outnumber your negative comments by a ratio of three to one” - 1-2-3 Magic for Teachers: Effective Classroom Discipline, p. 110.

Dr. Glenn Latham from The Substitute Teaching Institute writes “Negative and corrective interactions should be outnumbered by positive interactions. A ratio of one negative to eight positive interactions is recommended.” -The Substitute Teacher Handbook, pp. 8-9

The best teachers understand how powerful a sincere word of encouragement can not only impact a student’s life, but also the climate of an entire classroom. Again, our words can either help or hinder and impact a student’s learning – not just in the classroom, but for life! At an Educator’s conference in Kentucky a few years ago I heard motivational teacher, Dr. John Maxwell talk about what he calls “The Elevator Principle” which says that “we can lift up or take people down in our relationships.” Nowhere is that people principle more evident then in the classrooms of many of our schools today.

As guest teachers we have opportunities each time we’re with students to “substantiate” positive behavior with a positive, affirmation of praise in front of their peers. After working with teens for over 20 years, I’ve come to learn that many students (and adults) struggle with self esteem. I honestly suspect that Reggie Jackson (a.k.a. “Mr. October” for hitting the most homeruns in a world series –Hall of Fame inductee) understood the importance of “substantiating” good behavior with positive reinforcement when he wrote, “ A great manager has a knack for making ballplayers think they are better than they are. He forces you to have a good opinion of yourself. He lets you know he believes in you. He makes you get more out of yourself. And once you learn how good you really are, you never settle for playing anything less than your very best”.

Every child, every student, -longs to hear the same words that Jesus heard from his heavenly Father who publicly “substantiated” His Son at the inauguration of Jesus’ earthly ministry in Matthew 3:17 when He said, “This is my beloved Son, in whom I am well pleased.”

What are some ways in which you are who you are because you were publicly affirmed? How can we as educators and communicators do a better job when it comes to “substantiating” students with positive reinforcement?

Sub•con•scious

n. “The part of the mind below the level of conscious perception.”  (http://www.dictionary.com/).  Psychologist who study human perception refer to a phenomenon called “habituation”. The basic concept is that when a new object or “stimulus” is introduced to our environment we are intensely aware of it, but the intensity fades over time. For instance, homeowners will generally have a list of repairs or remodeling to do when they first move into a new house because the sight of them is intolerable. Five years later they might have the same list, but the lack of remodeling doesn’t bother them anymore. Or you may begin to wear a new ring and, at first, you feel the new ring on your hand. After a while, however, you don’t even notice that you’re wearing it.

The same experience can happen in education. Students might start out a new academic year with high levels of attention. But over time, even the best of teachers, can be challenged when students become so accustomed to a classroom that the excitement of discovery or revelation diminishes.

This is where a substitute teacher can actually help reignite the fires of learning. By virtue of our own uniqueness, we can “fan-into-flame” the embers of curiosity. In fact, learning can be reinforced when “what” we teach (not necessarily “how” we teach –except when “how” is inherent to a lesson) is consistent with what student’s regular teacher teaches. Our presence can help resurface an interest that may have sunk beneath the threshold of awareness to the subconscious mind through the “habituation” of classroom routine. In what ways have you experienced this in a classroom? How have you leveraged the reality of just being a different adult in front of students to your advantage in the learning process?