Lauren Dee Boskie

Prior to elaborating on my title and extraordinary (very common) thoughts about The Five Principles of Classroom Culture, I want to delve into what I consider my ideal classroom culture. 

The smell in the air is fresh, not overbearing or too scented. I have a smile on my face, reflecting the joy in my heart as light bulbs flash through curious eyes. My voice echoes around the four white walls. Their mouths are quiet; their brains are working hard. Phrases such as, “you should be proud” and “I see so many of you following expectations” can be heard through the open door. Laughter flows in the lunchroom the same way learning grows in the classroom. There is no wrong answer if there is a willingness for new answers.

We will start with the M of MEDIC. Management is a process that according to Doug Lemon, author of Teach Like A Champion 2.0, “reinforces behaviors through the use of consequences and rewards” (Lemov, 343). Grammar can be challenging and sitting still during a (what some students would suggest) boring lesson for forty minutes can make it worse. This challenge makes the mission of managing classroom expectations early in the school year necessary for success. A piece of advice I follow is to teach students how to do the right thing before establishing consequences for doing the wrong thing. Having discussions about how to sit correctly on a chair in August helps the students avoid consequences, and the teacher maintains peace come May.

Engagement is a leading factor in my personal learning journey, and I am a testament to the saying excellent lessons equate to excellent recall. Saying yes to an exciting lesson isn’t always the first option available, and adding fun into the mix can disrupt the cream you need students to hone. When students are given the chance to play, whether it be with adverb lists or math blocks, their ability to focus when it matters heightens along with their interest in the topic. 

Discipline is my favorite of the principles of classroom culture. It takes knowledge and determination to get thirty students to hold themselves accountable. Many students (ages 8+, not subjected to students with IEP/504 plans) have a basic understanding of the latter, while the former is delegated by the teacher. When asking for something unseen in a classroom, it is important to use specific language that relates to the task at hand. For example, using the words ‘scholarly position’ will get the students to sit straighter, interlace their fingers on the desk, and have their feet flat on the floor. Without the teacher teaching the habits of a scholarly position, the students will not be aware of exact expectations.

Influence makes all the difference. Think of prominent leaders, popular singers, or well-respected authors. What do they all have in common? They have the power to make followers and fans want to succeed as they have. Intrinsically, they make people believe in who or what they represent. As Doug states, “Belief is a powerful and lasting motivator” (Lemov, 346). When a student has a firm belief that their teacher is smart, capable, and willing to help, they hold onto the knowledge easier than those that believe their teacher is unkind and unsociable. If I want the students to sit scholarly and have their eyes on the board, teachers need to have enough influence at the front of the classroom to do so. 

Control is offering a choice and trusting the person with the choice to make the right one. Control is trust. Without one, the other will fall. Although, when the students can barely tie their own laces or open their goldfish packs, no choice of theirs is entirely neutral despite how it seems to them. A classroom with control is a classroom free from vague statements and filled with a warm/strict teacher offering opportunities to grow at every turn. Done wrong, control can be a fickle thing. Something that can backfire on a teacher when using their control as an iron fist and not as a guiding light. If a teacher does not have control during a grammar lesson, they will struggle to have the students remain quiet in their seats and retain the information. 

So why did I rearrange the order of The Five Principles of Classroom Culture? Anyone that has been in a classroom understands the need for a ‘medic’ now and then. Having management, engagement, discipline, influence, and control helps to nurse a classroom culture. Having an in depth knowledge of these five principles keeps teachers happy and students happier. 

When in doubt, pull the MEDIC out.

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