Pele once said “Success is no accident. It is hard work, perseverance, learning, studying, sacrifice, and most of all, love of what you are doing.”
What kinds of sacrifices do you make for your students to be successful? What is one thing you can do to bring you back to the “love” of teaching?
John Wooden once said “Things work best for those who make the best out of how things work out.”
I find myself reflecting on all the assessment data that I have collected this year. With some time still left, I wonder what I can do to make sure kids meet their proficiency targets.
What am I going to “tweak” in my day – to – day instruction? I know my students are very capable and it is my responsibility to guide them in the right direction.
Think about what you do to make the best out of difficult situations, such as data analysis and/or a data meeting with your Principal or Department Chair. Do you react or are you proactive, working to create a plan to ensuring that everything works out the way it should?
I recently read an editorial in the local paper about telling teachers they have made a difference on Teacher Appreciation Day and/or week. While I agree with the author to some extent, I often find myself wondering how many students, families, and/or parents I have thanked for making a difference. We ALL like to be appreciated and thanked for our hard work.
Parents and families are JUST as important as teachers and must also be thanked and appreciated.
Think about a parent and/or family that has really made a difference in your classroom this year. Take a moment to thank them. Perhaps invite them in for an Appreciation or Recognition Night.
Mother Teresa once said “Be HAPPY in the moment – that’s enough. Each moment is all we NEED – not more.”
How many “moments” do we miss on a given day with our students? Think about capturing a moment each day with your students. What would that look like? How can you use these moments to improve teaching and learning in your classroom?
During a recent class meeting with my 4th graders, they were sharing both their positive and negative experiences with all the mandated testing. After listening to them, I posed three questions for them: 1. What is your perspective on testing?, 2. What is your perspective on being a 4th grade student?, and 3. What else would you like me to know about your feelings, as related to school?
In their words:
- takes too much time
- make it easier by cutting the amount of tests
- would be so much easier for me if there were no time constraints
- makes me feel stressed out
- timing us makes us get worried we will not finish
- short amounts if testing each day makes it easy
- makes me nervous and anxious
- could be easier if we had short breaks
- pacing and timing make it difficult to focus and do my best
- would be easier if my teacher could explain things to me when stuck on questions
Being a Fourth Grader:
- is hard most of the time
- makes me feel like a stronger individual
- fills my brain with information
- a struggle for me
- makes me feel like a better student
- fun and easy
- hard work most of the time
Other Feelings about School:
- Great teacher
- Need Recess
- My teacher is firm and fair
- Give me more independent work
- Love my class
- Why do we have assigned seats?
- Gets better for me each day
- Give me more homework
- My teacher pushes me to excel and always do my best
How often do you “listen” to your students? Do you take their feedback and act on it? What have you done to actively involve our students throughout the day, week, and/or year? Have you used their “voices” to make a positive impact on teaching and learning in your classroom and/or school?
I find myself frequently reflecting on the Common Core Standards. While there continues to be great debate over the effectiveness and/or usefulness of these standards, one must remember the deliberate intent of “raising the bar” in the hopes of narrowing the achievement gaps in both a complex and rigorous manner.
Three strengths of the Common Core Standards: clear expectations, rigor, and consistency, continue to have a huge impact on my teaching and student learning. Specific examples include more active learning (i.e. more students doing and talking), increased amounts of flexible groupings, increased amounts of higher order thinking, increased amounts of cooperative learning and collaborative learning activities, and most importantly increased amounts of formative assessments to guide day to day instruction.
What have you done to adapt your teaching to the rigor and/or demands of the Common Core Standards in your day to teaching and/or planning?
The authors of “Staying the Course: Improvement in Urban Schools” warn about the consequences of simultaneously implementing multiple initiatives. It is noted that attention and capacity for full implementation may be sacrificed.
This is an issue that we are faced with, particularly at the beginning of each new school year. How do we adapt?
Often times I find myself overwhelmed, but in the end always feel a sense of accomplishment. This year has been rather difficult in terms of making sure students are prepared for the “new writing” that we will encounter with PARCC.
Instead of reacting to the “newness”, my colleagues and I were more proactive and worked with what we already had, and simply enhanced when and where we needed to. We spent a huge amount of time in the beginning teaching the specific structure and/or format of each mode. Once students had practiced and mastered, we were able to move on to using these modes in response to text. We have seen incredible growth and success and feel that students are now ready to shine on the PARCC assessment, scheduled in the very near future.
Think about how you react to change and/or implement change? What kind of sacrifices do you make to ensure that all or most students will be successful?