In my first few blog posts I described the influences that shaped my educational philosophy and impacted my approach to teaching in the early stages of my career.  In future posts I will continue describing my journey, but I’d like to take a break from this endeavor and jump ahead 15 or so years to something that happened in my classroom this past Thursday.

Last Thursday was one of those days that all teachers experience.  Almost from the opening bell, things just seemed to be a bit off with my students.  Everything seemed to be a struggle.  Every time we went out for recess or lunch, kids were returning in tears, arguing, and even getting involved in physical altercations.  Inside the class the high level of focus that I am fortunate enough to witness on a consistent basis simply wasn’t there.  More students were off task than usual, many lessons and activities didn’t proceed according to plan, and gaining and maintaining my students’ attention was difficult.

It is during these times when we, as teachers, have to dig deep, find our patience, and remember what it is that we are trying to promote in our classrooms.  When things appear to be falling apart around us, we have to decide how we are going to keep everything together.

Sometimes it’s hard for me to believe that a statistician who was trained in mathematics, physics, and engineering and who did his most important work overseas approximately a half century ago has had more impact on my development as an elementary educator than anybody else.

But that’s exactly what happened.

After reading William Glasser’s The Quality School early in my second year of teaching, I was hungry to learn more about the educational approach he described (and that I described in my previous blog post).  So, I headed straight to W. Edwards Deming, the man whose work heavily influenced Glasser’s.