Use this teacher's checklist to make sure you (and your instructional units!) are prepared for this unprecedented school year.
This is going to sting a bit when I say it: we talk a lot in education, but rarely do we keep pace with our walk.
Classrooms are quick to claim 'student-centered', but with the mounting pressures of standardized assessment, our dreams of student-voice and choice get deferred by compliance-based systems.
Schools wear 1:1 tech capabilities like a badge of honor, but when COVID-19 struck, teachers were positively paralyzed in a digital sea of 'what to do?'.
And while plenty of campus mission statements ooze with 'college and career' -ready promises, the truth is, most students are groomed exclusively for a college-bound path, leaving practical skills and application to sit on the sidelines of our curriculum.
In short, instruction in today’s schools is far from optimized.
But there's hope yet, friends.
Many have said that 2020 would be the Year of...
A classroom library is a special place, and each book on its shelves should be chosen carefully with intent and purpose.
Not long ago, the National Council of Teachers of English (NCTE) began an initiative to both encourage professional growth + development and build classroom libraries. Hence, 'Build Your Stack' was born.
Lucky for our learners, it also happens to be an excellent opportunity to build *diversity* in our bookshelves as well.
(For any given student, when they view our text selections, these should call to them: 'Yes, you can sit here.' And while this has *always* been a need, it needs to become a priority.)
Every summer, I skip my happy self to Barnes & Noble and get lost on the shelves. I arrive back home with a gang of new books to fill my summer, color my year, and build my classroom library. A longstanding ritual, and my own version of Build Your Stack, I suppose.
So the next logical step?
It's time to SHARE my stack, of course!
This post contains 8 of the best Ted Talks all teachers should watch for motivation, inspiration, and ideas to develop student passions for and interests in learning.
I could watch it again and again.
Granted, Sir Ken Robinson's TED Talk is *the* most-watched global speech of all time, but he never fails to blow my mind.
So let's start with why that is (and I'll keep it simple):
The guy is a creativity *ninja*.
(Right now the 16-year-old, know-it-all version of me is wondering where that career was on my college majors list, but I digress).
As a Creativity Expert, Sir Ken has made it his mission in life to challenge the way we educate kids.
That is a mission I can get behind.
Now, if you don’t know Sir Ken Robinson, then you have yet watch *the* most watched TED Talks of all time, and a brilliant one for teachers, indeed: “Do Schools Kill Creativity?”
Amidst his wit and humor, Sir Ken lays it all out there:
What kind of habits or routines do you traditionally establish in your classrooms? How linked are these with the big picture success you envision for your learners?
In this session, we'll talk about creating daily classroom routines that translate into the kind of lifelong habits our students need to achieve any goal they set.
Like anyone else, our students' success depends on the habits they build over time. But there's no such class in the school curriculum called The Art of Habit-Building or Habitual Literacy 101.
And while it might feel like teaching them good habits is their parents' job, or that of a life coach, a therapist (or a unicorn, for that matter), it actually IS our job, and here's why..
We are both in the business of helping our students achieve their goals AND responsible for shaping their character while they're in our care.
So what can we do to legitimately build strong habits with our...
In the thick of a global pandemic, where much of our instruction has migrated online, there are plenty of days where you've likely felt like this whole online teaching gig is simply *not* part of your calling.
And just when that feeling is at its height and breaking point: school gets cancelled for the rest of the year.
Like any Charles Dickens reader, I prefer the best of times. So today’s post is your full glass of water in these worst of times we face...
So here’s the deal:
You may not see it from the thick of the trees in Failure Forest, but what we're doing *right now* to keep our classrooms afloat while learning from a distance is *actually* the penultimate example of what it means to be a student in the real world.
What you’re doing as you toggle new platforms and test out hyperlinks, track assignments online and--heck, figure out the ‘mute all’ button: this fumbling-and-figuring models exactly what it means to take risks, be...
Standards-based grading implementation has never been as important as it is when teaching digitally. The research and suggestions in this post will help you set a course of action to making your students' grades mean something real.
As you likely know from experience, teaching right now is more about establishing normalcy, continuity and community more than anything else. So the question naturally arises: 'how do you grade this?'
We're trying to figure out, what to grade, if anything, in fact.
Meanwhile, with standardized exams being canceled for the year, we have even less to go on when it comes to measuring student growth over time.
But it may just be the mindset we need because it’s forcing us to put our grade books into perspective. It's about the time we should start asking ourselves these questions, head-on:
Peer editing, like every classroom practice, must be taught. The peer editing tips in this post will help you give your students the guidance they need to take their peer editing to the next level.
To plenty of learners, the mere mention of ‘peer review’ brings on all the classic symptoms: the audible groan, the predictable eye-roll, the suddenly ‘busy’ demeanor. Anything to assume an outward distaste for a classically dreadful task.
Meanwhile, plenty of teachers feel the same way in issuing the task.
Quite frankly, students have a hard time seeing places that need improvement in their own writing at any level; so how can we expect them to spot errors in each others’ work?
Meanwhile, they tend to dash through assigned tasks as quickly as possible, in ceaseless effort to ‘get it over with’.
It’s no wonder we ask ourselves:
Is peer review even worth the effort--and the precious class time?
There's no denying the raw power of social media.
From Facebook's role in the Arab Spring in 2011, to Twitter as the core platform for taking on gun control laws in 2018, social media serves as the birthplace of awareness-building and action-taking in a digital era.
It’s also been the incubator for messages like #1000blackgirlbooks, the heart of resilience in #neveragain and the bravery of #metoo.
As we speak, it's giving people all around the world a voice and the ability to break down social, political, and cultural barriers in ways we could never imagine before.
It's helped us argue, advocate, mobilize.
Support, strengthen, sound-off.
It's arguably the ultimate learning tool (and one of *the* most accessible ones for all, at that).
Intentional use of social media can provide a professional pathway for learners to:
If you've ever flown on an airplane, you know well the following 'in-the-event-of-an-emergency' directive by heart:
'Please secure your own oxygen mask first before assisting others.'--Flight Attendant (preferably one of the ones who let's me stuff all my crap under the seat)
I'll admit, it stings a little every time I hear it (no matter how many times!); because at face-value, it seems a little counter-intuitive to the average Hero in all of us.
(Like, 'don't I *want* to put others before myself? 'cuzzzz the Bible tells me so...?')
Yet in the event of that kind of emergency, the most logical thing to do is--in fact--follow the dang directive (it's sheer oxygen + science, y'all).
Meanwhile, to a teacher, it's still straight-up blasphemy-talk.
By signing the dotted line to be an educator, we pledge (at minimum) the following:
Teaching argument in the high school classroom is pretty much a ‘must,’ right?
Somewhere between core learning standards in academics and an increasing need for critical thinking and problem-solving in the real world, the-art-of-argumentation-as-unit continues to gain its momentum (and rightfully so!)
In my own classroom, just before my students launch into arguments of their own, I take the opportunity to first explore some of the greatest debates of all time.
We peer into those monumental court cases, from Brown v. Board of Education (1954) to Texas v. Johnson (1989), but we also highlight those issues so near and dear to students’ interests, such as New Jersey v. T.L.O. (1985) and Board of Education v. Earls (2002).
If there’s a Constitutional right my students most fervently have something to speak up about, though...it’s Amendment 1 (see how I did that?!).