There are no panaceas for the problems in education. They are too complex and run too deep. Nonetheless, we have occasionally discovered some fairly simple things teachers can do that are proven work to make life better at school, plus make you feel better about yourself as a teacher. A chain of small effective steps can make a big difference in how you feel about yourself as a teacher. Check out Tips and Victories. Tell us what you think, or try a tip and e-mail us a report. We promise you prompt personal feedback. The idea is to make this interactive and build a collective body of practical knowledge that will grow over time.
TIP #1: The Magic Words 
Some of the best things I ever learned came to me out of desperation. I would be in some situation or conflict and have no idea what to do. Out of desperation I would try something, and about half the time it would work. Pure blind luck, but as the guy said, sometimes it is better to be lucky than good. It was desperation that inspired me to come up with the magic words.
I was in a discussion with two students in my U.S. History class. It was after school or during a free period, for we were together in my classroom.The students were expressing to me their great dissatisfaction with certain aspects of the class. A young and idealistic young teacher, who had poured my heart and soul into the curriculum, I became very defensive. They, in response, became very defensive. I happened to like these two kids. I wanted their respect, yet I didn't think they were being fair. I didn't know what to do. I was about to turn allies into enemies. The discussion became an argument. Communication stopped.
At the peak of the conflict, I felt totally frustrated, and I could sense the anger mounting with those know-it-all spoiled brats. I remember stopping, taking a deep breath, and walking towards the window, thinking, "I don't know what to do." I took a couple more deep breaths and tried to pinpoint in my mind just exactly what it was that was making me so upset. Okay, my ego was bruised. But there was something beyond that. I cared about my students. I wanted my class to have great value for them. For whatever reason, they didn't think it did. I searched for some words that would get this message across to them. It was one of those moments of truth.
"It is important to me that this class is good for you."
I surprised myself to hear these words come out, and the students were just as surprised to hear them. I could see the defensiveness drop from their faces and feel it disappear within me.
"Have you got some ideas about how we could make it a better for you?"
They were quiet for a while, and then they began to offer up some ideas. I listened. Some of their ideas were innocuous, and some had merit. The details are long forgotten, but I remember those two kids, and I remember how hard they worked in that class and how much they liked it.
What I said to those students made a miraculous difference. "It is important to me that this class is good for you." I started using these words every time I got into a bind with a student. Later I used variations with equally positive results in all kinds of situations. They have never failed. After a few years, I came to call them the Magic Words, and now we teach them to teachers in the Teacher Effectiveness Training (TET) course.
The words work, I think, because they get to the honest heart of the matter. Our purpose as teachers is to make a positive difference in the lives of our students. Ultimately, this is why we do it. (Not for the money, that's for sure!) By communicating this to students in a direct and simple way, their defensiveness evaporates. They realize you are an ally, not an enemy.
I encourage you to use the Magic Words. Try them in any situation, where you think they might help. They can't hurt, that's for sure. First, a few words of advise. Don't say it if you don't mean it. Kids know when they are being played. It is the sincerity of the Magic Words that gives them their power. Also, say it like you mean it. Intention is everything. Then, and this is most important, listen to what they have to say. Encourage suggestions from them. Listen some more.
Let me know your experience with the Magic Words. Write us at TeacherEducation.com.
TIP #2: Phone Calls Home 
My husband was complaining about some of the students in his physical education class not participating, as he would like. We discussed different strategies that he could use to get more participation. The one he finally decided on had far more reaching effect than we imagined. He decided to make 5 phone calls a day - one for each class. He listed students whom he had noticed an improvement and called their parents. He told them that he enjoyed having their son/daughter in his class and appreciated their effort in class. He was not prepared for the reaction that he received from several of his students. One young man came up and said, "Thank you Coach! That is the first time a teacher has ever called my parents to tell them something good about me. My parents were so happy - they took me out to eat, and I got to choose the restaurant!" Another student came up and hugged him. She said she wanted to do that because when her father heard the message he hugged her and it was the first time in a long time she had received such praise and affection from her dad. And still another student announced that the whole family listened to the message several times because they enjoyed it so! To his delight, word spread quickly about Coach's phone calls home and students were asking when their parents would be called. It made a big difference in the participation in his classes and just as important helped make a positive impact in the relationship of many parents and their children. Submitted by Karen McKenzie
TIPS #3 - 33: Short & Sweet! 
The following 30 tips have been sent in by Dr. Marty Tennille. Dr. Tennille is an Adjunct Professor and aretired Public School Teacher and Administrator.
Dr. Tennille writes, "All of these tips are taught in one or more courses offered by the Teacher Education Institute. After spending 32 years in the field of education, which has included most of the grades as a teacher or an administrator, these are some of the tips that have worked for me:"
(1) Socialization
Students need a time to talk. Maslow and many other theorists agree that students need time to socialize. Maslow, in his hierarchy, states that after physiological needs (food, clothing, etc.) and security needs are addressed, socialization is next on the hierarchy. When I taught, I frequently gave my students 5 minutes to socialize when they came in the room. I then had their attention and the opportunity to teach unencumbered for the remainder of the class period.
(2) Communication
Students rarely communicate with each other or have the opportunity. Not being able to communicate much in the classroom or even in the cafeteria, students return home to watch hours of TV or sit in front of a computer. Students frequently do not know how to work out problems or even understand what is making them angry. Before they know what is happening in a conflict, students become out of control. We all know the results of this. Students must be taught problem solving techniques, realize what makes them angry, and the steps they must follow to control anger. They must learn the vocabulary and personal feelings they experience during incidents of conflict in order to help control themselves.
(3) Communication
I find that the more students communicate with others positively, the less likely they will get angry with the ones with whom they communicate. This is another plus for classroom communication.
(4) Meaningful Activities
Keep students busy. In addition to socialization time, I always had something important for students to do when they entered the classroom.
(5) Self-esteem/caring
A skill suggested by Alan Mendler (Discipline with Dignity) includes spending a few minutes (Mendler suggests 2 minutes a day for two weeks) with a shy or recalcitrant child. Get to know the child, ask questions, and remember his likes, hobbies, and pets. A little caring goes a long way.
(6) Self-esteem
One of the greatest indicators of student success is how he/she feels about himself. The more confidence a student has in himself/herself, the higher the test scores and the more teaching/learning time is experienced in the classroom. I always asked students what they thought about an issue. It made them think and it showed I was interested and cared about them. I often find students cannot give an opinion about something or even answer "why" about an issue because they have not been given the opportunity to express themselves.
(7) Group activities
I have always found that students (adult learners as well as public schools students) love to work in groups. The rules must always be discussed first. Cooperative learning exercises give everyone an opportunity to participate. There are many benefits, some of which are: students learn to communicate and problem solve; they get to express their opinions; they can perfect certain skills; and students can hear other classmates' points of view and discuss them in a small group setting.
(8) Finding information
Admit to not knowing something. I always ask, "Who can help us out here?" If no one comes forward, I have someone look up information resulting in an answer or I do it myself. The Internet has almost "all of the answers."
(9) Giving reports
I do allow students (adult or public school) to teach the class by giving reports. I learn so much from their experiences and they learn so much by giving the presentation.
(10) Group activities
I always allow students to work with each other (adult and public school). If it is a peer-tutoring situation, both participants benefit. The student helper's self esteem is elevated and he/she feels needed and certainly competent. The one being helped gains knowledge which boosts self-esteem. Both learn to communicate. With adults, the sharing has so many benefits. In the classes I teach for adults, one of the most highly valued and positive times is when class participants communicate with each other on a given topic or concept.
(11) Listening
According to Thomas Gordon (Teacher Effectiveness Training), listening is one of the most difficult skills to learn. People rarely have anyone to listen to them. Giving someone your time by being there and listening to him/her without questioning why he/she has done something is a rare gift. Students and adults love to have someone listen to them. I also add that when you are listening to someone, looking at the clock, answering the phone, etc., is not appropriate. Let people speak; interrupting is not appropriate or welcomed.
(12) Arguing
Thomas Gordon (Teacher Effectiveness Training) states that no one wins an argument. I will add that if the student is out of control and the teacher is following suit by engaging in an argument, who is in charge of the classroom? The louder a student gets, the quieter I become.
(13) Problem Solving
This is a skill that takes quite a while to learn. The basic components of the concept include both parties to a conflict decide what each needs, brainstorm solutions to meet the needs, choose a solution(s) and implement it (them). While brainstorming, there is no discussion. Write down the solutions and discuss each while choosing solutions...
(14) Don't See Everything/Use A Little Humor
Not everything is an emergency or serious offense. When a student is running in the hall, a quick remark to the student such as, "It's good I didn't see you running" can go a long way instead of writing him/her up for office referral. If a student is doing something that isn't dangerous or serious enough for comment, do not make one.
(15) Catch Them Being Good
Elementary school teachers are excellent at this. Comments such as, "I like the way Jimmy is sitting" are commonly heard in the classroom. More comments of a positive nature need to be made to students (and adults, too). It is human nature to want to please.
(16) Show appreciation
"I messages" such as "I really appreciate your helping me" or "I am concerned that while driving too fast you may have accident," are ways of telling people how you feel. Using "you messages" such as "you are driving too fast" frequently turn people off, put them on the defensive and make them feel blamed. Instead of getting results, you'll get an argument.
(17) Rule setting
Let students help you make rules in the beginning of the year or at the beginning of a class. This can be a lengthy process (it could take two weeks!). When students or adults are included in decisions and rules which affect them, there is a better chance of the rules being implemented in a positive manner because the people affected had a voice in the decision making process.
(18) Proximity/A Note
This is an age-old skill I use when needed. If students are talking when you need for them to be listening, stand by them. Usually the talking will stop - not always. A note pre-written with your request such as "I really need for you to listen" placed on the student's desk, can work. This is done unobtrusively. Positive notes are also appreciated when appropriate.
(19) Have Students Solve their Own Problems
If a child comes to you saying that another student is bothering him/her, I usually tell the concerned student to tell the other child that you don't like what he/she is doing and why. This is the beginning of communicating to another your feelings and solving your own problems. It gives a student confidence. AndÉ.it usually works. Children are not used to having other people tell them how they feel. They usually listen.
(20) If Something Goes Wrong
If something does go wrong with an assignment, activity, etc., I usually check first to see if I have caused the problem. Sometimes I have. I change my delivery or activity and go on instead of making a case of it.
(21) Validation
This is more than important. People need to know they are doing a good job and need to be told that. Frequently I'll ask teachers in the Teacher Education Institute classes if someone has said something positive to them that week. I often get few positive responses.
(22) Short Requests
Instead of a long dragged out request to have children open their books to a given page, just say math book, page 2. Instead of it's now time to go to the cafeteria, please line up, saying the word cafeteria should be enough. Children should have the process memorized. Pencils, paper, etc., on desk should do the trick instead of please get out your pencils, papers, books, etc.
(23) What Are You Doing?
Alan Mendler asks a student, "What are you doing?" instead of why are you doing something. Behavior will not change unless a student admits to what he/she has done. Students are often in denial. They will say that they don't know. Alan Mendler's next comment is, "But if you did know, what did you do?" This usually brings a response from the student. Once a student acknowledges that he/she has done something, we can work on correcting it so that it does not happen again.
(24) If It Doesn't work, Don't Do It
Telling or yelling at students to be quiet (resulting in them consistently ignoring you) does not produce positive results. Thomas Gordon states that if it doesn't work, don't keep doing it. There are many ways to get students' attention including having work on the board when they come in, dropping written notes on their desks asking them to be please follow along with the lesson, standing by their desks, calling on the talking students, etc.
(25) You Never Know the Effect of a Smile
A quick approving glance, a smile, or a kind word may be the only positive communication a child has heard all day. Be sure to daily communicate positively to all - young and old. It could do wonders for everyone involved.
(26) Teachers are Role Models/Behavior Is Learned
Remember, as a teacher, children do look up to you. Be sure their experiences in your classroom are pleasant. The teacher may be the only one exhibiting positive behavior who students see on almost a daily basis. Be sure students learn positive behavior so they can be positive role models.
(27) Interest Inventory
Students appreciate when you know something about them. An interest inventory can ask questions concerning hobbies, favorite foods, names of pets, siblings in household, favorite subject, etc. An inventory can be given to any age student in many forms (verbal, written, on the computer, etc.). Discussing items learned in the inventory with a student show you are interested in them, which is very important.
(28) You Don't Agree With My Ideas?
Just because you do not agree with what someone else is saying or someone does not agree with what you are saying does it mean that anyone is wrong. Value issues are just what they are - values. Politics, types of cars, jobs, religion, gun control, and education are some of the topics that evoke much personal opinion and value orientation. I feel that I do not have to agree with everything that my friends believe in to be friends. I have my own opinions. I value their opinions and feel free to discuss mine.If I want to get them to believe my opinions, I make a good case for my beliefs but am not disappointed if they continue to hold their own values on a subject.
(29) Everyone Wants to Feel Important
Politicians are masters at this skill. If people felt wanted and appreciated, we would have fewer interpersonal problems. Politicians make people feel good and say what people want to hear. I am not saying that we should go around saying what people want to hear, but if you want to get their attention, you do need to be at least positive. A kind word goes a long way since kind words are not frequently spoken in this day and age.
(30) American Value Systems
People put their money where their values are. This is nothing new. Please keep in mind that when educational programs are not funded and education, in general, is not supported, many people do have money for sports events and their own entertainment. Little thought is given to the part played by the American education system in their own personal progress and that of the future progress of our country in general.
