S.T.O.M.P.- Stand, Think, Optimize, Mindful, Presence
The first six weeks are behind us and as autumn has set in so has the restlessness of school life. We know their names, their personalities and their quirks- their 'true' selves are emerging, sometimes to our chagrin. Those quiet, unassuming students have now come out of their shell and are more boisterous and talkative. It's not that our behavior management is no longer effective. It is not that their attitude has changed. It is simply that their presence is more observable, audible and apparent. So how can we nudge the decorum and demeanor in the right direction for learning to thrive? All the while letting them enjoy the classroom and to remain independent and creative?
There are a few things I use in my classroom that work for all levels and all classroom dynamics. S.T.O.M.P. being the foundation on which all of my strategies align. The most important things are consistency, frequency and reception. Do students see the value in the strategy and do they respond to my enthusiasm for it. If I am not convincing- they will tune out. If I do not fully engage with the strategy they will know. So sometimes I do have to seem weird or act a bit silly- but because we have created an atmosphere of trust and acceptance, my students tend to 'go for it' when I ask them to. They try new things and investigate alternative approaches, knowing that if these procedures do not work for us as a class, we will toss them aside and find some that do.
Purpose and clarity- why and how. I do not implement S.T.O.M.P. strategies because they are misbehaving, nor do I do so because they are showing signs of frustration or boredom. I utilize them routinely because being proactive is a part of our classroom dynamic. Having a steady, dependable routine of mindful presence and awareness brings us closer as a community. The more we pause, observe, listen and reflect the more we truly understand the impact of our actions on others. When we see ourselves not as separate entities but as fibers intertwined with other filaments- we see ourselves united. When we recognize how we are woven together- we understand we are inseparable for a class period. Every tug on the thread weakens the fabric, so if we continue to reinforce the network, strengthen the texture, our tapestry will endure. Not because it is well-made but because it is valued and protected.
Stand
It is one thing to stand, it is another to have poise, posture and purpose. To take to your feet to observe and listen. To have a stance of recognition, cognizance and appreciation. I have my students stand up straight, arms at their sides, and remain quiet. I have them look around the room and make eye contact with three other people. To be thankful for three other people and to think about how they interact with them. To reflect on their interactions with others in the class and how they might improve upon any that may have gotten off course.
Think
Then as they are looking around the room, I ask them to think about their words and actions today. Were they kind? Were they helpful? Were they disrespectful or frustrated with anyone in the class today. I ask them to think about how they could have reacted not responded. How they could have handled the situation differently? Finally, I have them think if they might have been someone, someone else thought of during this time. Were they the cause of someone else's aggravation.
Optimize
I ask students to envision the perfect classroom. A place where everyone feels a part of the group. Every student has a voice, is heard, is valued. Then I ask them, what role are you going to play in our classroom to make that happen? Choose two things you are going to do today, tomorrow and all week to make sure that you are a reason why our classroom is great.
Mindful
This is the step in which I have students sit down. They can close their eyes and reflect or write down something in their journal. This is the stage for mindful reflection. Remembering their thoughts over the past few minutes and solidifying their ideas. Figuring out a way to make sure they implement their realizations. Then we discuss some strategies as a class and add some to our mindfulness board.
Presence
The last step is all about being present, purposeful and respectful. Students have one minute to walk up to three people, the three they thought of in the activity, and share with them their insight. I have heard all of these responses as students interact during this time:
I apologize for taking your pencil, I thought I was being funny
I know I was distracting for you today and that it was unfair to you
I am thankful that you always take the time to work with me even when I am off task, you get me back on task
I am sorry that I was impatient with you, but sometimes you won't stop talking and I need to get my work done
S.T.O.M.P.
This takes place in 5-7 minutes. Often we end with a quiet, deep breathing exercise just before dismissal. Sometimes we start the class with it to get us ready to be fully engaged for the activity. The first time we did this there were giggles and rolling of the eyes. The second less of that. Once a few bought in to the exercise others joined and now almost everyone is engaged in the practice. When we are taking notes I often use this strategy before we transition to individual work. To remind them of the importance of community and respect. A class discussion is frequently used but sometimes we just transition to our next activity quietly. S.T.O.M.P. only lasts 5-7 minutes and can be used at any point within a class period.
I think it works because it is self-management, self-awareness, and self-motivation. No one wants to be told, you distracted me or made it hard for me to learn. No one wants to be thought of as the student that no one wants to be on a team with. They just need to be reminded by their peers sometimes, what the best etiquette for the classroom is. What is acceptable play and unacceptable distraction. It works for me because I model how to be honest and respectful but also truthful. It is best to tell the truth so other students understand their role in the community. Essentially my classroom community has strengthened through purposeful, meaningful, consistent conversations. Not me talking to them or redirecting them, but them redirecting one another. Supporting one another and listening to one another. This is the foundation of S.T.O.M.P.- being present and mindful, aware and generous.
If students learn to lift one another up through purposeful, respectful interactions, learning is at the center of the tapestry and all the individual threads bind into one beautiful masterpiece. They understand that every stitch sewn is by them, I am the observer, the patron of the museum that is theirs to fill with their art, their artifacts. The more students feel empowered, the more they feel like curators. The classroom should be their design, their landscape, their platform. When it truly is, then it is theirs and they will take ownership of it, protect it and cherish it.
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