Summary
This YouTube video discusses strategies for teachers to manage students’ lack of necessary school supplies. The video emphasizes the importance of clearly communicating equipment expectations to students from the beginning of the year and implementing consistent checks to ensure compliance. The speaker suggests various methods, including a “one to use, one to lose, one to lend” approach and a system of tracking repeated offenses with consequences, to encourage responsibility. Furthermore, the discussion touches upon the importance of aligning with school policy regarding student equipment and the real-world implications of teaching students responsibility. Finally, the conversation highlights the common debate among educators regarding the handling of this issue.
Time-stamps
- 0:00-3:12: The speaker emphasizes the importance of teaching students to have the right equipment for school. They explain that while some students may come prepared with an abundance of supplies, teachers shouldn’t rely on them as a school stash. The speaker also advises against becoming the “school stash” themselves, as it can create a culture of dependency.
- 3:12-5:00: The speaker uses the example of a student not having a pen to illustrate their point. They suggest that simply giving a student a pen without addressing the underlying issue of them not bringing their own is not a satisfactory solution. They argue that teaching students about equipment expectations and holding them accountable for bringing necessary supplies can prevent this issue from recurring.
- 5:00-7:55: The speaker recommends regularly checking students’ equipment, especially at the beginning of the school year, to establish good habits. They also share an anecdote about a TGI Fridays training where they were taught the “one to use, one to lose, and one to lend” mantra for pens. This emphasizes the importance of having backups and being prepared to share.
- 7:55-9:24: The speaker suggests a “backup plan” where students who forget their equipment are given a purple pen as a visual reminder of their responsibility. They advocate for tracking these instances and addressing them with parents if they become a recurring problem. The speaker believes that this approach teaches students accountability and how to handle situations where they lack necessary materials.
- 9:24-11:50: The speaker acknowledges the controversial nature of equipment expectations and the varying opinions on how to handle it. They recommend following school policies on this matter and strive to maintain consistency in enforcing these rules.
- 11:50-13:46: The speaker argues that having and valuing school equipment prepares students for the real world, where they will be expected to come prepared for their responsibilities. They also highlight that in cultures where resources are scarce, people tend to value and take better care of their belongings.
What are the key implications for teachers in the classroom?
By emphasizing the importance of personal responsibility for materials, teachers can help prepare students for the real world. In most workplaces, individuals are expected to arrive prepared with the necessary tools to complete their tasks. By fostering this mindset early on, teachers can help students develop valuable habits that will serve them well in their future endeavors.
Teachers should establish clear expectations for equipment from the beginning of the school year. This includes explicitly communicating what materials students need and consistently checking for those items, especially in the initial weeks. This practice helps set the tone for responsibility and accountability throughout the year.
Teachers should avoid becoming the primary source of supplies for students. While it’s natural to want to help a student who has forgotten something, consistently providing materials can foster a culture of dependency. Instead, the speaker encourages teachers to implement strategies that empower students to take ownership of their preparedness.
Teachers can employ strategies to address forgotten items without disrupting the lesson. The source suggests providing a distinct item, like a purple pen, to students who need to borrow supplies. This serves as a visual reminder of their responsibility and allows the teacher to address the issue later without losing instructional time.
Teachers should consider implementing a system for tracking forgotten items and addressing recurring instances with students and parents. This could involve noting the occurrence in a student planner, having a conversation with the student, or contacting parents if the problem persists. This emphasizes the importance of taking responsibility for necessary materials and provides an opportunity for intervention if needed.
Teachers should follow school policies regarding equipment expectations. Even if a teacher may not personally agree with a particular policy, consistency in enforcement is crucial for maintaining fairness and clarity for students. This highlights the importance of collaborative decision-making and respecting established school-wide procedures.
Teachers should teach students how to cope with situations where they lack necessary materials. This could involve teaching them how to borrow from classmates or directing them to the school’s stationary supplies. This approach goes beyond simply punishing students for forgetting items and equips them with skills to navigate similar situations in the future.
