Now is the time to prepare for next year and to start, take the time to craft a mission statement.  The mission defines your purpose—what you and your library program do.  It should highlight what makes you unique and vital to the educational community and expressed in words laymen can understand.  You can start with the mission AASL gives in Empower Learners: Guidelines for School Library Media Programs (ALA, 2009).

The mission of the school library media program is to ensure that students and staff are effective users of ideas and information.  The school library media specialist empowers to be critical thinkers, enthusiastic readers, skilled researchers, and ethical users of information (p. 8).

How it is done is included, but that’s not part of a mission statement which needs to be succinct, between 25 and 50 words. AASL’s statement is 32 words beginning with the word “to.” The reason for the brevity is so that it is easily remembered and can be framed and hung on the wall of the library for all to see.

That mission was written six years ago. Today we recognize an important part of what we do is ensure that students are also empowered to be producers of information.  Despite that important addition, the mission statement should be recognized for its use of strong words. Ensure and empower carry much more weight than “support and enrich” or even “foster and nurture” which frequently appear in school library mission statements. Avoid “can” as in “so students can…”  It will be stronger if you go directly to the next word.

You can borrow wording from the AASL statement and add other ideas important to presenting what you do and how it adds value to the school community.  In lower grade levels, love of reading leading to lifetime readers is a prime focus. While it is equally necessary at middle and high school grades, those you want to see why you are vital do not usually consider it as significant as student interaction with information.  You want to promote what you do but do it in such a way that your stakeholders recognize they need your contribution to the educational program.

Play around with the words you think are important.  Search under “school library mission statements” to find examples others have written.   Are there phrases you want to use in your statement?  Make sure you keep it in the present tense.  Review it.  Are the words powerful?  Does it show how you are unique? Once you get it within the length requirements, start memorizing it.  Print it and find a frame for it.  Proudly hang your Mission Statement on your wall for all who come into your library to see it.  And if you want help… send me an email at hilda@slworkshop.net

Next week – Vision Statements.

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At the elementary level, if a teacher drops off a class and departs before students have entered, they might become rowdy, particularly if it was a substitute (see similar situations at the high school). Depending on the layout of your library, you can forestall chaos by placing yourself in front of the lead student.  Say, “Freeze.”  Then ask, “Who remembers what you do first when coming into the library?”  The question triggers not only your established routines but also a classroom environment. Give them a clue as to what they will doing with you and then let the class progress as usual.

When one student repeatedly disrupt a lesson, most alternatives that first occur to you are equally bad.  Ignoring the student challenges him or her to continue the behavior more frequently.  Stopping the lesson to admonish the child gives the desired negative attention.  Sending the student to another section as a “time-out” usually puts him/her out of your view and can lead to further issues.  So – what’s a good choice? Ask a question of that child based on what you are doing. If he/she can’t answer, have another student help, but then say to the disruptive one, “I know you could have answered that.  You can make good contributions here, even if it’s been a bad day for you.”  What you have quietly communicated is that you recognize the child is angry and frustrated over something that has nothing to do with you (unless you have been actively disrespectful to the student), and has no way to get it out.

The recognition that the disruptive behavior is not connected to you holds true when dealing with students at upper grades as well.  Don’t take it personally.  Try to see it from the child’s viewpoint.  Has s/he been harassed by other students or by the previous teacher? Made to feel stupid and/or humiliated, or is dealing with an upset from home?  There is no outlet for the emotional turmoil.  Students know the teacher has the power and there is little they can do but become a major annoyance to get back at those in charge. When possible at the upper grades, go over to the student and say, “I am guessing you are having a terrible day.  Do you want to get a drink of water, look at a magazine, or go on the computer for a bit?”  Understanding and respect go far.

Disruptive, out-of-control classes are a different challenge at middle and high school because the teacher is present.  On the one hand you don’t want to usurp the teacher’s authority.  On the other hand, this is your space and you are responsible for it.  It’s easier when the situation is triggered by a substitute bringing the class in.  You can simply say to the teacher, “It’s tough for subs to bring classes to the library.  I’ll take care of it.” Then calm the class down by reminding them they have limited time to get their assignment done.

When they are with their regular teacher, you need to move more diplomatically.  Ask the teacher whether she would prefer to get the class settled or would he/she rather you do it.  Don’t say, “Get your students under control, they are disrupting the work of others.”  You are always working to build positive relationships.

It is tempting sometime to send a student to the principal but that should be reserved for the direst situations.  You don’t want to get a reputation for not being able to maintain discipline in the library.  Call security or the office when violence is a possibility.  Otherwise, try to avoid that response.

I am sure you can come up with many other scenarios where you struggled to restore order.  That’s the idea.  Review the ones you have dealt with.  What could you have done differently?  Doing mental rehearsing will keep you one step ahead of students.  Most of the time. And remember – in general there are no “bad” kids or classes.  Only situations to be managed.  You can do it.

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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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copyright Maurice Sendak

How you begin is usually how things will continue.  Think of students’ entrance into the library. Look at your physical space.  How does the traffic pattern cause them to enter? If it’s wide open, elementary students will have a tendency to rapidly spread out before you can start the lesson. See if you can move some counter height shelving to create a directed flow.  This way you can greet your class as they enter.  Smiling, speaking to them individually, asking one or two to help their classmates with the book return and getting seated will set a tone for cooperation and participation. Once this becomes a routine, students will respond to it more quickly.  Ask different students to assist at each visit—including those you find challenging.

At the middle and high school level, you rarely have problems with the drop-ins, but depending on how well the teacher is at managing, a class can enter being rowdy.  A sense of humor goes far in restoring order. Comment on how pleased you are at their enthusiasm. Some of you use Exit Tickets to bring a library visit to a thoughtful close.  Try Entrance Tickets to quickly focus students on the task ahead of them.

As they walk in, hand students cards, each with one question.  These may be duplicated so you only need three or four.  For example, if the class is going to be working on World War I, you might have cards with the following: “When should the U.S. go to war?” “Chemical warfare was a big part of World War I. Is it ever justified?”  “Does war have rules?  Who makes them?  What should be done if they aren’t followed?” Before starting the lesson, discuss the Entrance questions and get students thinking about their own views on war. This will help them determine what issues they will explore in their research.

Exit Tickets, if you haven’t used them, serve to foster metacognition and “lock-in” the learning. Among the questions to ask, culled from an AASL listserv, are: “The most important thing I learned today was…” “I knew…I now know… and I was surprised to learn…” “I would like to learn about…”  Elementary students can answer as they line up.  Have middle and high school students respond when you call them back together after they have completed their research for the period.

And remember, give yourself a break.  Some days you are not going to be successful.  However if you focus on good classroom management practices, your own confidence level will improve and you will be able to keep the problem days to a minimum. With the school year coming to an end, it is a good time to consider what changes you can make for next year.

What are some of your favorite techniques for managing the school library environment?

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For the past two weeks I have blogged about why you need to focus on emotions when you want to reach people and have them recognize the value of the school library program.  Go back to your childhood “show and tell” experiences and recall how effective you were when you communicate emotionally.  Some of the same principles will help you as you craft the best way to deliver your message to key stakeholders.

Buffy Hamilton

Many of you blog, and if you don’t you should consider it. Your blog is a vehicle for sharing the value of your program in a meaningful way.  Feature what students are doing in the library.  Include some individual explorations along with class projects. My favorite blog is Buffy Hamilton’s Unquiet Librarian. (I recommend you subscribe to it for her great ideas.) She often shows the process of how students are learning and enjoying their discoveries over several weeks.

I particularly liked her post on Markerboard Surfaces, Collaborative Conversations, Academic Literacies, and Libraries. The many pictures addressed two areas that resonate with administrators and boards of education: students engaged in active learning and how a new purchase is making an impact (money well-spent). In other posts students are interviewed and talk about their learning experiences.  The visuals are what is compelling.  Even if stakeholders don’t take time to read the post, they will see students in action and watch a video of them talking.

If you are not ready to take on the task of writing a blog on a regular basis, consider how you sent reports to your supervisor/administrator.  It’s imperative to keep them informed about what is happening in the library or you will be another librarian who says, “My principal doesn’t know what I do.”  Part of your job is to ensure your principal is aware of what you do. Which is another way of saying s/he knows how valuable you are.

Most of you don’t have time for monthly reports unless they are required, but you should at least send out a quarterly one. The format for the report is critical.  A text-based report listing what was accomplished, the number of classes and departments using the facility and books circulated and databases are worthwhile data but it won’t be retained without that emotional content.

 Students and visuals give you that content.  Deborah Gottsleben, a New Jersey librarian I know well, sends her reports using a variety of web resources.  She has done them with Animoto and Vimeo choosing a different method each time.  She reminded me she has also used Issu and most recently Piktochart to create an infographic for the report.

To get your message out and have stakeholders “buy” into the library program, lead with emotion. Students pack the emotional punch and are the vehicle for carrying the data in a meaningful way.

So one more lesson from kindergarten.  Learn once again to Show and Tell.

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The presentation I gave at NYLA/SSL draws heavily from the business world.  I often said to people, while I am a school librarian, I am also in sales.  I sold my program every day to everyone who came into my library whether it was a student, teacher, or someone picking up a piece of equipment going out for repair. I am not saying we can or should run our libraries like a business.  We are not in it for a profit, and we are limited in bringing in new “customers.” But we can adapt many sales principles to sell our program to our various customers and stakeholders.

Someone I worked with had sales training and she noted how important it is to always remember no one wants to be sold—but everyone wants to buy.  What she meant was, we resist any sales pressure, which is one more reason we don’t get anywhere when we lead with research findings showing the value of school libraries and librarians.  It’s obvious to whomever we are speaking that we are “selling” our program.

The idea is to make the program something they want to have.  This is where marketing comes in. Marketing identifies a problem the customer has and shows how your product (your program) can solve it. You can see it easily with your students.  You introduce a research project and the students’ problem is find relevant, accurate information in the most efficient way, know how to organize it, and use the finding to create something of value.  If you are doing your job, they know you are the best person to help them get on track and stay there even when research gets messy.  Look at the image to the right – can you see how these words apply to your program and getting it noticed? 

Apply the same approach to your administrators.  What problems do they have that your program can solve or make easier?  How can you demonstrate that? Once you begin to think in these terms, you can tackle a bigger challenge—figuring out what problems board members have and your ability to help them.  What about parents?  Parents of elementary students have different wants and issues than parents of high school students.  What can you do to assist them?

The first step is to alter your mind set.  It used to seem as though everyone took for granted that what we did was important and valuable. But in reality, people were just accepting it because it was there. Once money became an issue and everything was on the table, if the library program was not of high value to the stakeholders with power, it was cut or eliminated.  It’s time to show them, your program is one they definitely want to buy.  Remember – you’re indispensable.

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The business writers focus on this aspect of the Pareto Principle, arguing it is important to focus 80% of your time on the 20% of your customers who are responsible for 80% of sales.  That doesn’t translate into the school librarian’s world.  You need to maintain continued contact with your core 20% but you can never minimize the other 80%.  Their students need your services and expertise, so you must keep trying to get them to connect more with your library program.

The Pareto principal can help out in another way. It turns out that 80% of our decisions are based on emotions and 20% are based on logic—and then we use logic to assign a reason to our emotional decision.  This is true from how we vote to which car we decide to buy. So the teachers who are not making use of your services can logically say they have too much to cover in the curriculum to “take time out” for a library project, but an emotional reaction is underneath it all.

Your challenge is to figure out what is at the root of their emotional antipathy so you can use emotions (not logic) to change their perspective. In some cases teachers are concerned about their lack of tech skills and knowledge.  Perhaps the concern is you will judge how they teach or that their class will not behave well in the library.  Sometimes it is more basic.  They don’t know you well, or there is something about what you project that turns them off.

If tech skills are the issue, find a way to bring the teacher in to show some new program (offer coffee and a snack).  Suggest you can teach to his or her class in conjunction with a class unit and offer to give a special “tutorial” to the teacher and the two of you can report on it to supervising administrator. If you suspect worry about behavior is the issue, discuss how you take responsibility for managing group work in the library, but work with whatever structure the teacher prefers.

The emotion vs logic percentage also impacts how administrators make decisions about the library.  We have justified the importance of school library programs based on research and statistics. All true – and all logical.  In general, people really love libraries.  We need to focus on the emotional connections to libraries without getting too warm and fuzzy which makes us seem like a frill.  It’s a challenge to figure out the right approach but you can work with taglines such as “Your library program – open for your thinking 24/7,” or “Bring your questions, we can help you find the RIGHT answers.” Brainstorm with your librarian colleagues to create the message that will reach your stakeholders.  And notice – that 20% of you probably will do 80% of the work.

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What does this mean? Leadership is not an option; it’s a job requirement.

By being a leader you prove you are essential—and indispensable.  Those of you who read this blog along with the School Librarian’s Workshop tend to be leaders.  In order make the most lasting impact, you need all the librarians in your district to be leaders.  One single pro-active librarian surrounded by those passively doing their job is not enough.  I urge you to reach out to these librarians.  Learn what’s holding them back. Provide encouragement, advice, and support.  A month ago I blogged about mentoring.  Offer to be a mentor.

Believe it or not, I wasn’t a leader when I began my career, but I soon learned and saw the importance of continuing to develop as a leader.

In 1973, I became the elementary librarian in a new school modeled on the British infant school concept. Grades 1 and 2 were together as were 3 and 4, and 5 and 6.  Teachers at each double grade level worked in large rooms with dividers separating them from the others.  They planned their units together.  This highly collaborative model, overseen by a principal who was open to new ideas, led me to finding different ways for students to learn, mostly on their own and guided by me and their teachers.  My role became vital for the success of what happened in the classroom.

Energized by what was happening, I began taking on new challenges.  I became an active member—rather than just a dues-paying member- of my state association and then AASL.  Although the term didn’t exist, I developed an extensive PLN.  When the time came to automate my library, I was an early adapter and I knew qualified librarians in other states who guided me through the process and made me look good. I took on more leadership roles in my state association and wrote a book.  My confidence kept growing and my ability to explain the importance of librarians and what we do grew with every experience.

Assure those who have not taken the plunge into leadership, that all they need to do is to take one small step. Focus at first on what is easy and natural to you.  Go to leadership institutes if your state association offers them.  Read what others are doing and try doing it on a smaller scale if necessary. Anyone can become a leader. All that is necessary is the will, and all of us must be leaders if our profession is to thrive.

Who among your colleagues needs to hear this?  How can you help?

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Spring also means a break in the school schedule, usually for a week or more. Before you leave, do a bit of spring cleaning of your own.  Your desk is the first place to begin.  It’s amazing how much accumulates over the months school has been in session.  Do the same for the circulation desk.  If at all possible, get as much shelved as possible. Although the custodians will be working for at least some of the time, do what you can to put your library in order.  You will appreciate it when you return.

This is also a good time to clear out old ideas and bring in some fresh ones.  Just as we stop seeing our library the way first-time visitors see it, we tend to become too accustomed to what we teach and the resources we use. Without realizing it, we are failing to refresh approach to teaching and learning.

We know we live in a rapidly changing environment, but are so busy with the day-to-day we don’t realize when a frequently-taught lesson or a tried-and-true resource is no longer get the same level of response from students. A learning experience will not resonate as well with them when you have delivered it so often in the same way, you no longer focus on the outcomes you are trying to achieve.

Nothing ages faster than technology.  It’s easy to keep using a web resource or app you have become familiar with, but there are many others out there that do the same thing.  Is there something better than the one you are using?  Are your students tired of the one they have been using over and over?

Revisit those units. Are the Essential Questions tied to it still the best ones?  Have you fully defined the Learner Outcomes?  Are any (all) part of Common Core Standards?  If not, can you tweak them?

When was the last time you fully explored another way for students to share or present their research?  What can you use that gives them an opportunity to possibly connect globally with others?  Check Twitter and Google+ groups for ideas.  Use some of your vacation time to explore them.  When you return you will have more than a clean desk, you will have a clean perspective on where you want to take students for the rest of the school year.

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Some states require mentors for anyone new to librarianship.  If you are a classroom teacher, you usually get someone in your building who is from your grade level or subject area, but since there usually are no other librarians in the school, you are assigned a teacher as a mentor. Unfortunately, the teacher has no background in some of the problems you are confronting.

It’s important for you to be seen as the “expert” in managing the library so rather than asking a principal or a non-librarian supervisor for help, you need a mentor outside the building.  Other librarians in the district are one possibility.  Another is to check your state association’s electronic discussion board.  Who brings great information to it?  Which librarian seems highly skilled?  Contact her (or him) and ask if she would be willing to mentor you.

Be specific in what you want to know/learn.  Be open to whatever communication channel your potential mentor prefers. E-mail?  Phone? Skype? Respect the time your mentor gives you.  This means not missing any arranged phone calls and responding quickly to emails.  Listen to what you are told—and do it.  If it doesn’t work as planned, get back to your mentor.

Some of you are way past the newbie stage but are looking for more advanced knowledge.  Perhaps you want to propose your library become a learning commons, or you want to launch a makerspace program and are feeling uncertain. Instead of only doing research on your own, see who has successfully achieved the goal you want.  Ask them if they would mentor you in accomplishing it in your facility.  You will be amazed at how many well-known librarians are willing to make time to help you make your program better.

If you have been successful in developing a great program, look for opportunities to mentor other librarians.  Districts have begun filling positions.  Reach out to a new hire and offer to help. Find out how she (or he) is doing and where she might be floundering.  Being a lifeline can be very reassuring to an uncertain newbie.  Be mindful of your own time.  Let the librarian know what you are offering time-wise and how your want to manage this relationship. It’s too easy to get sucked into a situation where the librarian is contacting you on a daily basis.  As mentor, you are the one to set the guidelines.

For our students’ sake, for the sake of school library program, it’s vital for all librarians to be successful.  If you are struggling, don’t be afraid to ask for help from those best able to give it.  If you have a program that’s well-regarded in your school/district, it’s important you give back by sharing your expertise.

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