One of the duties we teachers have is to monitor the hallway before and after class. This duty may lead us to ask students to lower their hoodies, ask them to put a cell phone away or even break-up a fight. I have considered this duty to not be a a chore, but something I do as part of my daily routine of teaching. I do a few things: 1. Greet each and every student by his or her name. 2. If my students need to bring their books, I simply hold the book. 3. Try to find at least one thing to complement a student on, but this complement must be sincere and not forced.

The first part is essential. Take an average class of 25 students. If a teacher simply just stands at the doorway because “he has to” really reduces a positive environment for kids. I have found that since I acknowledge each and every kid by his or her name, I am initiating a positive adult contact with a quick “Hi Desmion. How are you today?” really shows that student that I am glad he is there in class, I am concerned about his well-being and I am not being a negative adult who is just telling him what he’s doing wrong in life. I find that some of my students may not even be acknowledged by the adult or adults he or she lives with. How sad. I do not want to be considered by that student as another pain in his or her butt. One who is always nagging and never encouraging. Now, my students may not even realize I am doing this action, but I know I am doing it and I am fully aware of the benefits gained by doing so. That is all that matters to me.

The second item is critical. Often I see my colleagues post a sign of “You need your books today!” or “Bring a pencil - test today!” Here we go back to the nagging. Instead of a command, how about a question? Do you have a pencil for today’s test? Do you have your book for class today? The sign itself is useless. Students do not want to see a sign, they want to see their teachers. Much too often students do not read or are even aware of the sign. Some of them are in their own little worlds most of them time that even trying to get them to be on the same wavelength as I am during a lesson is trouble enough. Who knows what happened before they came into my class? By greeting them, and having a little reminder of “here’s my book, where’s your’s,” as I hold the book, really hits them to get into the mind-frame of “Oh, yeah. This is English. We are reading Romeo and Juliet.” As they enter room 236, I am able to assess who is having a good day, who is having a bad day, who is focused, who is lost, who must use the bathroom, who is hungry still, who needs a drink of water and who needs to be caught up. Observation of those individuals in a classroom is essential to making that connection. Once that connection’s foundation is set, then a relationship can grow, which produces a student to actually try, or may even consider trying more often than falling asleep or not bringing the required materials.

The complement is one that I try to use. It could be shirt I like, a color a student has on that I think looks great on them or even an acknowledgement from some achievement they made. Again, make a simple statement. There is no need to over do it. One of my comments is: “That color looks good on you.” Or “Hey, nice glasses. Those are cool!” Keep it honest, brief and current. Do not wait a day or two to say something; then the point is worthless.

Doing these few simple changes to your daily routine of hallway duty could really produce better results in the classroom. I know they have for me.