It's been eleven years since I have sponsored a club. I said I wouldn't do it again. I was too old, too tired, too something. At the beginning of every year I deleted the e-mails from our principal asking for teachers to sponsor various clubs. This year, I didn't delete.
When the e-mail came across my screen, I felt a strange tugging to respond. Perhaps it was time to step out of my comfort zone and interact with students beyond the classroom. After a brief phone conversation with the contact at the YMCA, I became the sponsor of the Y-Club at my school. Our club participates in a mock Kentucky Legislative session called the Kentucky Youth Assembly (KYA) and a mock UN session called Kentucky United Nations Assembly (KUNA).
Since my focus this year has been finding my teacher voice, I have been hyper-focused on hearing the voices of others in my school community. I noticed that my students were very passionate about issues in our community, state, and nation, but did not feel that their ideas and opinions were taken very seriously.
This is where my journey with the Y-Club began. I quickly went into sponsor-mode. I recruited students and another teacher to co-sponsor, facilitated meetings, and filled out paperwork (oh, the paperwork), so we could attend an overnight conference. Our group prepared for our first KYA experience, not completely sure of what we were doing.
This conference is where the magic happened. I saw a very real life application of the Common Core Standards. Students researched topics, wrote a bill, prepared and delivered a speech. They had to think on their feet to address technical questions and counter arguments. I saw students transform before my eyes. I saw students speak passionately and thoughtfully about topics that were important to them. I saw students who, despite their trembling hands and tight throats, spoke publicly for the first time. I saw students high five one another when their bill passed the House, the Senate, and then was passed into law by the Governor. I saw future leaders developing before my eyes.
This transformation led to a couple of weepy teacher moments for me. Watching my students stand in the Kentucky Capitol Building presenting their bills was an incredibly affirming experience. It was a reminder of why I teach. I teach because I want to positively affect students'
lives.
I am so glad I didn't delete the e-mail.
Friday, December 14, 2012
Saturday, October 27, 2012
What Keeps this Teacher up at Night
A few times this past week I have found myself wide awake and thinking about my classroom at hours when I am normally sleeping . Yes, contrary to some people's beliefs about my work hours, I don't often "clock out" out once the students are gone. What has been weighing on my mind? My students and their progress. I know. Totally nerdy. Let's face it. I am a teacher. It is how I am wired.
After giving a recent common assessment to my students and completing my typical data analysis on it, I realized that many of my students didn't perform as well as I had expected. I was frustrated, but determined to figure out what happened and fix it. I began a question-by-question and class-by-class analysis.
I quickly determined that one question was poorly written and needed to be tossed out. Students across all five classes struggled with that question. Then I realized that one particular class did more poorly than the others. I thought back through my lesson planning and teaching and realized that the day I introduced one particular skill was the same day (and I am not kidding) we had an earthquake drill, the yearly mandatory suicide prevention talk, and school pictures all within one 90 minute block. I plowed through with the lesson because I didn't want this class to get behind. I needed to go back and start over with them.
Then I started thinking about each individual student and what I could do to re-teach those skills since what I had done the first time didn't work for them. What did they need? How could I teach these concepts differently? Now you see where the sleepless nights have come in.
Now, dear reader, I am not an anomaly. My colleagues have these moments, too. We spend hours crafting lessons and when they don't turn out as we expected, we adjust. We worry about our students' progress, their financial situations, and home lives. We buy cheese and sausage, wrapping paper, and t-shirts to help our students raise money for their after-school organizations. We stay late and come early to help students who need it. And, yes, sometimes we stay awake at night and think about school.
After giving a recent common assessment to my students and completing my typical data analysis on it, I realized that many of my students didn't perform as well as I had expected. I was frustrated, but determined to figure out what happened and fix it. I began a question-by-question and class-by-class analysis.
I quickly determined that one question was poorly written and needed to be tossed out. Students across all five classes struggled with that question. Then I realized that one particular class did more poorly than the others. I thought back through my lesson planning and teaching and realized that the day I introduced one particular skill was the same day (and I am not kidding) we had an earthquake drill, the yearly mandatory suicide prevention talk, and school pictures all within one 90 minute block. I plowed through with the lesson because I didn't want this class to get behind. I needed to go back and start over with them.
Then I started thinking about each individual student and what I could do to re-teach those skills since what I had done the first time didn't work for them. What did they need? How could I teach these concepts differently? Now you see where the sleepless nights have come in.
Now, dear reader, I am not an anomaly. My colleagues have these moments, too. We spend hours crafting lessons and when they don't turn out as we expected, we adjust. We worry about our students' progress, their financial situations, and home lives. We buy cheese and sausage, wrapping paper, and t-shirts to help our students raise money for their after-school organizations. We stay late and come early to help students who need it. And, yes, sometimes we stay awake at night and think about school.
Saturday, October 20, 2012
Busyness of Teaching
Today is National Writing Day, so I must write. Thank goodness I have an excuse to take a break and write. I have missed it, but I have felt guilty if I found myself daydreaming about composing my next blog. After all, there are papers to grade, lessons to plan, meetings to attend, and many forms to complete. I am sad to say that it has been a few weeks since I have blogged. The busyness of teaching has caught up to me. It happens.
Usually by October I am in full consumed-by-teaching mode. Coming early and staying late to grade, meeting with parents or students, planning lessons, and completing paperwork. This gives me very little time to interact meaningfully with my colleagues. During the past two weeks, I have found myself more and more isolated --very typical at a high school where "teams" are not the norm. If it weren't for the various mandatory meetings on Tuesdays, I am sure I would not see most of the teachers in my building until graduation. Sad, but true.
This past week several of my colleagues' personal situations have reminded me that I need to slow down and take care of myself and my colleagues. We cannot get so busy with the day-to-day teaching that we don't recognize a colleague in need of kindness and support--personally or professionally. We need to come out of our rooms and check on one another. We need to send notes of encouragement, offer to help in their classrooms, laugh with them, and eat lunch with them. If we don't, some of those colleagues will not return to teaching next year. Our profession cannot afford to lose great teachers.
So, reader, I challenge us to find moments to reach out and connect with a colleague these next few weeks. Likewise, let's take care of ourselves. If, like me, you have fallen off of the exercise wagon. Get back on. Take a break from the busyness of teaching and do something you enjoy: write, read a book, shop, or do yard work.
After this post, I am going to snuggle up with my kids and watch cartoons. I am not going to grade a paper or check an e-mail. At least, not today.
Teaching is a difficult job, we need to take care of one another. Our students need us. We need us.
Usually by October I am in full consumed-by-teaching mode. Coming early and staying late to grade, meeting with parents or students, planning lessons, and completing paperwork. This gives me very little time to interact meaningfully with my colleagues. During the past two weeks, I have found myself more and more isolated --very typical at a high school where "teams" are not the norm. If it weren't for the various mandatory meetings on Tuesdays, I am sure I would not see most of the teachers in my building until graduation. Sad, but true.
This past week several of my colleagues' personal situations have reminded me that I need to slow down and take care of myself and my colleagues. We cannot get so busy with the day-to-day teaching that we don't recognize a colleague in need of kindness and support--personally or professionally. We need to come out of our rooms and check on one another. We need to send notes of encouragement, offer to help in their classrooms, laugh with them, and eat lunch with them. If we don't, some of those colleagues will not return to teaching next year. Our profession cannot afford to lose great teachers.
So, reader, I challenge us to find moments to reach out and connect with a colleague these next few weeks. Likewise, let's take care of ourselves. If, like me, you have fallen off of the exercise wagon. Get back on. Take a break from the busyness of teaching and do something you enjoy: write, read a book, shop, or do yard work.
After this post, I am going to snuggle up with my kids and watch cartoons. I am not going to grade a paper or check an e-mail. At least, not today.
Teaching is a difficult job, we need to take care of one another. Our students need us. We need us.
Sunday, September 23, 2012
Sometimes Technology is Messy
As I have mentioned in a few previous posts, I have returned full time to the classroom and I am loving it. As a result of my three years' hybrid teaching/coaching role, I have been able to really think about my teaching practice and make changes and upgrades to my teaching style this year. One of the upgrades I have begun working on is using an online collaborative forum where my students can participate in discussions and post work--Edmodo. I was excited to try this with my classes this year, but realized that sometimes technology is messy. I don't mean messy in the sense of no order and chaotic, but messy in the sense that I will be relinquishing some "control" over to students.
When I introduced this platform to the students, the idea was met with mixed enthusiasm. Some students thought it was "cool" while others were very uncomfortable with the idea that their work would be posted for everyone in the class to see. Still others, very honestly, asked if I would keep up with the online format throughout the year. It seems those students had teachers who had tried forums like this in the past only to abandon them as the school year became busier.
I tried my best to address their concerns and told them that we would all try this for the first semester. If we all hated it, we would abandon it and go back to the traditional method of writing and printing hard copies. I was very honest with them that this was new to me as well, but I thought it was important for them to learn how to navigate technology in an academic setting.
Likewise, I shared with them that I wanted to grow in this area as well. I explained that I spent the summer looking for just the right forum. I chose Edmodo because it was fairly simple. Since it mimics Facebook, I thought it would be comfortable for students, parents, and me. I wanted a "closed" forum that felt safe for the students and parents. We are four weeks into using Edmodo and my students are slowly coming around to the idea. Also, I am getting comfortable with commenting on their writing entirely through electronic means.
Now, here is where it gets messy.
Some of my students were ready to jump in with both feet, while others were very hesitant. For the first assignment, only one-third of the students posted online. Some students wanted to word process the piece and print it off for me and others simply wanted to hand-write the assignment. While I encouraged everyone to try the Edmodo forum, I accepted the assignment in all forms. For the second assignment, more students posted online, but many still turned in paper versions. With each assignment, students are becoming more comfortable and are deciding to use the Edmodo forum.
Was this a lot for me to keep up with? Absolutely. Has it been challenging for both my students and me? You betcha. I think it is a worthwhile process, though. I have learned that while my students are digital natives, they haven't had much experience using technology in an academic setting. Sure, they have used computers to research and type papers, but they have rarely used technology to participate in academic discussions and post their work for feedback. This has led to many impromptu teaching moments.
I don't have it all figured out yet, but I am learning every day. One of the challenges I am facing is deciding when and how often to respond to student posts and work. After all, it is much easier to leave a set of papers on my desk at school than it is to ignore the "54 posts" notification on the Edmodo App on my phone. Also, I need to figure out how students can post their work (without printing everything out) as evidence for their paper portfolio that our state asks us to collect each year.
I think my students are appreciative that I am using this forum and learning along with them. So far, I have heard far more positive comments than negative ones. In another couple of weeks, we are going to invite parents to our Edmodo class as "read only" members, so they can see first-hand their students' work and discussions.
I will keep you posted as we continue on this journey. In the meantime, I would love to hear how you use technology to foster conversations, collaboration, and productivity among your students.
When I introduced this platform to the students, the idea was met with mixed enthusiasm. Some students thought it was "cool" while others were very uncomfortable with the idea that their work would be posted for everyone in the class to see. Still others, very honestly, asked if I would keep up with the online format throughout the year. It seems those students had teachers who had tried forums like this in the past only to abandon them as the school year became busier.
I tried my best to address their concerns and told them that we would all try this for the first semester. If we all hated it, we would abandon it and go back to the traditional method of writing and printing hard copies. I was very honest with them that this was new to me as well, but I thought it was important for them to learn how to navigate technology in an academic setting.
Likewise, I shared with them that I wanted to grow in this area as well. I explained that I spent the summer looking for just the right forum. I chose Edmodo because it was fairly simple. Since it mimics Facebook, I thought it would be comfortable for students, parents, and me. I wanted a "closed" forum that felt safe for the students and parents. We are four weeks into using Edmodo and my students are slowly coming around to the idea. Also, I am getting comfortable with commenting on their writing entirely through electronic means.
Now, here is where it gets messy.
Some of my students were ready to jump in with both feet, while others were very hesitant. For the first assignment, only one-third of the students posted online. Some students wanted to word process the piece and print it off for me and others simply wanted to hand-write the assignment. While I encouraged everyone to try the Edmodo forum, I accepted the assignment in all forms. For the second assignment, more students posted online, but many still turned in paper versions. With each assignment, students are becoming more comfortable and are deciding to use the Edmodo forum.
Was this a lot for me to keep up with? Absolutely. Has it been challenging for both my students and me? You betcha. I think it is a worthwhile process, though. I have learned that while my students are digital natives, they haven't had much experience using technology in an academic setting. Sure, they have used computers to research and type papers, but they have rarely used technology to participate in academic discussions and post their work for feedback. This has led to many impromptu teaching moments.
I don't have it all figured out yet, but I am learning every day. One of the challenges I am facing is deciding when and how often to respond to student posts and work. After all, it is much easier to leave a set of papers on my desk at school than it is to ignore the "54 posts" notification on the Edmodo App on my phone. Also, I need to figure out how students can post their work (without printing everything out) as evidence for their paper portfolio that our state asks us to collect each year.
I think my students are appreciative that I am using this forum and learning along with them. So far, I have heard far more positive comments than negative ones. In another couple of weeks, we are going to invite parents to our Edmodo class as "read only" members, so they can see first-hand their students' work and discussions.
I will keep you posted as we continue on this journey. In the meantime, I would love to hear how you use technology to foster conversations, collaboration, and productivity among your students.
Saturday, September 8, 2012
Come to the Edge
During the first few weeks of school, I make a focused effort to get to know my students and to build a sense of community. This year I wanted to do something that would connect all of my classes to one another. So, I decided to adopt a poem as our yearlong theme. After all, I am an English teacher.
Each year I tell my students that I am training them like an athlete. I take them through reading, writing, and speaking training exercises. Each lesson I craft is designed to help their muscles remember what to do when the time comes to perform. And, like a coach, I will ask them to do things that are difficult and sometimes out of their comfort level. The productive struggle, I tell them, is all a part of the training. In the end, I promise them that they will be better writers, readers, and speakers.
Last week I introduced the poem "Come to the Edge" by Christopher Logue to my students. I asked them to read and annotate the poem. The only direction I gave them was to tell them that I have chosen this poem as our yearlong theme. Here is the text of the poem:
Each year I tell my students that I am training them like an athlete. I take them through reading, writing, and speaking training exercises. Each lesson I craft is designed to help their muscles remember what to do when the time comes to perform. And, like a coach, I will ask them to do things that are difficult and sometimes out of their comfort level. The productive struggle, I tell them, is all a part of the training. In the end, I promise them that they will be better writers, readers, and speakers.
Last week I introduced the poem "Come to the Edge" by Christopher Logue to my students. I asked them to read and annotate the poem. The only direction I gave them was to tell them that I have chosen this poem as our yearlong theme. Here is the text of the poem:
Come to The Edge
by Christopher Logue
Come to the edge.
We might fall.
Come to the edge.
It's too high!
COME TO THE EDGE!
And they came,
and we pushed,
And they flew.
I was amazed by their responses. Some students thought the "edge" was a cliff and others thought it meant the edge of their confidence. Yet others thought the "edge" was the end of their abilities. The poem has given us a sense of community. Students good-naturedly tease one another about "coming to the edge" when someone begins to sigh about a particular assignment. In the hallway, I have overheard students explaining the poem to their friends. A couple of students have suggested we make t-shirts with our theme poem on it.
I have thoroughly enjoyed our conversations and look forward to the many ways we can use the poem this year. I shared with students that I am coming to the edge of my comfort level by trying new things professionally--a new blog, being a club sponsor, and speaking up for my profession. The other day when I made a vague reference to my new blog and how I wasn't sure if anyone thought it was worth reading, one of my students said I should keep going to the edge until I was able to fly. Point taken. I love when my students become the teachers.
Come join us this year. Find a way to connect to your students, co-workers, and family.
Come to the edge.
We might fall.
Come to the edge.
It's too high!
COME TO THE EDGE!
And they came,
and we pushed,
And they flew.
I was amazed by their responses. Some students thought the "edge" was a cliff and others thought it meant the edge of their confidence. Yet others thought the "edge" was the end of their abilities. The poem has given us a sense of community. Students good-naturedly tease one another about "coming to the edge" when someone begins to sigh about a particular assignment. In the hallway, I have overheard students explaining the poem to their friends. A couple of students have suggested we make t-shirts with our theme poem on it.
I have thoroughly enjoyed our conversations and look forward to the many ways we can use the poem this year. I shared with students that I am coming to the edge of my comfort level by trying new things professionally--a new blog, being a club sponsor, and speaking up for my profession. The other day when I made a vague reference to my new blog and how I wasn't sure if anyone thought it was worth reading, one of my students said I should keep going to the edge until I was able to fly. Point taken. I love when my students become the teachers.
Come join us this year. Find a way to connect to your students, co-workers, and family.
Come to the edge.
Saturday, August 25, 2012
How to Keep the Best and Brightest
It seems that everywhere I go in education circles talk eventually turns to how to recruit and retain the "best and the brightest". This is a conversation for which I have been anxious to offer my thoughts. Thankfully, most of the folks leading these conversations are interested in listening to teachers. Naturally, teachers are excited to give our feedback; however, we are hesitant as well. Too often, our suggestions and concerns are taken down and then filed away and never addressed. Often we are told that our suggestions aren't feasible in the current budget. Or, worse yet, we are made to feel guilty because we asked for something for ourselves.
This teacher wants to offer a few suggestions. I realize some of them are not feasible in our current monetary state, but I also know that there are plenty of intelligent, creative folks in power who could make some of these, if not all, a reality. These ideas are in no particular order.
Competitive Pay
Introduce a competitive pay scale based on multiple factors. Currently, our system awards raises based on years of experience and degrees earned. If a teacher wants to earn more money, they must go back to school (for which they pay for out of their own pocket), take on a supplemental duty to earn extra money or wait for the next school year. Why not award raises based upon extra duties not traditionally compensated--committee chairs, curriculum coach, student mentoring? Why not give bonuses for great performance evaluations and documented student growth? How about extra pay for those who not only work with, but are successful with special populations of students (talented and gifted, students with special needs, students with severe behavior issues, students who are behind their peers, etc.)?
Other Means of Compensation
Along with the competitive pay scale, I would love for us to think about other ways to compensate teachers. The majority of us who have children must pay for childcare. Why not offer a voucher for a certain dollar amount towards childcare each year? Better yet, why can't childcare be free for those of us who use the school system's after-school programs.
Likewise, teachers spend on average $450 a year on supplies for their classroom. These supplies almost always go into the hands of students --tissues, pencils, paper, curriclum guides, and journals. Sure, we get a tax write-off. However, the max is $250 a year. Imagine how much it costs a first-year teacher to set up their classroom. Give teachers a stipend each year to purchase supplies.
Further, teachers would like to participate in professional development without having to front the cost partially or entirely. Several years ago, I was asked to attend a national conference. The total cost was around $4,000. I had to pay for everything up front. I was eventually reimbursed, but it came almost three months after the conference was over and I did not receive the full amount I paid for the trip. Thankfully, I had the funds to cover the cost until I was reimbursed, but not many teachers can do this.
The professional development budget in our state has dwindled to almost nothing over the last several years for our schools. Teachers need to participate in conferences internationally, nationally, and at the state level to keep up with the ever-changing field of teaching. Likewise, teachers need to keep up with certifications like Advanced Placement. With current funding, my school can pay for 1-2 teachers this year to attend a training or conference. That isn't a lot when we have close to 125 teachers in our building. We need to invest in our teachers and that means increasing the professional development funds.
Also, why not pay for teachers to earn their masters degrees or National Board Certification. Better yet, allow teachers to use the National Board Certification process in place of a Masters degree. The NBC process was vigorous and valueable. More so than my masters degree in education was. (I am anxiously awaiting my results this fall.)
Celebrate More--Bash Less
It is hard to convince someone to enter this profession when there is such negativity in the public. I realize that "Schools Failing Our Students" is a more striking headline than "Teacher Finds Creative Way to Help Students Who Struggle", but we need to start celebrating the pockets of greatness in those struggling schools. Those teachers--the dream changers--are showing up and doing amazing things every day. Why isn't that in the news?
There is a school in my district that fights a negative image every day. Many years ago they were labeled "failing" in the newspaper based on criteria that was not fully explained to the public. They have had to fight that image ever since. Do they have problems? Sure. So do the rest of our schools. If we stopped bashing them and celebrated the teachers and students who are successful there, I believe that school would be at the top of the district. Manuel Scott, one of the original Freedom Writers, said that "sometimes you need to believe in someone who believes in you". Our profession needs the public to believe in, join, hold accountable and support teachers.
I have lots of other ideas, but I want to hear your suggestions. What do you think we need to do to recruit and retain amazing teachers?
This teacher wants to offer a few suggestions. I realize some of them are not feasible in our current monetary state, but I also know that there are plenty of intelligent, creative folks in power who could make some of these, if not all, a reality. These ideas are in no particular order.
Competitive Pay
Introduce a competitive pay scale based on multiple factors. Currently, our system awards raises based on years of experience and degrees earned. If a teacher wants to earn more money, they must go back to school (for which they pay for out of their own pocket), take on a supplemental duty to earn extra money or wait for the next school year. Why not award raises based upon extra duties not traditionally compensated--committee chairs, curriculum coach, student mentoring? Why not give bonuses for great performance evaluations and documented student growth? How about extra pay for those who not only work with, but are successful with special populations of students (talented and gifted, students with special needs, students with severe behavior issues, students who are behind their peers, etc.)?
Other Means of Compensation
Along with the competitive pay scale, I would love for us to think about other ways to compensate teachers. The majority of us who have children must pay for childcare. Why not offer a voucher for a certain dollar amount towards childcare each year? Better yet, why can't childcare be free for those of us who use the school system's after-school programs.
Likewise, teachers spend on average $450 a year on supplies for their classroom. These supplies almost always go into the hands of students --tissues, pencils, paper, curriclum guides, and journals. Sure, we get a tax write-off. However, the max is $250 a year. Imagine how much it costs a first-year teacher to set up their classroom. Give teachers a stipend each year to purchase supplies.
Further, teachers would like to participate in professional development without having to front the cost partially or entirely. Several years ago, I was asked to attend a national conference. The total cost was around $4,000. I had to pay for everything up front. I was eventually reimbursed, but it came almost three months after the conference was over and I did not receive the full amount I paid for the trip. Thankfully, I had the funds to cover the cost until I was reimbursed, but not many teachers can do this.
The professional development budget in our state has dwindled to almost nothing over the last several years for our schools. Teachers need to participate in conferences internationally, nationally, and at the state level to keep up with the ever-changing field of teaching. Likewise, teachers need to keep up with certifications like Advanced Placement. With current funding, my school can pay for 1-2 teachers this year to attend a training or conference. That isn't a lot when we have close to 125 teachers in our building. We need to invest in our teachers and that means increasing the professional development funds.
Also, why not pay for teachers to earn their masters degrees or National Board Certification. Better yet, allow teachers to use the National Board Certification process in place of a Masters degree. The NBC process was vigorous and valueable. More so than my masters degree in education was. (I am anxiously awaiting my results this fall.)
Celebrate More--Bash Less
It is hard to convince someone to enter this profession when there is such negativity in the public. I realize that "Schools Failing Our Students" is a more striking headline than "Teacher Finds Creative Way to Help Students Who Struggle", but we need to start celebrating the pockets of greatness in those struggling schools. Those teachers--the dream changers--are showing up and doing amazing things every day. Why isn't that in the news?
There is a school in my district that fights a negative image every day. Many years ago they were labeled "failing" in the newspaper based on criteria that was not fully explained to the public. They have had to fight that image ever since. Do they have problems? Sure. So do the rest of our schools. If we stopped bashing them and celebrated the teachers and students who are successful there, I believe that school would be at the top of the district. Manuel Scott, one of the original Freedom Writers, said that "sometimes you need to believe in someone who believes in you". Our profession needs the public to believe in, join, hold accountable and support teachers.
I have lots of other ideas, but I want to hear your suggestions. What do you think we need to do to recruit and retain amazing teachers?
Saturday, August 18, 2012
Teaching. It's Personal.
My thirteenth year of teaching officially began August 15th. I excitedly stood outside my classroom door and greeted all of my students--probably a bit too exuberantly for my still-sleepy high school students. It was an important first interaction with them.
This practice seems like such a small thing--to greet them positively at the door each day. Yet, I have found that it is a really important part of creating a healthy classroom environment. For me, teaching is personal. Getting to know my students is a major part of classroom success during the school year. This short interaction between classes is an opportunity I can't afford to miss.
Likewise, I strive to learn my students' names as soon as possible. My goal is to know all of their names after the first three days of class. I use whiteboard name tents and ask the students to draw or write something down that will help me remember them. As the students are working, I walk around and interact with them, asking lots of questions. The students laugh when they catch me repeating their names over and over as they work. Then I ask students to come up to me in the hallway and quiz me. It's a game the students enjoy every year.
Another important part of creating a positive classroom environment is connecting to my students outside of the classroom. Throughout the school year I attend my students games, performances, and awards ceremonies. Students and their families really appreciate it when I show up with my family in tow.
The connections I make with my students helps them trust me and recognize that I care about them. That connection helps them persevere in my class when I ask them to do tough work. It helps them hear my voice in the hallway when they are about to make a bad choice. It helps them receive my instruction, correction, and redirection. It is why students will do their best on the state-mandated tests when they would rather draw hand turkeys.
Teaching isn't only about what happens in the classroom. It's personal. I have already begun laying the ground work for this year. I can't wait to get to get to know my students as the year goes on.
This practice seems like such a small thing--to greet them positively at the door each day. Yet, I have found that it is a really important part of creating a healthy classroom environment. For me, teaching is personal. Getting to know my students is a major part of classroom success during the school year. This short interaction between classes is an opportunity I can't afford to miss.
Likewise, I strive to learn my students' names as soon as possible. My goal is to know all of their names after the first three days of class. I use whiteboard name tents and ask the students to draw or write something down that will help me remember them. As the students are working, I walk around and interact with them, asking lots of questions. The students laugh when they catch me repeating their names over and over as they work. Then I ask students to come up to me in the hallway and quiz me. It's a game the students enjoy every year.
Another important part of creating a positive classroom environment is connecting to my students outside of the classroom. Throughout the school year I attend my students games, performances, and awards ceremonies. Students and their families really appreciate it when I show up with my family in tow.
The connections I make with my students helps them trust me and recognize that I care about them. That connection helps them persevere in my class when I ask them to do tough work. It helps them hear my voice in the hallway when they are about to make a bad choice. It helps them receive my instruction, correction, and redirection. It is why students will do their best on the state-mandated tests when they would rather draw hand turkeys.
Teaching isn't only about what happens in the classroom. It's personal. I have already begun laying the ground work for this year. I can't wait to get to get to know my students as the year goes on.
Saturday, August 11, 2012
Keeping My Teaching Chops
Years ago during my undergrad work in theater education, my friends and I would comment on whether a particular actor had "acting chops" or specific abilities needed to be successful as an actor. This term was thrown out often in our circle. We talked about how we could hone our acting chops--frequent auditions, workshops and performances.
Similarly, I think teachers have teaching chops--specific skills needed to be an effective teacher. Each year, as the beginning of a school year draws near I wonder if I still have my teaching chops. Will magic occur in my classroom this year? Will students learn and grow under my teaching? Will I learn and grow this year?
Since I am a reflective teacher, I realize that I need to hone my teaching practice in order to keep my teaching chops. Yes, I believe I naturally have some skills for teaching--organization, creative thinking, and leadership. Still, there are other skills that I need to develop further. I do this in three ways: participate in a community of learners, strive to be a life-long learner, and reflect on my practice.
Participate in a Community of Learners
With the PLC (Professional Learning Community) movement in my district a few years ago, I gained a built-in community of learners. The PLC is a key component to our professional development plan each year. At first, we were quite reluctant. After all, we are high school teachers and are not used to collaborative planning. We were used to being isolated. We were sure this wouldn't work. We were wrong.
Soon we came to value the PLC time and have even asked for more time built into the day to work with our colleagues. The PLC system isn't without fault, but it is far better than planning in isolation. I have learned from colleagues who have taught 20+ years and those who are fresh out college. The conversations we have are powerful, important, an invigorating.
If your school/district district doesn't have a system like this. Create one. Gather some like-minded colleagues together and become a community.
Strive to be a Life-long Learner
One thing that is certain in teaching is that things are going to change. Teachers must learn to adapt to the changes. Sometimes that means researching new teaching techniques on your own. Sometimes, it means that you will become the expert in your building and train others.
Every day, I learn from my students. I love it when a student has an insight that I hadn't thought about. I love how honest my students are when I ask them "What went well today? What could we do differently?" Students seem to like my classroom better when they realize that they can teach me something as well.
There is so much to learn in this profession. I have often said that when I feel like there is nothing else to learn, I need to move on.
Reflect on My Practice
Reflection keeps me fresh. It is crucial to my not only surviving, but also thriving in this profession.
Reflection keeps me from being stuck in an ineffective pattern. I need to identify what went well, and figure out what adjustments need to be made before the next class. Sometimes this reflection happens in the moment when I realize that a student isn't understanding a concept I am teaching. Sometimes, this reflection happens at the end of the year when I am struggling with my own motivation.
Reflection gives me the opportunity to remember what I love about teaching. It gives me the opportunity to figure out why I continue to teach certain units. Is it because the unit is worth teaching or because I don't know what else to do?
I must reflect in order to change or make improvements in my teaching.
So tonight, I am wondering if I still have my teaching chops. It is what I wonder every year. This wondering keeps me collaborating, learning, and reflecting.
Similarly, I think teachers have teaching chops--specific skills needed to be an effective teacher. Each year, as the beginning of a school year draws near I wonder if I still have my teaching chops. Will magic occur in my classroom this year? Will students learn and grow under my teaching? Will I learn and grow this year?
Since I am a reflective teacher, I realize that I need to hone my teaching practice in order to keep my teaching chops. Yes, I believe I naturally have some skills for teaching--organization, creative thinking, and leadership. Still, there are other skills that I need to develop further. I do this in three ways: participate in a community of learners, strive to be a life-long learner, and reflect on my practice.
Participate in a Community of Learners
With the PLC (Professional Learning Community) movement in my district a few years ago, I gained a built-in community of learners. The PLC is a key component to our professional development plan each year. At first, we were quite reluctant. After all, we are high school teachers and are not used to collaborative planning. We were used to being isolated. We were sure this wouldn't work. We were wrong.
Soon we came to value the PLC time and have even asked for more time built into the day to work with our colleagues. The PLC system isn't without fault, but it is far better than planning in isolation. I have learned from colleagues who have taught 20+ years and those who are fresh out college. The conversations we have are powerful, important, an invigorating.
If your school/district district doesn't have a system like this. Create one. Gather some like-minded colleagues together and become a community.
Strive to be a Life-long Learner
One thing that is certain in teaching is that things are going to change. Teachers must learn to adapt to the changes. Sometimes that means researching new teaching techniques on your own. Sometimes, it means that you will become the expert in your building and train others.
Every day, I learn from my students. I love it when a student has an insight that I hadn't thought about. I love how honest my students are when I ask them "What went well today? What could we do differently?" Students seem to like my classroom better when they realize that they can teach me something as well.
There is so much to learn in this profession. I have often said that when I feel like there is nothing else to learn, I need to move on.
Reflect on My Practice
Reflection keeps me fresh. It is crucial to my not only surviving, but also thriving in this profession.
Reflection keeps me from being stuck in an ineffective pattern. I need to identify what went well, and figure out what adjustments need to be made before the next class. Sometimes this reflection happens in the moment when I realize that a student isn't understanding a concept I am teaching. Sometimes, this reflection happens at the end of the year when I am struggling with my own motivation.
Reflection gives me the opportunity to remember what I love about teaching. It gives me the opportunity to figure out why I continue to teach certain units. Is it because the unit is worth teaching or because I don't know what else to do?
I must reflect in order to change or make improvements in my teaching.
So tonight, I am wondering if I still have my teaching chops. It is what I wonder every year. This wondering keeps me collaborating, learning, and reflecting.
Saturday, August 4, 2012
Displaying My Credentials
I have been busily working on getting my classroom ready for students to arrive in eleven days. I have spent time envisioning how learning will occur in this space. Trying to set up a functional and friendly space, I have carefully chosen books, posters, and supplies for my room. With cooperative learning in mind, I have grouped desks together. I have tried to make deliberate choices that will impact learning in my room.
As I started unpacking boxes and cleaning off my desk, I reflected on a conversation I had this summer with a teacher from Georgia. We met while attending a conference. During one of our lunches, we discussed how teachers are often not viewed as professionals. My Georgia friend pointed out that we are one of the only professions that do not display our credentials in our workspace. He said he has always displayed his diplomas and teaching certificate in his classroom and every teacher should do the same. I sat there stunned. He was right. I didn't know one teacher who displayed his/her credentials in their classroom. Why?
I am very proud to be a teacher. As a result, I often tell my students about my journey to become a teacher. I tell them about growing up in a small town where AP classes were few. I tell them about the eighth grade counselor who told me that I shouldn't bother with the pre-college curriculum in high school because "we both know you will end up pregnant". I tell them about the amazing high school teachers who encouraged me. I tell them about how I worked two jobs to pay my college tuition. I tell them that they can be "masters of their fate", too. The diplomas and teaching certificate would be visual reminders of my hard work to my students and myself.
I have thought of the conversation with my Georgia friend often during the last few weeks. Why haven't I displayed my credentials in my room? Had I bought into the idea that teachers are not as important as other professions--doctor, lawyer, etc.? No. I feel very strongly that teaching is an important profession--even, a calling. I think I just hadn't thought about displaying these documents before. After all, no one I knew did this.
So this year, I have pulled my diplomas and teaching certificate out of storage. I bought a few frames and hung them behind my desk. It's time. Who knows? Maybe this will start a trend in my building.
I think my Georgia friend would be pleased.
As I started unpacking boxes and cleaning off my desk, I reflected on a conversation I had this summer with a teacher from Georgia. We met while attending a conference. During one of our lunches, we discussed how teachers are often not viewed as professionals. My Georgia friend pointed out that we are one of the only professions that do not display our credentials in our workspace. He said he has always displayed his diplomas and teaching certificate in his classroom and every teacher should do the same. I sat there stunned. He was right. I didn't know one teacher who displayed his/her credentials in their classroom. Why?
I am very proud to be a teacher. As a result, I often tell my students about my journey to become a teacher. I tell them about growing up in a small town where AP classes were few. I tell them about the eighth grade counselor who told me that I shouldn't bother with the pre-college curriculum in high school because "we both know you will end up pregnant". I tell them about the amazing high school teachers who encouraged me. I tell them about how I worked two jobs to pay my college tuition. I tell them that they can be "masters of their fate", too. The diplomas and teaching certificate would be visual reminders of my hard work to my students and myself.
I have thought of the conversation with my Georgia friend often during the last few weeks. Why haven't I displayed my credentials in my room? Had I bought into the idea that teachers are not as important as other professions--doctor, lawyer, etc.? No. I feel very strongly that teaching is an important profession--even, a calling. I think I just hadn't thought about displaying these documents before. After all, no one I knew did this.
So this year, I have pulled my diplomas and teaching certificate out of storage. I bought a few frames and hung them behind my desk. It's time. Who knows? Maybe this will start a trend in my building.
I think my Georgia friend would be pleased.
Saturday, July 28, 2012
The Art of Teaching
Recently, I participated in a discussion regarding how to measure teacher effectiveness. The discussion focused on what actions, activities, or qualities could be observed by an evaluator. Ultimately, the discussion began to focus on the art and the science of teaching.
Our facilitator asked the group to specifically describe the art of teaching. Members of our group offered several ideas, but each idea centered around one thought: the bridge between the art of teaching and the science of teaching was the relationship between student and teacher.
I found myself thinking about this discussion several times over the last week. I wanted to define the art of teaching for myself and reflect on my own practice. The science of teaching is the teacher's use of tried-and-true strategies to help students learn. The art of teaching is the wisdom of knowing when and how to use those strategies.
For me, the art of teaching is acquired by experience or study. Each year, a new group of students enters my classroom and I begin to study those students. I pull out my toolkit of strategies to help my students become better readers, thinkers, and writers. Some students thrive under small group instruction. Others need one-on-one attention. Some students need graphic organizers and formulaic methods of organizing their writing. Others detest those tools. The only way I know this is by getting to know my students--observing them, talking with them, and listening to them.
The art of teaching is also reflecting on my practice. Why did I use that strategy? Why did I think it would work with these students? If it didn't work, what do I do next? It is changing up my lesson plan mid-class because I realize that it isn't working. Or having a different plan for each class. Sometimes, it is having multiple plans within one class.
To me, the art of teaching is difficult to document using most of today's teacher evaluation instruments. These instruments are checklists of 40 or more items. Rarely, does the checklist consider why a teacher makes certain choices within the context of a specific classroom. That is why the new teacher evaluation tools must include active questions rather than passive check boxes. Instead of a check box that says, "teacher uses informational texts", ask the teacher "why the teacher choose a particular informational text?". This type of question gets at the art of teaching. The teacher's response will tell you plenty about their teaching practice. A lot more than simple check boxes.
Our facilitator asked the group to specifically describe the art of teaching. Members of our group offered several ideas, but each idea centered around one thought: the bridge between the art of teaching and the science of teaching was the relationship between student and teacher.
I found myself thinking about this discussion several times over the last week. I wanted to define the art of teaching for myself and reflect on my own practice. The science of teaching is the teacher's use of tried-and-true strategies to help students learn. The art of teaching is the wisdom of knowing when and how to use those strategies.
For me, the art of teaching is acquired by experience or study. Each year, a new group of students enters my classroom and I begin to study those students. I pull out my toolkit of strategies to help my students become better readers, thinkers, and writers. Some students thrive under small group instruction. Others need one-on-one attention. Some students need graphic organizers and formulaic methods of organizing their writing. Others detest those tools. The only way I know this is by getting to know my students--observing them, talking with them, and listening to them.
The art of teaching is also reflecting on my practice. Why did I use that strategy? Why did I think it would work with these students? If it didn't work, what do I do next? It is changing up my lesson plan mid-class because I realize that it isn't working. Or having a different plan for each class. Sometimes, it is having multiple plans within one class.
To me, the art of teaching is difficult to document using most of today's teacher evaluation instruments. These instruments are checklists of 40 or more items. Rarely, does the checklist consider why a teacher makes certain choices within the context of a specific classroom. That is why the new teacher evaluation tools must include active questions rather than passive check boxes. Instead of a check box that says, "teacher uses informational texts", ask the teacher "why the teacher choose a particular informational text?". This type of question gets at the art of teaching. The teacher's response will tell you plenty about their teaching practice. A lot more than simple check boxes.
Saturday, July 21, 2012
A Teacher with a Voice
During my student teaching experience thirteen years ago, my cooperating teacher and I had several conversations about using my "teacher voice" at opportune times in the classroom. We discussed why it was important to know when to use the voice to achieve a desired effect.
Lately, the idea of teacher voice has popped up in discussions in blogs, at conferences, and around the lunch table. The conversations have focused on what exactly is the teacher voice, how can teachers best use their voices, and when is it appropriate for teachers to speak out. Everyone seems to have an opinion based upon their own personal circumstances. The purpose of this blog is to help me reflect on my teacher voice and how and when I use that voice.
Three years ago, I was worn-out and restless. I loved working with my students everyday, but something was missing. I thought of myself as an effective teacher who not only cared for my students, but was also able to prepare them adequately for the next level. Still, I wanted something more. I just couldn't put my finger on exactly what that was.
So, I began to think it was time to look for opportunities outside of the classroom. A good friend of mine even encouraged this. She said she did not want to see me burn out and leave the profession entirely. I was needed. Maybe I should take a break to rejuvenate. She was right. I needed a challenge beyond my classroom and I wanted a leadership opportunity, but I wasn't entirely sure I wanted to give up my students. At that time, I thought the only choice was to leave the classroom to be a leader. So I did.
Luckily, my school was looking for a literacy coach. The position required moving out of the day-to-day role of a classroom teacher; however, I would still be able to interact with students daily. This role afforded the opportunity to be innovative and impact policies and structures that would affect our neediest students--my heart's passion.
Through this new position, I began to find my teacher voice. That's what had been missing. I had convinced myself that I could not affect change in my school, district, and state because I was just a teacher. Sure, there were other teachers who felt like me, but what were we to do? We weren't in a leadership position where we could do anything, right? Three years ago, that is what I thought. Now, I know better. I am not "just a teacher". I am a teacher with a voice.
This fall I will be going back to full-time teaching. This time I am taking my teacher voice with me. If you like, follow my journey. Even better, begin your own. Discover your teacher voice. Use it.
Lately, the idea of teacher voice has popped up in discussions in blogs, at conferences, and around the lunch table. The conversations have focused on what exactly is the teacher voice, how can teachers best use their voices, and when is it appropriate for teachers to speak out. Everyone seems to have an opinion based upon their own personal circumstances. The purpose of this blog is to help me reflect on my teacher voice and how and when I use that voice.
Three years ago, I was worn-out and restless. I loved working with my students everyday, but something was missing. I thought of myself as an effective teacher who not only cared for my students, but was also able to prepare them adequately for the next level. Still, I wanted something more. I just couldn't put my finger on exactly what that was.
So, I began to think it was time to look for opportunities outside of the classroom. A good friend of mine even encouraged this. She said she did not want to see me burn out and leave the profession entirely. I was needed. Maybe I should take a break to rejuvenate. She was right. I needed a challenge beyond my classroom and I wanted a leadership opportunity, but I wasn't entirely sure I wanted to give up my students. At that time, I thought the only choice was to leave the classroom to be a leader. So I did.
Luckily, my school was looking for a literacy coach. The position required moving out of the day-to-day role of a classroom teacher; however, I would still be able to interact with students daily. This role afforded the opportunity to be innovative and impact policies and structures that would affect our neediest students--my heart's passion.
Through this new position, I began to find my teacher voice. That's what had been missing. I had convinced myself that I could not affect change in my school, district, and state because I was just a teacher. Sure, there were other teachers who felt like me, but what were we to do? We weren't in a leadership position where we could do anything, right? Three years ago, that is what I thought. Now, I know better. I am not "just a teacher". I am a teacher with a voice.
This fall I will be going back to full-time teaching. This time I am taking my teacher voice with me. If you like, follow my journey. Even better, begin your own. Discover your teacher voice. Use it.
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