Tag: positive classroom

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If Teacher PD Looked Like Popular Pinterest Pins

In “An Open Letter: To Pinterest, From a Teacher,” I reflected upon why certain pins so heavily circulate around the education community despite their lack of learning value. Since then, I’ve continued to wonder on the matter, especially as debates have ensued over the subject of compliance. A recent post by PYP educator Taryn Bond Clegg further pushed my thinking, particularly when she writes:

“…there were some things that surprised me about adult learners – the very same things that used to frustrate me as a classroom teacher. I have started to wonder if these similarities might have more to do with being a human, than being a child.”

This perspective has placed a new lens on my reflections. Namely, what if those pins were applied to teachers themselves?

Drawing from some of the most popular pins I’ve seen time and again, I created 6 images to further drive the discussion.

1

As Taryn says in a comment on her post, “I wonder how I would react if the facilitator took my device away, shut my screen, flipped my device over, called me out publicly or “moved my clip” down the colour chart…”

2

Some of the items on this list might be legitimately appealing, but that’s not the point. The true pride in and intrinsic motivation for our work is degraded when it is turned into such a carrot-and-stick exercise. As Alfie Kohn recently wrote,

“When we deal with people who have less power than we do, we’re often tempted to offer them rewards for acting the way we want because we figure this will increase their level of motivation to do so.”

 

3

The playfully spirited teacher may think, what a low-key and silly way to get students’ attention when they are off-task! But when we truly consider the function of establishing true mutual respect with students, it becomes clear that such communication can only erode it. After all, no matter how playful the intent, it still reinforces your ultimate authority and their ultimate subordination.

 

4

Hand signals may seem benign, and indeed there may be specific instances where they are useful (ie, quick whole-class comprehension check, etc). However, when we outline an entire arsenal of codes for students to silently convey basic needs like going to the bathroom or grabbing a new pencil, we single-handedly undermine their ability to solve their own problems appropriately, along with our trust in their ability to do so.

 

5

At first glance, this one may not seem to be about classroom management. However, experience has taught me that these kinds of worksheets are more about control than learning; they are usually utilized in hopes to keep everyone else “busy” during guided reading or other small group times. But of course, such a sheet will no more make teachers tech-savvy than cylinder sheets will make students adept mathematicians. But if it were replaced with actually using Twitter itself…

 

6

It might not be so bad when all the other teachers start out on the low end of the spectrum, too. But as time passes, how would you feel to see the numbers moving further and further away from yours–because even without names attached, you know exactly where your scores stand? One might argue, “But it’s a great way to motivate,” but is it really? Is demoralizing someone by reminding them of everyone else’s superior performances the best way to elevate effort? As a study cited in this Washington Post article found, “many well-intentioned teachers…appeared to be using data with students in ways that theoretically may have diminished the motivation they initially sought to enhance.”

What about you? Have you seen Pins that could hinder more than help the teacher/student relationship? What are your views on the ones I’ve shared? I’d love to learn with you!

featured image: Highways England

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Current Events, a Controversial Read Aloud, & Changes I Can Make to Better Promote Peace

Nearly five years ago, I selected One Crazy Summer for my fifth graders’ end-of-day read aloud. In it, three young sisters are sent to spend a summer with their mother in Oakland, California in 1968, amidst intense developments in the civil rights movement. While the themes of the book are many, race is a prominent issue, mostly presented through the girls’ involvement with a Black Panthers day camp.

As I taught in a mostly middle-class white suburban area, I viewed the book as a great opportunity to discuss civil rights. Still in the naivety of second-year teaching, I was surprised when one student started to be picked up about 15 minutes early every day–to avoid read aloud time. When I asked about it, my student explained the family’s viewpoint that “Lil Bobby” Hutton (whose death the girls were to protest in a march with their day camp) was “a thug” that provoked the police.

At first I was shocked. Then disappointed. After all, didn’t the parents trust that we were having open-ended and lively discussions with every issue raised? Didn’t they see the benefit of considering multiple opinions? Didn’t they know that I would never try to indoctrinate my students with my personal opinions on sensitive issues?

Over time, those emotions faded into the swirl of the years, but I never quite forgot the incident. But in light of the tragic recent events in Baton Rouge, Falcon Heights, Dallas, and more, this memory has resurfaced, and with it, reflections turning inward. How could I have handled the read aloud differently to help this family feel more comfortable with difficult subjects? How can I better use my role as a teacher to promote peace in the future? 3 ideas have come to mind:

  1. I can avoid assumptions. Everyone has a story, and I can’t even begin to understand the intricacies of every family’s background experience in shaping their current perspectives. But it is unacceptable for me to assume a reason for their sensitivity to or withdrawal from something we do in the classroom.

My job is not to help students to “see the light” in favor of my opinions. Rather, it is to encourage them to ask their own questions and to analyze information as independent and confident learners. Some families may misunderstand even this simple motive if their child appears to start coming home questioning their opinions or family values. Which is why the next two steps are so important.

  1. I can preface potentially controversial topics with reassurances. No matter how much I’ve worked to build mutual trust with parents throughout the year, at no point am I “done” in that endeavor–especially when we are about to ford hazardous waters. No parent is ever going to respond well to what is even perceived as a “teacher knows best” mindset, even more so when the issue might be emotionally charged.

In the future, I will be sure to dedicate a post on our class blog with not just background on the book or activity, but more importantly, with information on differing perspectives and the respect with which we will be treating that diversity.

  1. I can share student conversations. Once we get going, I can continue to promote transparency by documenting and sharing the discourse. A SoundCloud snippet, a YouTube video, photos of visible thinking routines–the options are abundant for giving parents a window to see for themselves the impact of open dialogue.

Of course, some of those discussions might be more spontaneous; if that’s the case, this sharing would be even more essential for parents to gain insight on the quality of the dialogue happening in our classroom. (In fact, the more I think about it, the more I think it would be worthwhile to replace my inspirational quote of the day component with a student dialogue of the day section…).

I know this is just a start to changes I can make. But any step toward promoting greater mutual understanding, trust, and compassion for students and their families to engage in a safe environment is one step closer to a more peaceful future.

I would love to learn from your experiences or recommendations. Please share in the comments below!

Featured image: Lisa Ouellette

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Do Summer Reading Program Incentives Work?

I guess this question depends first on what libraries hope to achieve by setting incentives with their summer reading programs.

Is it to get kids to enjoy reading?

Is it to create a community of readers?

Is it to reward kids for their growing love of reading?

Is it to get kids to come to the library who may not otherwise do so during the summer?

And maybe it’s a combination of a few. But amid all the research on the harm that extrinsic rewards and even reading logs themselves can have on students’ intrinsic desire to read, it does make me stop and think.

Don’t get me wrong. I love our community’s summer reading program–the story times, the crafts. My daughter even pretend plays “library,” directing her cousins to call her by the name of her favorite local librarian. But it’s the incentives aspect that I wonder about, both in the library and at school.

Take the third possible question, for instance. Aren’t the kids who are being brought to the library on a regular basis also typically receiving reading immersion at home? (habits like laptime reading as babies, bedtime stories, healthy book collecting, watching parents read, etc.) So it seems to follow that kids who receive summer reading program rewards are being doubly rewarded–mostly for their parents’ initial commitment to cultivate a love of reading. Which further follows that the incentives aren’t actually rewarding growing reading habits, but existing reading habits.

Then there’s the matter of tracking books. Libraries and schools will often put stipulations on books to “qualify” toward the quota–after all, we don’t want to give the same reward to a nine-year-old who read 20 picture books vs. one who read 10 hefty chapter books, do we? (I have certainly bought into this thinking in the past)

But consider this anecdote from Misty Adoniou:

“When my son was nine years old, he put aside the large Harry Potter novel he had been slowly, but enthusiastically, reading each evening and instead began ploughing through lots of fairly uninspiring books that he brought home from school each day.

It turned out the Year 4 teachers had devised a competition at his school – whichever class read the most books would be rewarded with an end of term pizza party.

The aim, I presume, was to motivate the children to read. It is ironic then that the effect was that my son stopped reading for pleasure and instead began reading for the numbers.”

Don’t students get enough of this numbers game without summer reading programs jumping on that bandwagon, too?

I really appreciated how Nancy Bailey put it in a recent article, “Those who control what a student reads, really mean they don’t expect the student will read without being pushed to do so. They actually have low expectations, or no expectations, of the student.”

Of course, every summer reading program is different, and many strive to give as much choice as possible to their readers. But for the sake of protecting and cultivating our readers’ authentic love of learning, we need to be ever-vigilant for incentives that make reading about a carrot and stick instead. 

featured image: Bethany Petrik

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In My Future Classroom…

Though I know stepping away from the classroom for the time being was the right decision for me, I can’t help but continually dream about my future classroom upon my return. Today, I realized I need to get it down in writing for several reasons:

  • To create a working blueprint as my PLN continues to teach and challenge my thinking.
  • To establish personal accountability One of my worst fears is that I’ll instinctively return to old habits and comfort zones despite all I’ve learned and will continue to learn in this interim!
  • To remind myself and others that meaningful change is possible no matter our location/circumstances. My last classroom was at a PYP school where student inquiry and concepts-over-content are thoroughly embraced, and I’m not sure I’ll have that same opportunity again. However, no matter my future environment, I want to plan for what will be within reach instead of worrying about what won’t.
  • To concretely reflect on and prepare for the day I interview for my next teaching job. Thanks, George Couros, for inspiring me to do so with your recent post on interview questions for innovative teachers.
  • To encourage other teachers to share their classroom visions for next year, whether they have been away from the classroom or not. Please share! I would love to collaborate and learn from your vision, too!

So here we go. In my future classroom…

…my students will have choice. The default has always been teacher control unless there’s a good reason for student choice. Why not change that default to student choice unless there’s a good reason for teacher control? Daily 5 literacy centers. Student-led conferences. Conversations about metacognition to help students internalize their own learning process and needs.

…my students will have voice. In our local community, I hope to help our students search out ways to apply and extend their learning in our classroom, school, and neighborhoods. In our global community, I will be on the hunt for networking opportunities that best suit their needs and audience, from blogging to building PLNs.

…my students’ parents will have a window. Our classroom and student blogs met this purpose beautifully in the past. But I’m also open to new possibilities when I return based on what would be most accessible for parents–Facebook, email, even home visits. I’m also looking forward to watching new platforms unfold by the time I’m back in the classroom.

…process will be proudly displayed and celebrated. I used to love our publishing parties at the end of writing units, and while I don’t think I’ll necessarily abandon them, I hope to search out ways to better celebrate the process along the way. Visible Thinking Routines have particularly caught my eye in recent months as a great way to better bring that process out of obscurity.

…my students will be seen as individuals first. Blind demands for achievement and performance are not about students–they are about rigid notions of “accountability” and timetables.  And when we allow ourselves to be swept away by these demands, we risk losing sight of our students as individuals. The lyrics from Donnie Darko’s  “Mad World” recently reminded me of what this can feel like for our students:

“Went to school and I was very nervous

No one knew me, no one knew me

Hello, teacher tell me what’s my lesson

Look right through me, look right through me.”

I will make the effort to look beyond data sheets and behavior issues so that my students know that I see them. That I see their perspectives and preferences. That I see their strengths and interests. That I see their stresses and victories. After all, real learning is messier than a benchmark chart would have us believe.

…learning will be valued above “doing school.” I used to think compliance was a tool for helping students learn respect, discipline, and cooperation. Now I know that it often ends up diminishing learning–not to mention that it’s less effective at instilling the above values than I thought anyway. I’ve also learned that activities and tasks can have the appearance of learning while actually being bereft of deeper, concept-based understanding.

…assessments will be ongoing and meaningful. My heart recently sank as I read Bill Ferriter’s “Are Grades Destroying My Six Year-Old Kid?” But his final recommendation reinforced my resolve to be part of the change when I resume my teaching career:

“Students — especially those who struggle to master expected outcomes — should be gathering and recording evidence of the progress that they are making on a daily and weekly basis.  More importantly, they should be actively comparing their own progress against examples of mastery and setting individual goals for continued improvement.  Finally, they should have as strong an understanding of what they’ve mastered as they do of the skills that they are struggling with.  Evidence of learning has to mean something more than “here’s what you haven’t learned yet.”

I constantly see new tech for facilitating this kind of ongoing assessment (So far, I’ve found SeeSaw and Google Classroom particularly appealing). But I know that it will be about much more than the tech–it will be about my attitude in helping my students take authentic ownership over their learning process.

What did I miss? What’s on your list? Please share below in the comments!

Featured image: DeathToTheStockPhoto

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10 End Of Year Reflective Questions Every Teacher Should Ask

Amid surviving end-of-year testing, finalizing report cards, and sometimes, even packing up to swap classrooms, self-reflection can be the last thing on anyone’s mind. All the same, this time of year is a rich opportunity to do so; not only are the memories of this year fresh, but it’s also a great time to create a summer plan to help you better reach next year’s students (while you relax and recharge, of course)!

Below are 10 questions to help spark that honest reflection, along with resources that might help you get started in taking steps toward change.

Would I benefit by finding ways to rekindle my sense of fulfillment as a teacher? Is burn-out becoming your reality? Check out resources like the “Teacher Wellness” section of Edutopia to find inspiration to refocus your why as a teacher.

In what area(s) do I wish I could better reach my students? Choose a summer project based on just one item on your list. Want them to be better digital citizens? Try paving the way by connecting with other teachers on Twitter or Facebook groups (I recommend TTOG for a start). Hoping they’ll take more ownership over their learning process? Explore how you might improve your feedback methods. Wish you could make math more meaningful? Study inquiry and student-centered options, such as guided math.

Do I need to recalibrate my perspective on outside forces that I can’t directly control, such as standardized tests? By all means, please keep up the good fight against large-scale practices that diminish learning. But reserve the bulk of your energy on what is within the more immediate sphere of your control. As Edna Sackson shared on Twitter:

Am I selective enough about the practices that continue from year to year in my classroom? Take a look around your quiet, empty classroom. Leave no stone unturned as you inventory every item’s impact on authentic learning. For a personal example, check out, “What Happened When We Ditched Our Boxed Spiral Review Program–Mountain Math/Language.”

How can I better shift the learning to be more about overarching concepts instead of a thousand individual Google-able facts? For another personal example, see, “What Happened When I Stopped Teaching History in Chronological Order.”

Do I know the required curriculum well enough that I can stop worrying so much about whether I’m “covering” everything? In other words, can you see your role shifting from delivery-person to facilitator/connector? The former centers on a rigid agenda from the state, school, or you. The latter centers on individual students’ learning needs.

Do I give my students the opportunity for frequent and authentic reflection? Having a wrap-up is a simple yet often overlooked reflection strategy, and it’s a great place to start.

Is learning confined within the walls of our classroom? Once we started student blogging, the ability to connect globally with peers through Quadblogging blew our minds. Perhaps the summer project calling your name is to explore a platform that is age-appropriate and that complies with your school’s privacy guidelines.

Am I doing all the “heavy lifting?” Exhibit A: As George Couros recently suggested, you can either spend an age trying to find that “perfect Youtube video,” or you can challenge students to find it instead.

Are extrinsic rewards crowding out students’ intrinsic drive to learn? It’s ok to be afraid of rampant chaos. But don’t let that fear keep you from taking risks and giving students the chance to show you they can really bring to the table as learners. See “6 Thoughts on What’s Wrong with Compliance.”

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10 Signs You’re Contributing to Your Own Classroom Behavior Issues

https://honorsgradu.com/10-signs-youre-contributing-to-your-own-classroom-behavior-issues/

Your students always have to wait on you to know “what’s next.” Picture this hypothetical: your class returns from PE before you get back from a quick bathroom break. What scene do you anticipate facing when you walk into the room? If your vision resembles Lord of the Flies, consider that there may not not as much trust in place as there could be. Let them in on the plan. Ask for their feedback. Consciously strategize to break down the all-too-common game of “student vs. teacher.”

You see choice only as a reward for positive behavior, rather than a means to promote improved behavior. What if, at the beginning of the year, you tell your students that you trust them to choose right now? What if you tell them you’re there to facilitate learning–not to command it? What if you spend more time coaching them to identify and reflect upon their personal learning needs, and less time on determining the daily learning? When you commit to searching out meaningful student choice in learning space, time, and process, classroom management better falls into place.

Your voice is on more often than your students’ voices. There’s a difference between teaching students polite listening skills–and expecting them to have all their attention on you nearly all the time. We can better strategize to give them more time to digest, experiment, and work one-on-one with teachers. One teacher even committed to actually time her blocks of instruction time, keeping them to 10 minutes or less with her 7th graders.

You’ve done little to create parent buy-in. Do you contact parents about the positive more often than the negative? Do you keep a class blog to give them greater insight on the learning in your classroom (or better yet, do your students blog, giving parents, grandparents and other relatives to leave comments on their work?) Do you have a well-organized system for parents to volunteer? If the answer is no to one or more of these, you might be fighting an uphill battle on the home-front.

You rely heavily on treats, tokens, stickers, and other extrinsic rewards. As effective as these extrinsic motivators may seem, they actually tend to diminish students’ authentic motivation to learn and discover. Instead, seek out ways to cultivate more intrinsic motivation.

Many of your assignments are worksheets. Translation: little student-driven learning and inquiry is happening. If you’re feeling pressured to show “student progress” in benchmarks, open up communication channels with your administration to gain their support as you work to move away from drill and kill, and toward lasting and authentic student involvement in their learning.

Your routines are lacking. That’s not to say that you need to hammer down explicit routines for every minute thing (see my thoughts on bathroom permission), but if chaos ensues in the morning, end of day, and every transition in between, consider what you can do differently. A reliable signal and a united sense of purpose can go a long way–especially when you need to deviate from the norm.

You rely more heavily on formal, summative assessments than daily formative assessments. If you don’t have meaningful, daily practices in place that help you gauge student progress, you are missing precious opportunities to inform your teaching. Here are a few strategies that might help:

You do not greet students at the door. It’s less about the doorway, and more about reminding your students that they are your daily reason for being there (see more ideas for building student rapport). If that message ever falters, you can be sure that behavior issues are sure to follow.

You do not hold class meetings. Or an otherwise community-building time that helps build a sense of shared ownership over what happens in the classroom. You may ask yourself if you can afford to spend the time–but you might just find that you need to ask yourself if you can afford not to spend the time.

featured image: Alan Levine via flickr

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5 Simple Ways to Improve Student Rapport Today

With the three-day weekends over and a long stretch until Spring Break, this time of year can be prone to being a slump. If the foot-dragging and daily-grind brooding are on the rise for you and your students, you’re certainly not alone! But instead of just accepting the drudgery until the next break, how about hitting the refresh button on your relationship with students? Here are 5 simple opportunities for teachers to build rapport and revitalize their why for teaching.

#1: Make eye contact with every student as she or he enters the classroom. Greeting students at the door is a tip that shows up in almost every classroom management list. However, by this time of year, it often gets set aside for competing reasons, or even just forgotten. But it can be the key between knowing that Johnny had a rough morning at home, or that Amanda is nervous about a project due today–or missing those kinds of cues altogether.

#2: Keep a clipboard of how many students you personally interacted with on the day. If you are feeling distant from certain students, perhaps a small but concrete investigation might be in order. For one day, try tallying your interactions with each individual. You might even try videotaping your your room for a day to gain a sense of who might be slipping through the cracks.

#3: Do one out-of-the-ordinary thing based on student interests. If you have a class of basketball fanatics, how about collecting March Madness picks and displaying brackets on a bulletin board? Or for a class obsessed with selfies, try inviting them in a fun, simple way during an upcoming lesson (really make it dynamic by asking the class for their suggestions)!

#4: Start a Whole Child Assessment Sheet and fill in as much as you can. Last year, MindShift shared a post on holistic child data. With columns like “Family” and “Skills,” their sample assessment sheet goes well beyond subject areas. Make this a simple exercise to sit down and fill out as much as you can. Then discover where you might be missing opportunities to really understand your students. Don’t feel like you necessarily have to revisit the data sheet after that–just use it as a springboard to inform your future interactions with your students.

#5: Start writing Morning Messages to your students. As I explained in my recent post, “I’d say that the morning messages became an instrumental way we built rapport, authenticity, and empathy in our classroom–because being real with our students is one of the most precious gifts we can give them.” Find out for yourself if this is an opportunity for you to enrich your relationship with students.

What are strategies you have used to strengthen rapport with students?

featured image: Howard County Library System