Throughout my career in education, I’ve heard my share of four-letter words. Unfortunately, I’ve heard them all. But over the last few years, I’ve realized there’s another often-used, yet widely accepted, four-letter word that can be very offensive. It’s a word I’ve heard countless times from students, and it’s become a word I don’t allow when used inappropriately. To which word am I referring? Just.

Ironically, this is one of my favorite and least favorite words, all depending on how it is used. When defined as “guided by truth, reason, and fairness,” it’s one of my favorite words. Injustice is one of my biggest pet peeves, so in this sense, I love the word just. Personally and professionally, I strive to create environments that are just. But when the word is defined as “only or merely” and precedes something important, the word rubs me the wrong way.

Let me explain. Too often I hear the word just used to excuse poor behavior choices. For example:

“But I did my homework. I just forgot to show my work.”
“I didn’t hit him. I just pushed him.”
“I was just kidding when I said that to her.”
“I got the right numbers. I just put the decimal point in the wrong place.”

When used in this way, the word just is intended to minimize the importance or significance of whatever follows the word in the sentence.

“I just forgot to show my work.” This implies that showing work isn’t important, despite the fact that it was a requirement of the teacher.
“I just pushed him.” This sends the message that pushing another student is an acceptable form of behavior.
“I was just kidding when I said that to her.” So being unkind and disrespectful to a classmate is okay because you said, after the fact, it was simply a joke?
“I got the right numbers. I just put the decimal point in the wrong place.” The answer is still wrong. Close doesn’t count.

In addition to academics, I’m a firm believer that educators must teach students to be responsible, and not only for things like remembering to complete their homework every day. Students must learn to take responsibility for all of their behavior choices. Allowing them to excuse inappropriate behavior with the word just is not doing them any favors, because the real world doesn’t work like that.

Suppose a banker tells his supervisor, “I entered all the right digits into the computer. I just put the decimal point in the wrong place.” The supervisor’s probable response? “You’re just fired.”

Cooperative grouping. Direct instruction. Use of manipulatives. Technology infusion. I’ve often heard teachers argue that one kind of lesson is better than others. Personally, I believe there are merits to each of the aforementioned types of lessons and that teachers should use all of them. Using only one type of teaching strategy is like taking only one type of vitamin. Sure it’s good for you, but your body needs a variety of vitamins to keep your body healthy.

While it is definitely important to vary our teaching strategies to ensure our students “get all their vitamins,” it is just as important (if not more important) to remember one thing – it all starts with classroom management. One of the first pieces of advice I like to give to new or prospective teachers is this:

If they aren’t listening, it doesn’t matter what you’re saying. 

Sometimes it’s easy for us as teachers to fall in love with the lesson, neglecting the question – “Are the students engaged?” I know I’ve been guilty of it. I could have crafted the “perfect” lesson, but if my students are doodling, spinning rulers on their pencil points, talking with classmates, or simply staring out the window, how perfect is my lesson, really? Think of it this way. One could spend two or three hours writing amazingly detailed sub plans. But what happens if the substitute teacher doesn’t read them? All that hard work went for nothing. In the same way, spending two or three hours on a lesson that is delivered without effective classroom management can lead to teaching without learning.

Should we strive to craft great lessons that incorporate a variety of teaching strategies? Absolutely. But let us not forget that a lesson is only as good as the atmosphere in which it is delivered. It’s been asked, if a tree falls in the forest and no one is there to hear it, does it make a sound? Allow me to put an educational spin on that question…if students aren’t listening, does a teacher’s voice make a sound?