Managing the library environment, as I noted, is challenging and many have difficulty with it. The topic is rarely covered in library school and what works in the classroom doesn’t translate easily to the library.  You don’t have a regular seating arrangement, you don’t give grades, and there are many places where students can be out of sight.

The first thing to remember is it’s called “classroom management” not “classroom control.”  It’s hard not to put “do not” rules in place when you are striving to maintain discipline, but control comes from fear.  You are so concerned about not being on top of everything, you clamp down to prevent something from happening.  Management comes from confidence, from trusting yourself and your abilities, and trusting how you are will create a climate that fosters good behaviors. To achieve the environment you want, remember these three “R’s:” Routine, Rethink, and Respect.

Students at all ages are better behaved when routines are in place.  “Entrances and Exits” highlighted routines to use during those key times, but you need routines for transitions.  At the elementary level when a class comes in, once the entrance routine is complete, you need to move them effortlessly into the lesson or story time. To the extent possible, have the area set up, and place yourself so you are guiding them to where they need to go, even without saying anything.  When a middle or high school class comes in and you are working with the teacher, recognize a bit of “fooling around” may occur either as they move to the tables or computer.  If you say something like “I see you are all eager to get started, so …” and give the necessary direction things will begin to move as you need them too.  Trying to quell anything beyond quiet movement will only lead to further disruption as the lesson proceeds.  If you are with one class and another comes in, either notify the teacher in advance as to where you want students to go, or put up a small sign on the back of an easel identifying the location.

Rethinking means recognize your attitude and change it as needed.   You may tense up as a “troublesome” class arrives or anticipate a problem with a student with whom you have had trouble.  Your thoughts communicate without your realizing it and will trigger the behaviors you wish to avoid.  Instead, plan ahead to find something that will engage their interest—ask them a challenging question as they enter – and try “I want to hear what you come up with” as a leading statement.  For a single student, think “He/she is often made to feel stupid or hard work, I can make his/her day better.”  When you speak, you will then naturally smile and say something kind.

Respect permeates throughout if you want to manage the library.  To get respect, you must first give it.  Before you say something to a student, consider whether you would speak the same way or use that tone of voice if you were dealing with an adult. If a teacher or administrator walks in while you are helping a student, don’t say, “I’ll be back right after I speak with so-and-so.” Instead, tell the adult, “I will be right with you soon as I am finished here.” When a student comes up for help while you are talking with a teacher, let the child know how much longer you will be.  It’s common courtesy.

You all have various techniques to gain quiet.  These will work better if you are also using the “3 R’s.”  And do realize, some days you won’t behave well.  You are human.  Apologize immediately. You can be a role model for routines, rethinking and respect. Imagine if that spread throughout your school!

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When the recession hit in 2008, many businesses panicked.  They tried to minimize all expenses and for the most part circled the wagons hoping to ride out the crisis.  Most of those who took that approach failed. The more successful looked around and identified what made them or their product unique.  They looked to see who besides their current customers could benefit from it and what changes in marketing would be needed to attract these potential customers.

If your library looks the way it did in the 1990’s with the addition of more computers and a Smartboard, you have not changed.  Having a website and adding e-books doesn’t make you a 21^st century librarian. And certainly it isn’t having a quiet library with kids polishing their Dewey Decimal skills. 

Have you taken stock of what makes you unique? At the end of February, I blogged on how librarians transform student learning.  That’s about change. Do you do those things?  Have you let your administrators know?  How?  Emailing memos and reports is not 21^st century.  Videoing students exhibiting these transformative behaviors and sending those out is 21^st century.

Is your library a place where students find things or is it one in which they create things?  Do you provide opportunities for them to go beyond your walls?  Across the globe? Who are you following on Twitter?  What’s the best idea you got from these outstanding school librarians—and have you adapted it for your library program? 

What do you know about Learning Commons?  Find out how other librarians have transformed their facility, often on a shoestring budget.  Share with your administrator the excitement of the possibilities a Learning Commons creates.

Life is about change.  You are either changing or you are dying.  We have lost too many libraries and librarians.  If you haven’t done so, decide it’s time for a change, and if you need help… I, and many other librarians, are here for you. Reach out!

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On the other hand, I am fairly disciplined.  One way I manage my tendency toward procrastination was to pack a lot into each day.  I usually can’t put much off until tomorrow—it’s already heavily booked.  Producing School Librarian’s Workshop is ongoing with very little in the way of time off.  In addition, I do workshops and presentations and have ALA and AASL committee responsibilities.  My days are wonderfully full.  My to-do list is a constant reminder of what needs to get done – what I want to get done.

But the paradox is, I am still a procrastinator.  Which I’ve decided is OK.  It’s part of who I am.  I do meet all my deadlines, and I have learned there is a time and place for procrastination.  Sometimes I don’t have an idea for a department in School Librarian’s Workshop such as what to do for a Puzzler.  Other times I know what the topic will be but haven’t come up with what students should do with it to produce the most critical thinking and the deepest learning.  Scrolling through Facebook or other distraction can sometimes lead to the ah-ha I’ve been needing.

Creativity doesn’t work well on a time clock.  Stepping away and doing something mindless, seems to free my brain (hmm, is that why they games are called mindless?).  Random thoughts related to what I put aside flitter through my head.  When I get back to writing, the ideas flow.

So there is a positive side to procrastinating.  Now if I can only get better at setting a time limit on how long I play solitaire or Bejeweled.

Are you a procrastinator too?  What distracts you?  Are your breaks from work positive or negative? Or a combination of both?

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