Recently, I had an unnerving conversation with a student after class.
Here’s how it went:
Student: “Mr. Linsin, did I earn full credit today?”
Me: “Yep, 100%.”
Student: “Are you lying?”
Me: “Of course not. I would never lie to you.”
Student: “Whew, okay.”
Me: “Why would you ask such a thing?”
Student: “Because all teachers lie.”
With my prompting, she provided example after example of her current and former teachers being less than truthful.
Several of her friends, who’d been listening to our conversation, chimed in with their own stories.
Their complaints revolved around three areas:
1. Promises never kept.
2. Threats (or rules) never followed through on.
3. Praise that rarely matched reality.
Here at SCM, we emphasize the importance of transparency, of laying everything out ahead of time and then being consistent both in personality and follow through.
We also believe in praise based on true accomplishment and letting students know exactly where they stand.
Because, being a straight-shooter is an easy and remarkably effective way to build trust, loyalty, and authority. If your students believe you’re being untruthful or misleading, then they put far less stock what you say.
They form a low opinion of you and your leadership.
These are things we’ve been preaching from the get-go. Still, I was taken aback by how strongly these students felt and how widespread their experiences. They acted as if dishonesty among teachers was common knowledge.
One student even said, “Everyone knows that.”
Now, it’s important to mention that being honest with students doesn’t mean that you share certain aspects of your private life. Nor does it mean expressing your political views.
If asked, you can and should respond with, “It’s not appropriate for me as your teacher to share that with you.”
If they press you about a political issue, as some are wont to do, just say: “Although I can help you understand all sides of an issue (if part of your curriculum), I want you to think for yourself and develop your own views.”
The students I talked to that day weren’t angry, but they were jaded and resigned by their experiences.
It can be eye-opening, and frankly disheartening, to hear how students really feel. But like so much of teaching, and life for that matter, obstacles are opportunities in disguise.
You see, when you’re the one teacher who tells it like it is, does what they say they’re going to do, and protects their freedom to form their own thoughts, ideas, and opinions, they go overboard in their appreciation for you.
They hold your gaze. They listen and hang on your words. They respect you and follow you wherever you lead.
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Hi Michael!
First of all, I just wanted to say thank you so much for this website. It has truly changed my life and I don’t know what I would do without it. I agree with almost 100% of the points in this article, save for this one just a little:
If they press you about a political issue, as some are wont to do, just say: “Although I can help you understand all sides of an issue (if part of your curriculum), I want you to think for yourself and develop your own views.”
I agree that students should learn about all sides of an issue and learn to think for themselves; however, when people who are black, Latinx, Muslim, LGBTQ+ etc. are overtly under attack on a daily basis, I do think it is fair to be openly against some things especially when it is our job to protect our students at school and build them all up no matter what. Of course that doesn’t mean we should be sharing how we feel about things like assisted death or abortion, but there are some very basic things framed as politically controversial that overlap with classroom management. For example, if I have non-Latinx students chanting “build the wall” or non-black students using the N-word in class, I do think we should all give a consequence because those things are factually disrespectful and make it hard for students to learn and enjoy school.
I hope I didn’t hit any raw nerves by sharing that, but I don’t want teachers thinking we need to shy away from protecting our students just because it can be considered political. Thanks again Michael! I love your new book by the way!
Brady
Sorry, one point of clarification: I never openly share or explain my explicit political views (ex: what I think about building a wall on the border of Mexico); however, I am very open and well-known for being against disrespect and bullying (ex: simply being against general disrespect, racism, homophobia, transphobia, etc. at school, which can sometimes be seen as political). I promise I do keep it professional in the classroom, everyone!
I think you’re spot on, Brady.
Thanks Brady! And thanks for sharing your perspective. I agree and wrote the article with the assumption that all forms of hate, disrespect, and bullying aren’t, or shouldn’t be, considered political.
Michael,
I have been reading your classroom wisdom for some time. However, I have a perplexing (me and my colleagues) issue I’d like to share with you and hope for some advice.
What do you do about what we perceive collectively as a profound lack of respect on the part of a current class or 7th graders throughout our school? I mean, there’s always at least of modicum of disrespect, especially nowadays (also perhaps a book waiting to be written by someone soon), but this class has seemed to take the phenomenon to a level well beyond what we’re used to.
I will say that I am among several “older” teachers who have chosen to remain in this rural school district primarily due to the respect level that we found in the students of this community. For example, despite my wife’s counsel to forego a 50-minute drive, I still chose to do so because of these stellar kids. Yes, we have always had problems of course, but they didn’t take over a classroom environment. I guess one could say that we “older” teachers who made that choice also got very comfortable, so much so that we have been overwhelmed with this class of students.
To give you a broad brush example, if this helps at all, you could take virtually any one of these students whom make up the majority of a class out in the hallway, have a conversation about what’s right and wrong, and unlike what we’ve been used to, there are typically glazed eyes in which there’s no true understanding about what we’re trying to convey. Moreover, these types make up a huge portion of the classroom and are perceived by their classmates as the “leaders.” Even if I try to quench my exaggeration, at least a third of each class make up this model. The “middle” third eventually gravitate toward them. The bottom “third” (socially) are just very passive and have virtually no leadership in the classroom whatsoever. This bottom “third” make up the bulk of the “good students.”
I could go on about how boys in middle school have always had issues as students versus the girls overall, but it has never been so severe as with this group. So, I guess that might be another question “how do we get boys more involved in middle school?” We just had an end-of-year Assembly in which about 5% of the awards for both academics and athletics went to boys in this 7th grade!
Your wisdom would be most appreciated Micheal.
Hi Edward,
I definitely have a lot to say on this topic, but it’s just way to big for the time and space I have here. It’s even too big for a single article—and probably too specific for the SCM audience. However, if you’d like to get your colleagues together, I’d be happy to do a personal coaching with you (which is typically reserved for just one person).
That sounds interesting and inviting. How does that work Micheal?
Thanks for all you do.
Edward Jerabek
Here’s the link for more information about personal coaching: https://smartclassroommanagement.com/personal-coaching-2/
Hi Michael,
I agree that the question about a whole class with a lack of respect is too complicated for one blog post. I disagree that it is too specific for your audience. It actually is something that teachers are encountering more and more. If the administration doesn’t making tackling the problem a priority the teachers really struggle.
Hello,
I agree with the above poster. I think it was the famous educator and historian Howard Zinn that said, “You can’t be neutral on a moving train.” As a person of color and queer person, it was my teachers who showed explicit support for issues that affected my right to exist that made me feel the most supported, the most human, the most respected, and the most safe.
I believe, particularly in this day and age when some of our students have family members in or are coming from ICE’s internment camps, and the basic rights to exist of LGBTQ people are a political question up for debate, it is not wrong or unethical to tell students, when they ask, that they can trust you support their right to exist, right to an education, and right to be in their classroom.
Many believe and push forth politically the idea that undocumented students don’t have a right to be in our public school classrooms. I let my undocumented students know, if they ask or have to watch a particularly violent news story about their humanity in our student news, that they are welcome, loved, and appreciated in my classroom. You can’t be neutral on a moving train, and for many of our students, the moving train that is history, society, and politics is moving towards their oppression.
Always with appreciation for your amazing website,
Tim, aka Mr. Jenson
“welcomed, loved, and appreciated.” Well said, Tim. All students, regardless of anything and everything outside our classroom door, need to feel this every time they enter.
Hi Michael,
Thank you very much for the time and effort you put into these articles. I am a regular reader of your posts and I have applied some of your advice/strategies in my classrooms.
I would like to have some further advice on how to manage a year 6 class when there are more than one talkative, disruptive and careless student. I teach this class language twice a week, and the class teacher has the same issue with the same BOYS (it is a mixed class).
I would appreciate your help
Thanks,
Soad
This is gold. Thank you. It is wonderful to hear that holding my integrity as my number one priority will have an impact in my students’ lives.
Thank you kindly.
Bek
Thanks Bek!
The post about lying teachers is interesting to me because in general, I strive to be truthful and to operate with integrity always.
However, I have students that lie and cheat as a matter of course and whose parents believe all the lies their children tell them. The rife dishonesty is mind boggling to me!
Even if a teacher never lies, sometimes she/he forgets.