Let’s shift the goal from classroom management to self-management, one clumsy, compassionate and CALM relationship at a time.

Training, coaching and curriculum that support middle and high school educators in

re-envisioning teaching and learning through the lens of relationship.

Structure

Relationship

Engagement

Zenani smiles big while recording her podcast

Hi, I’m d. Zenani Mzube

I support middle and high school educators re-envision teaching and learning through the lens of classroom relationships.

Not in that woo-woo way. But in an intentional and sustaining way.

Building connection, belonging and engagement with students promotes a healthy teaching and learning environment for all.

My CALM values-to-vision framework for teaching and learning invites educators to shift the goal from managing the many moods, attitudes and behaviors of students to creating structured opportunities for students to practice owning their choices and decisions, as a positive contribution to their classroom communities.

More about my journey ›

Common barriers to a thriving teaching and learning environment:

Disruptions

Lead to student distraction, lost instructional time and feelings of frustration

Power struggles

Result in referrals and feelings of powerlessness, resentment and confusion

Conflicts

Escalate tension and fear, impeding opportunities for student collaboration and connection

Do any of these barriers sound familiar?
I’d love to support.

Managing a classroom of 20, 30 or sometimes even 40 skills, abilities, worldviews, moods, attitudes and cultural values, while effectively delivering instruction can be daunting—especially for new educators.

Many classroom management strategies look good on paper but fail to promote trust, respect, and accountability in the real life classroom. As a result, teachers increasingly find themselves either attempting to manage or outsourcing student behaviors to their administrators, which leaves little time to educate them.

Healthy relationships support self-management. This level of management leads to effective teaching and engaged learning—which I would love to support your teachers and students in achieving.

Centerpiece for Restorative Circle including talking pieces and circle agreements

Services

Coaching

CALM Accountability

Customized, done-WITH-teacher values-to-vision framework for classroom structure, relationship, and engagement. Designed for new middle and secondary educator.

1:1 Coaching

Training

CALM Conversations in Class

Explores how language can impact classroom relationships and how non-academic communication can be leveraged to build academic, emotional and social intelligences

Group Training

Curriculum

CALM Circle Curriculum

Supports meaningful and action-oriented dialogue between staff and students in exploring how words can impact relationships and communities

Curriculum

Let’s collaborate.

Book a call

The latest

Podcast: CALM Conversations about Teaching and Learning

(Replay) The Goal Isn't "Classroom Management" But Self-Management – CALM Conversations about Teaching & Learning

Thank you for leaning in and listening to this replay of episode 18 of CALM Conversations about Learning!  Season One's final episode will FINALLY  be here next week! The M in CALM is for Management and I will examine the meaning of the word within the context of teaching and learning. Classroom Management is an important part of teaching and learning. It is both practical in the sense that teachers have a responsibility to oversee the activities, behaviors, pacing, productivity and general flow of the environment. There are a lot of considerations to make when managing a classroom, ranging from ensuring students’ safety and well-being to determining student seating arrangement for optimal learning. But often, classroom management is approached from a point of control and consequences with no long-term goal for building healthy relationships with students and providing opportunities for students to practice self-management.Which makes me wonder: What is the long game? Are we educating young people so that they will grow up to become adults who respond best to being managed because they have not had opportunities to practice managing themselves? Conversation Points: Even though classroom management addresses concerns from student seating arrangement to student behavior, it requires teachers to try to “control the weather,” thus placing them in charge of managing all the energy in the classroom environment. Classroom management does not inform college-readiness or LIFE-readiness if it doesn’t provide students with opportunities to practice self-management. Classroom rules tend to be arbitrary, ambiguous and absolute.Classroom norms promote autonomy, accountability and audacity.Rules and norms must be distinguished; their meanings are the difference between punishment and consequences.Encouraging self-management represent the #relationshipgoals of the classroom.Visionary Homework: Explore these questions in a journal write: What does “management” mean to you?Who are you managing currently? Who’s managing you? What does it feel like to manage or be managed? What is the long game for managing your child or students’ learning?The Proof:The Restorative Practices Handbook for Teachers,Disciplinarians and Administrators by Bob Costello, Joshua Wachtel and Ted WachtelPlease and Thank You: Follow! Subscribe! Rate! Review! Editing by Devonne Williams Music by Cipriana Bethea
  1. (Replay) The Goal Isn't "Classroom Management" But Self-Management
  2. (Replay) Checking In and Locating Your Nearest Exit
  3. Replay: CALM Kid Convo w/Zeus Rivera
Subscribe to CALM Conversations