- Published on
The second semester can mean a new batch of students and an opportunity to build trust the very first day. Ice breaker activities are meant to ease nervousness of the unknown. Consider using the following borrowed and modified ideas:
Extra! Extra! Talk All About It!
Description: This is a fun way to break the ice and get participants to share and know more about each other.
Application: Use at the beginning of a new school year or semester.
Process: Create blank sandwich boards prior to class meeting and hand one to each participant. Provide markers. Give participants 10 minutes to think and write “headlines” to describe themselves. (Ex. Woman Meets Three Presidents in Three Months! “Bono hugs adoring fan at Raymond James Stadium”) Tell participants to write at least five headlines total and they may write on both sides. When time is called, instruct participants to "wear" their sandwich board, mingle, and ask questions to seek clarity about the headlines. Give the whole group up to 10 minutes to walk around the room.
Expectations Ice-Breaker
Description: Originally titled, A Classroom Icebreaker with a Lesson that Lasts, this ice-breaker combines purposes of students getting to know the instructor with behavior management. This wonderful protocol was conceived by Virginia Freed, formerly of Bay Path University.
Application: Use this at the beginning of the year/semester as a way to remind students of classroom expectations in a non-threatening way.
Process: Fill a box with about 15 random items (items can be large or small, from home or from work). At precisely the time class starts, walk into the room with the box. In silence, take each article out; place it on a table; and finally, when all of them are out, return the items to the box. Tell students to take out a sheet of paper and write down as many of the items as they can remember (and they remember very little).
Students sitting in the back of the room have not been able to see the items on the table.
The point- Sit as close to the front of the room as possible.
Some students have been engaged in conversations and did not see the teacher or the box.
The point-Pay attention right from the beginning of the class; teachers often offer the most interesting and important information at the beginning and ending of class.
Some students come in late.
The point-Arrive on time.
Some students don’t have anything to write with or on.
The point-Come prepared.
Make immediate connections to the lack of answers (and student protests):
Repeat the process, slowly taking each item one by one, placing it on the table, then returning them all to the box and ask the students to list as many as can be remembered. (The point-lists are longer because students are paying attention.) Repeat the process again and start class the next day with the same box and a marked improvement in understanding expectations.
In-Class Scavenger Hunt
Description: An in-class scavenger hunt is a “get to know you” game that is fun and engaging while allowing students to learn about others in the group.
Application: Use as a great icebreaker activity or team building game at the beginning of a meeting, new academic year, or semester.
Process: Create or use an existing scavenger hunt document. Hand one to each student and tell them that they will have ten minutes to mingle and find someone in the class who fits the categories. Remind them to write student’s name who provided the answer in the box. After mingle, randomly call on students to share answers.
Extra! Extra! Talk All About It!
Description: This is a fun way to break the ice and get participants to share and know more about each other.
Application: Use at the beginning of a new school year or semester.
Process: Create blank sandwich boards prior to class meeting and hand one to each participant. Provide markers. Give participants 10 minutes to think and write “headlines” to describe themselves. (Ex. Woman Meets Three Presidents in Three Months! “Bono hugs adoring fan at Raymond James Stadium”) Tell participants to write at least five headlines total and they may write on both sides. When time is called, instruct participants to "wear" their sandwich board, mingle, and ask questions to seek clarity about the headlines. Give the whole group up to 10 minutes to walk around the room.
Expectations Ice-Breaker
Description: Originally titled, A Classroom Icebreaker with a Lesson that Lasts, this ice-breaker combines purposes of students getting to know the instructor with behavior management. This wonderful protocol was conceived by Virginia Freed, formerly of Bay Path University.
Application: Use this at the beginning of the year/semester as a way to remind students of classroom expectations in a non-threatening way.
Process: Fill a box with about 15 random items (items can be large or small, from home or from work). At precisely the time class starts, walk into the room with the box. In silence, take each article out; place it on a table; and finally, when all of them are out, return the items to the box. Tell students to take out a sheet of paper and write down as many of the items as they can remember (and they remember very little).
Students sitting in the back of the room have not been able to see the items on the table.
The point- Sit as close to the front of the room as possible.
Some students have been engaged in conversations and did not see the teacher or the box.
The point-Pay attention right from the beginning of the class; teachers often offer the most interesting and important information at the beginning and ending of class.
Some students come in late.
The point-Arrive on time.
Some students don’t have anything to write with or on.
The point-Come prepared.
Make immediate connections to the lack of answers (and student protests):
Repeat the process, slowly taking each item one by one, placing it on the table, then returning them all to the box and ask the students to list as many as can be remembered. (The point-lists are longer because students are paying attention.) Repeat the process again and start class the next day with the same box and a marked improvement in understanding expectations.
In-Class Scavenger Hunt
Description: An in-class scavenger hunt is a “get to know you” game that is fun and engaging while allowing students to learn about others in the group.
Application: Use as a great icebreaker activity or team building game at the beginning of a meeting, new academic year, or semester.
Process: Create or use an existing scavenger hunt document. Hand one to each student and tell them that they will have ten minutes to mingle and find someone in the class who fits the categories. Remind them to write student’s name who provided the answer in the box. After mingle, randomly call on students to share answers.
Virginia Freed, MEd, MA, is a Professor of English at Bay Path College.
Excerpted from Thinking Outside of the Box, The Teaching Professor, October 2008
Scavenger Hunt based on work by http://thesciencelife.blogspot.com/2012_07_01_archive.html
Excerpted from Thinking Outside of the Box, The Teaching Professor, October 2008
Scavenger Hunt based on work by http://thesciencelife.blogspot.com/2012_07_01_archive.html
- Published on
Today I had the privilege of visiting a Spanish class hard at work. The teacher wanted to incorporate purposeful reading in her lesson, so she decided to use lyrics as the reading vehicle for the learning. The protocol is below:
Lyrics for Learning (Reading, Discussion, Collaboration)
Description: This reading protocol assists foreign language students' comprehension in a fun and meaningful way.
Application: Use this protocol in most courses, most especially in foreign language.
Process: Select a song that has an appropriate video that reinforces prior learning. Place students into groups of four or five and hand each student a copy of the selected lyrics. Tell students to read them once silently, then aloud, each student within the group, reciting a stanza or two. Remind them not to translate at this time. Ask each group to compile a list of the top five key words they do not know. Post them on the board. Define words with little or no reference to the song and direct them to predict, on the back of the lyrics paper, what the lyrics mean. At the proper time, insert questions such as What is the general theme of the song? What seems to be the problem? What may happen next? Show music video and provide debrief time, acknowledging successes as well as tweaking gaps in comprehension.
Lyrics for Learning (Reading, Discussion, Collaboration)
Description: This reading protocol assists foreign language students' comprehension in a fun and meaningful way.
Application: Use this protocol in most courses, most especially in foreign language.
Process: Select a song that has an appropriate video that reinforces prior learning. Place students into groups of four or five and hand each student a copy of the selected lyrics. Tell students to read them once silently, then aloud, each student within the group, reciting a stanza or two. Remind them not to translate at this time. Ask each group to compile a list of the top five key words they do not know. Post them on the board. Define words with little or no reference to the song and direct them to predict, on the back of the lyrics paper, what the lyrics mean. At the proper time, insert questions such as What is the general theme of the song? What seems to be the problem? What may happen next? Show music video and provide debrief time, acknowledging successes as well as tweaking gaps in comprehension.
Reference and/or for more information:
Lyrics for Learning
Rappold, T. (2018) Lyrics for Learning. Cross Creek Early College.
Fulbright Summer in Peru. http://www.peruculturelessons.com
Lyrics for Learning
Rappold, T. (2018) Lyrics for Learning. Cross Creek Early College.
Fulbright Summer in Peru. http://www.peruculturelessons.com
- Published on
I just love the start of a new academic school year, don't you? The school has been buffed and polished and a true sense of a new beginning is in the air! Much like making "new year" pledges on January 1, teachers tend to make resolutions to do things differently or try something new but sadly, by the end of the third week of school, the hopes and plans for change dissolve and the old routine resumes. I've certainly experienced this phenomenon and I've witnessed it far too many times.
From my observations, I've drawn some conclusions on why our very best intentions turn sour. When it comes to making a new school year resolution, sometimes:
Our resolutions (goals) are too ambiguous. Let's look at John Q. Teacher who recently overheard two teachers talking about how wonderful interactive notebooks are in their classrooms. John wants to add an interactive notebook piece to his history class, but that's about the scope of his goal. He has not researched, discussed, or planned how he was going to implement the notebook in his subject. On the first day of school, he told students to bring a 70 page spiral bound notebook to class and at the next class meeting started the implementation. Most students didn't have the notebook and he had to wait a few days to get started. When he "jumped in" and gave assignments for students to include in the notebook, the assignments had no regularity, no cohesive structure, and certainly no grading parameters. He soon realized he wasn't ready and abandoned the project with no fanfare. It just disappeared.
Our resolutions (goals) are too overwhelming. Instead of taking time and setting up a notebook before class met, Mr. Teacher was "making it up" as he went along. When he ran out of ideas, the notebook was used less and less. Students wanted to use the notebook, but he was overwhelmed at the amount of work the notebook was causing during his planning time. He realized creating an interactive notebook had many parts to it with "value-added" being at the top of the list! Because he was so stunned at the enormity of it all and wasn't sure what the students were getting from it, he just stopped.
Our resolutions (goals) require the right mindset. Changing course within the classroom like using an interactive notebook requires determination to see the change through. Wanting it and doing it are two different things. The sad part is that by abandoning the notebook implementation, John Q. Teacher modeled the wrong thing to his students. Before he began the endeavor, Mr. Teacher should have started small using the notebook once a week with set parameters of usage. He should have modeled his expectations of how to use the notebook because that would have helped him stay focused on the goal.
With school barely started or just around the corner, plan (not just wish) to reach your goals for the new school year. Forget the failures of the past, and approach this year with a clean slate! If you need help on goal planning, check out the SMART goal system. It helps in all aspects of life, not just your professional one. Good luck!
From my observations, I've drawn some conclusions on why our very best intentions turn sour. When it comes to making a new school year resolution, sometimes:
Our resolutions (goals) are too ambiguous. Let's look at John Q. Teacher who recently overheard two teachers talking about how wonderful interactive notebooks are in their classrooms. John wants to add an interactive notebook piece to his history class, but that's about the scope of his goal. He has not researched, discussed, or planned how he was going to implement the notebook in his subject. On the first day of school, he told students to bring a 70 page spiral bound notebook to class and at the next class meeting started the implementation. Most students didn't have the notebook and he had to wait a few days to get started. When he "jumped in" and gave assignments for students to include in the notebook, the assignments had no regularity, no cohesive structure, and certainly no grading parameters. He soon realized he wasn't ready and abandoned the project with no fanfare. It just disappeared.
Our resolutions (goals) are too overwhelming. Instead of taking time and setting up a notebook before class met, Mr. Teacher was "making it up" as he went along. When he ran out of ideas, the notebook was used less and less. Students wanted to use the notebook, but he was overwhelmed at the amount of work the notebook was causing during his planning time. He realized creating an interactive notebook had many parts to it with "value-added" being at the top of the list! Because he was so stunned at the enormity of it all and wasn't sure what the students were getting from it, he just stopped.
Our resolutions (goals) require the right mindset. Changing course within the classroom like using an interactive notebook requires determination to see the change through. Wanting it and doing it are two different things. The sad part is that by abandoning the notebook implementation, John Q. Teacher modeled the wrong thing to his students. Before he began the endeavor, Mr. Teacher should have started small using the notebook once a week with set parameters of usage. He should have modeled his expectations of how to use the notebook because that would have helped him stay focused on the goal.
With school barely started or just around the corner, plan (not just wish) to reach your goals for the new school year. Forget the failures of the past, and approach this year with a clean slate! If you need help on goal planning, check out the SMART goal system. It helps in all aspects of life, not just your professional one. Good luck!
- Published on
I was going to title this post "Exposure Can be the Best Cure for Test Anxiety" but I'm afraid that may scare a few of you away; after all, you've just completed testing for the year and would like to forget the stress and anxiety testing time produced. I understand but let's look at this with the coming excitement of a new school year.
We instinctively know the more we expose students to test styles in format and construction, the more they are likely to be comfortable taking a test. I'd like my students to concentrate on the prompt, not on the way the prompt is presented. Allowing students the opportunity to experience the format and construction of a test more than once or twice during your course is time well spent. Rehearse the "test day" procedures, of course, but don't ignore other ways to insert the format: in-class experiences or when there is a substitute or even a homework assignment.
The protocol below comes from the Texas Assessments of Academic Readiness, but any teacher can use this format to assist in achievement. If your state has a particular format, adopt it and expose students to it well before the day of reckoning. There are outlets (Pinterest, Teachers Pay Teachers) that offer at-the-ready prompts for you if you are willing to take the time to find them or you may find released test items that provide format/font/layout, etc. Search and you will find! Let me know what you think.
READ-THINK-WRITE FORMAT (Writing, Feedback, Reading)
Description: Based on the Texas STAAR writing prompt format, Read-Think-Write includes scaffolds that allow students to analyze a written passage or image, think through listed considerations, and write an expository, narrative, analytical, or persuasive essay in a clear and concise fashion.
Application: Once students have practiced the format, Read-Think-Write can be used in language arts, science, or social studies courses as an in-class experience or with a substitute or as a homework assignment.
Process: Prepare the four part Read-Think-Write prompt(s) based on the topic of study. Map out elements of the prompt. Begin with a “Read” or “Look” section by providing a clear written passage, poem, image, or other relevant information. Next, in the “Think” section include a reworded or generalized scaffold statement that will focus students’ writing efforts. Finally, in the “Write” section, compose the focused prompt and provide a bullet list of elements (up to five) that must be included, labeling it “Be sure to-” (See example below)
We instinctively know the more we expose students to test styles in format and construction, the more they are likely to be comfortable taking a test. I'd like my students to concentrate on the prompt, not on the way the prompt is presented. Allowing students the opportunity to experience the format and construction of a test more than once or twice during your course is time well spent. Rehearse the "test day" procedures, of course, but don't ignore other ways to insert the format: in-class experiences or when there is a substitute or even a homework assignment.
The protocol below comes from the Texas Assessments of Academic Readiness, but any teacher can use this format to assist in achievement. If your state has a particular format, adopt it and expose students to it well before the day of reckoning. There are outlets (Pinterest, Teachers Pay Teachers) that offer at-the-ready prompts for you if you are willing to take the time to find them or you may find released test items that provide format/font/layout, etc. Search and you will find! Let me know what you think.
READ-THINK-WRITE FORMAT (Writing, Feedback, Reading)
Description: Based on the Texas STAAR writing prompt format, Read-Think-Write includes scaffolds that allow students to analyze a written passage or image, think through listed considerations, and write an expository, narrative, analytical, or persuasive essay in a clear and concise fashion.
Application: Once students have practiced the format, Read-Think-Write can be used in language arts, science, or social studies courses as an in-class experience or with a substitute or as a homework assignment.
Process: Prepare the four part Read-Think-Write prompt(s) based on the topic of study. Map out elements of the prompt. Begin with a “Read” or “Look” section by providing a clear written passage, poem, image, or other relevant information. Next, in the “Think” section include a reworded or generalized scaffold statement that will focus students’ writing efforts. Finally, in the “Write” section, compose the focused prompt and provide a bullet list of elements (up to five) that must be included, labeling it “Be sure to-” (See example below)
Reference and/or for more information:
STAAR: "Deconstructing the Writing Rubric"
https://www.slideshare.net/lbarker3/english-2-deconstructing-the-staareoc-persuasive-writing-rubric-davis
https://tea.texas.gov/student.assessment/staar/writing/
Prompt: www.seffcargo.com
STAAR: "Deconstructing the Writing Rubric"
https://www.slideshare.net/lbarker3/english-2-deconstructing-the-staareoc-persuasive-writing-rubric-davis
https://tea.texas.gov/student.assessment/staar/writing/
Prompt: www.seffcargo.com
- Published on
It is a very awkward time in education. I admit that it makes me nervous to see so many colleagues angry and upset over pay and benefits because I alone am powerless to change anything and as a rule, I try to solve problems and these issues are well beyond a single person’s action. It will take many people to make a difference and it is my summer wish that the civic leaders who can effect change do so without hesitancy. Another summer wish is to ask brave educators to become civic leaders and lead from the front. It is a time and money commitment, but think of the benefits to the entire education community! Summer is also a good time to sit back and reflect on job satisfaction. If you are thinking of leaving education altogether, please read my February post: “Thinking of Leaving Education? Read This!” I promise there are many ways to serve the youth within a community; it doesn’t always have to be from the classroom. Most of all, I am sending a summer wish that you temporarily disengage from the politics of education and take time for yourself, family, and friends to renew your spirit and reignite (if needed) the love of teaching and helping others. What is on your summer wish list?
- Published on
I read an article yesterday about how a college professor assists students with reading assignments. I enjoyed it very much and thought how beneficial the method Dr. Barry Casey calls GSSW could be for college bound high school students. If you get a chance, please read the entire article, the link is listed below. This article truly gives students a way to tackle written information in a thoughtful and meaningful way. In pure Edumentality fashion, I've designed a protocol for ease of use. Enjoy and let me know what you think!
44. GATHER, SORT, SHRINK, WRAP (Reading, Writing, Discussion, Collaboration)
Description: Perfect for pre-college students and based on Dr. Barry Casey’s GSSW (Gather, Sort, Shrink, Wrap), this deep reading method helps students write clear and concise essays based on multiple readings or complex text.
Application: This method can be used in numerous courses, most especially in literature, social studies, and/or humanities.
Process: Model this method early in the semester so that students may apply the learning in more than one instance. Provide text to students and outline the "GSSW Method:"
Gather: Partner students and direct them to read the text out loud to each other noting things that stand out as significant to the general understanding of the text.
Sort: Tell partners to “cluster the ideas into chunks, both for retention and for
understanding the general themes that run through the text.” Check to make sure
the pairs are writing down the information.
Shrink: Direct partners to further refine the information by expressing their thoughts into
sentences using their own words. Remind students that the sentences should
reflect their deeper understanding of the text (no superficial or general ideas
allowed). Allow partners to work together creating sentences or to work
individually.
Wrap: After sentences are created, instruct students, either as partners or individually, to
use them to create an outline or mind map which will act as the foundation for an
essay or other written product.
Casey, Barry. “A Method for Deep Reading.” Faculty Focus | Higher Ed Teaching & Learning, 15 Sept. 2017, www.facultyfocus.com/articles/effective-teaching-strategies/method-deep-reading/?utm_campaign=shareaholic&utm_medium=facebook&utm_source=socialnetwork.
44. GATHER, SORT, SHRINK, WRAP (Reading, Writing, Discussion, Collaboration)
Description: Perfect for pre-college students and based on Dr. Barry Casey’s GSSW (Gather, Sort, Shrink, Wrap), this deep reading method helps students write clear and concise essays based on multiple readings or complex text.
Application: This method can be used in numerous courses, most especially in literature, social studies, and/or humanities.
Process: Model this method early in the semester so that students may apply the learning in more than one instance. Provide text to students and outline the "GSSW Method:"
Gather: Partner students and direct them to read the text out loud to each other noting things that stand out as significant to the general understanding of the text.
Sort: Tell partners to “cluster the ideas into chunks, both for retention and for
understanding the general themes that run through the text.” Check to make sure
the pairs are writing down the information.
Shrink: Direct partners to further refine the information by expressing their thoughts into
sentences using their own words. Remind students that the sentences should
reflect their deeper understanding of the text (no superficial or general ideas
allowed). Allow partners to work together creating sentences or to work
individually.
Wrap: After sentences are created, instruct students, either as partners or individually, to
use them to create an outline or mind map which will act as the foundation for an
essay or other written product.
Casey, Barry. “A Method for Deep Reading.” Faculty Focus | Higher Ed Teaching & Learning, 15 Sept. 2017, www.facultyfocus.com/articles/effective-teaching-strategies/method-deep-reading/?utm_campaign=shareaholic&utm_medium=facebook&utm_source=socialnetwork.
- Published on
Multiple-choice tests do have a place in education. They are relatively easy to make, to give, and to process for grades. But the feedback potential for both student and teacher can be greatly enhanced with a nuanced approach. Use a multiple choice test, with added choices, to "reveal" each student's levels of understanding. The information will help students focus on things that need additional study or practice. It also reveals flawed thinking or sloppy test-taking methods. For teachers, it allows them to clarify confusion between two similar, but not exact, things. Assign a half point value to the additional choices. I have an easy example sample below.
ex. Who was the first President of the United States?
A. Abraham Lincoln
B. Alexander Hamilton
C. George Washington
D. Thomas Jefferson
E. A or B
F. C or D
If the student selected "C" as the answer, full point awarded, but if the student chose F give half point value. All other answers are incorrect and no points are given. The next step in this method is to ask students to go back and clarify all of the "half point" answers. In the above example, the student could say "Washington was the first and Jefferson was the third President of the United States." This could be a follow-up homework assignment or in-class review. Not all questions on the test have to have more than the traditional four choices of answers. Provide students opportunities to self-adjust, re-learn, and clarify understanding. This is the true essence of feedback.
ex. Who was the first President of the United States?
A. Abraham Lincoln
B. Alexander Hamilton
C. George Washington
D. Thomas Jefferson
E. A or B
F. C or D
If the student selected "C" as the answer, full point awarded, but if the student chose F give half point value. All other answers are incorrect and no points are given. The next step in this method is to ask students to go back and clarify all of the "half point" answers. In the above example, the student could say "Washington was the first and Jefferson was the third President of the United States." This could be a follow-up homework assignment or in-class review. Not all questions on the test have to have more than the traditional four choices of answers. Provide students opportunities to self-adjust, re-learn, and clarify understanding. This is the true essence of feedback.
- Published on
Even though it is just February, teachers are beginning to think of the next academic school year. Some are contemplating leaving the profession for various reasons; some reasons are outside their circle of control like salary and yet other reasons stem from the position they currently hold at a particular school. If the latter is the case, instead of leaving teaching why not consider transferring to another school or school system and get a fresh start? We need qualified teachers with experience. Not all schools are alike, so, “don’t quit, find your fit!”
We know that schools within a system vary greatly. Some tend to be community-oriented while others are more transient, some tend to struggle and others are high flyers. Some schools promote teacher leadership and others have managers for principals. Each school has their pros and cons and when a teacher starts to see only the cons, it may be time to move forward.
When teachers are dissatisfied at their current school they tend to share their unhappiness with colleagues and this can be detrimental to the school’s culture. Sometimes the dissatisfaction comes from the actions of a new principal or department head. It can be hard to let go of the way it “was.” It is human nature, I suppose, but when teachers are “marking time” versus enjoying their jobs, perhaps a change of scenery will reignite the educational embers.
If moving does not seem to change the attitude, then maybe a move within the system (teacher to administrator or public to private or high school to college or vice versa) is the way to continue to serve others. If all else fails perhaps retirement or a profession change will ignite “life embers.” There is no rule that says once a teacher always a teacher. Your happiness or satisfaction gets a vote in all of this, don’t sell yourself short.
We all know somebody who took that step into the unknown. Did it help them? Are they happier? Will they continue in the profession because of the move? Asking questions to people who have gone before may be just what a teacher needs to stay put (and make the best of it) or move. Ultimately, being informed is critical to making a decision.
We know that schools within a system vary greatly. Some tend to be community-oriented while others are more transient, some tend to struggle and others are high flyers. Some schools promote teacher leadership and others have managers for principals. Each school has their pros and cons and when a teacher starts to see only the cons, it may be time to move forward.
When teachers are dissatisfied at their current school they tend to share their unhappiness with colleagues and this can be detrimental to the school’s culture. Sometimes the dissatisfaction comes from the actions of a new principal or department head. It can be hard to let go of the way it “was.” It is human nature, I suppose, but when teachers are “marking time” versus enjoying their jobs, perhaps a change of scenery will reignite the educational embers.
If moving does not seem to change the attitude, then maybe a move within the system (teacher to administrator or public to private or high school to college or vice versa) is the way to continue to serve others. If all else fails perhaps retirement or a profession change will ignite “life embers.” There is no rule that says once a teacher always a teacher. Your happiness or satisfaction gets a vote in all of this, don’t sell yourself short.
We all know somebody who took that step into the unknown. Did it help them? Are they happier? Will they continue in the profession because of the move? Asking questions to people who have gone before may be just what a teacher needs to stay put (and make the best of it) or move. Ultimately, being informed is critical to making a decision.
- Published on
I'm not a New Age thinker, but recently I read a passage from a book by Harry Wong (The First Days of School, 2001) that made such an impact on me that I can't stop thinking about it and I feel compelled to share it with you.
In the chapter entitled, How You Can Become a Professional Educator, Mr. Wong tells teachers that professionals like doctors, lawyers, and athletes, often seek assistance or advice from peers when confronted with a dilemma. He laments that most teachers rarely get help from anyone. He says, "Though the essence of a teacher's work is helping others learn, teachers are the worst learners when it comes to improving their own performance." If you've been in the education field long enough you've witnessed the "reluctant teacher-learner." Sometimes the amount of protest infects the faculty and opportunities for improvement are diminished for all participants.
At one time or another, we've all been the reluctant teacher-learner, but Mr. Wong pleads with us to go beyond the initial reaction of resistance and seek connections that will ultimately improve performance and build relationships within the educational setting by (1) joining others that seek self-improvement too; (2) by becoming a peer coach or mentor; (3) by listening to peers; (4) by researching educational practices; (5) by observing peers within the classroom setting; and, finally, (6) by welcoming visitor and visitor evaluations. Wow! I can feel the energy, can you?
In the chapter entitled, How You Can Become a Professional Educator, Mr. Wong tells teachers that professionals like doctors, lawyers, and athletes, often seek assistance or advice from peers when confronted with a dilemma. He laments that most teachers rarely get help from anyone. He says, "Though the essence of a teacher's work is helping others learn, teachers are the worst learners when it comes to improving their own performance." If you've been in the education field long enough you've witnessed the "reluctant teacher-learner." Sometimes the amount of protest infects the faculty and opportunities for improvement are diminished for all participants.
At one time or another, we've all been the reluctant teacher-learner, but Mr. Wong pleads with us to go beyond the initial reaction of resistance and seek connections that will ultimately improve performance and build relationships within the educational setting by (1) joining others that seek self-improvement too; (2) by becoming a peer coach or mentor; (3) by listening to peers; (4) by researching educational practices; (5) by observing peers within the classroom setting; and, finally, (6) by welcoming visitor and visitor evaluations. Wow! I can feel the energy, can you?
- Published on
Study groups are usually encouraged and formed within the college setting, but I have found it is a rare occurrence at the high school level. Why? Why not build self-sufficiency tools for students in high school too? When we incorporate skills that help students get college ready, good things happen! While many may say it isn't feasible for many reasons, transportation before/after school being the biggest factor, educators have to think outside of the box! When I asked my teachers at Cross Creek how they encourage study groups outside of class time, this is what they said:
*Exchange e-mail/phone numbers
*Promote FaceTime/Skype/Online groups
*Use lunchtime/study buddy review
*Assist students in seeking solutions to group study dilemmas
*Provide incentives for successful group study meetings
*Share positive college examples
*Formulate group assignments and projects that require outside class time.
*Exchange e-mail/phone numbers
*Promote FaceTime/Skype/Online groups
*Use lunchtime/study buddy review
*Assist students in seeking solutions to group study dilemmas
*Provide incentives for successful group study meetings
*Share positive college examples
*Formulate group assignments and projects that require outside class time.