Blog Post by PTAC Member Denise Williams
Welcome back! I’m excited about the possibilities this year has in store. However, my optimism has required mindfulness and hard work.
Teaching isn’t always rainbows and puppy dogs. Education can be a minefield with long hours, difficult parents, needy students, demanding bosses, and competitive coworkers. It’s easy to focus on the negative. Teaching is also incredibly fulfilling. Recently, I found myself anxious and focusing on the negative. My anxiety was so high that my physical health was adversely affected. I also found it extremely difficult to focus and to be creative. I wasn’t being the best teacher I could be.
This had to stop. I owed it to my students, my family, and myself. Therefore, I sought out a therapist. This was one of the smartest things I’ve ever done. I learned to embrace uncertainty and to focus on the positive.
One of the many resources that helped me is a book entitled, The Four Agreements by Don Miguel Ruiz. It is as my therapist put it, “A little woo, woo.” It is very spiritual, but the wisdom behind the four agreements is life changing.
The Four Agreements is a practical guide to personal freedom by revealing the source of self-limiting behavior that steals joy and creates suffering. The Four Agreements are a code of conduct that transforms fear into freedom.
The first agreement is to be impeccable with your word. We tell our students to tell the truth, and we need to as well. As Ruiz puts it, “Speak with integrity. Say only what you mean. Avoid using the word to speak against yourself or to gossip about others. Use the power of your word in the direction of truth and love.” If a child is told they are stupid, and their mind is fertile for this belief, then the child will formulate this agreement. This agreement will remain until someone captures the child’s attention and convinces them that they are in fact intelligent. The child can then form a new agreement, and as Ruiz puts it, “The whole spell is broken.” This year let’s do this for our students, our colleagues, and ourselves.
The second agreement is to not take anything personally. As teachers we put so much of ourselves into instruction and our classrooms, so this is a tough one. Ruiz makes the point that what others do is not because of you, but because of themselves. It is their reality. Become immune to the opinions and actions of others, and you won’t be the victim of needless suffering. This is especially true when people are trying to send poison your way. If you accept it, their emotional garbage now becomes yours. Our students can also benefit from this agreement, especially when peers are being ugly toward them.
The third agreement is to not make assumptions. Ruiz writes, “Find the courage to ask questions and express what you really want. Communicate with others as clearly as you can to avoid misunderstandings, sadness and drama.” I said in a recent podcast that I would be the worst reporter. I nod to be polite then stew in my own misunderstanding. I have vowed not to make assumptions and ask more questions. I started with my family this past Christmas. My initial interpretations were often incorrect. Asking questions, and learning the truth strengthened my relationships and limited misunderstandings. As educators we can model this with our students and colleagues. Think of yourself as a reporter or detective and have the courage to ask questions. Despite what Jack Nicholson’s character says in a Few Good Men, you can handle the truth.
The fourth and final agreement is to always do your best. Keep in mind that your best is fluid. Your best will be better when you are well-rested and focused as opposed to when you are exhausted and distracted. Basically, don’t under-do it ,and here is the tough one for teachers, don’t over do it. Both take away from your best. Ruiz states, “That simply doing your best under any circumstance, you will avoid self-judgement, self-abuse and regret.” Be a wonderful role model and share this wisdom with underachieving and perfectionistic students and staff. Always do your best with the four agreements. You may not be impeccable with your word one day. Pick yourself up and start over the next. The same is true for the remaining agreements. By the way, always doing your best fits perfectly with promoting a growth mindset and grit. You got this!
Be impeccable with your word, don’t take things personally, don’t make assumptions, and always do you best. Make these four agreements with yourself and encourage your students to do the same. Fear and anxiety will be transformed into freedom and happiness. I wish you the best on your mindful journey. Take care and have a wonderful school year.
Blog Post by PTAC Member Jeffrey Patrick
Writing this blog is new territory for me as a teacher leader. I’ve never done this before, but sometimes as teachers we have to move past our comfort zone in order to grow.
When I first joined the Pennsylvania Teachers Advisory Committee, I was thrilled to be part of this new group of amazing educators. At the orientation, I agreed to write this blog post. I wanted to help teachers’ voices be heard, but I didn’t know that my voice would be heard so quickly. My wife even questioned, “What have you gotten yourself into now?”
New things are always uncomfortable, at least at first. As a STEAM Integration teacher, I’m constantly asking other educators to be more comfortable with new and engaging technologies.
This doesn’t always go well, as you can imagine.
If anything is a constant in education, it’s change. This time it is my opportunity to get uncomfortable by reflecting on teaching, STEAM education, and newer practices (to me anyway) like podcasting and blogging.
STEAM education and computer science are changing the landscape of education. I live it every day. I must stay one step ahead. I need to research and understand new teaching methodologies before they are a trend. More importantly, I need to prepare our students for the future.
Podcasting isn’t new. It’s been around since Apple sold more iPods than iPhones. I follow many podcasts and YouTube channels. There are so many to list, and I would do many an injustice to even name a few of my favorites. I’ve found that if you’re on the edge of new educational practices, the work flow for finding and seeking new tools to teach with is sometimes more important than the specifics that are found on their own.
On my trip to PETE&C, I decided I was going to start a podcast. I had some help from a great friend. We were determined. I felt awkward doing it, but we moved forward. This friend is also part of my Professional Learning Network (PLN), and that made it a bit easier.
Develop a good PLN, both online and in person, that you can share ideas with. It’s more valuable than any teaching tool or podcast.
We began. We looked for inspiration from Twitter, Edtech blogs, app store reviews, and colleagues. We Googled. We decided on a podcast app called Anchor. I’m sure there are better ones that fit your needs, but the best feature of this one is that it’s free. It also allows users to use their phone and create a podcast remotely. We found ourselves walking around Hershey Lodge at PETE&C, and did some of our recordings away from each other. It was a win. We recapped nearly all our experiences and sessions. This was pretty cool concept, and it took little effort. We justed started talking. Our results were no This American Life, but we had created content. For our students, this could be the key to unlocking their potential.
How can this be implemented? This year, my school is moving to standards-based grading. My plan is to have students reflect on learning, experiences, and projects with this application. It will become a tool to evidence learning in their digital portfolios, which we plan on using with google sites.
My students are familiar with a lot of applications. I teach students basic sound production and video production with software like Traktor Pro, Noise by Roli, Soundation Studio, Garageband, iMovie, and Educreations. Anyone that is used to using a DAW (digital audio workstation) will be familiar with the workflow. Anchor operates similarly. The timeline editor portion of these software applications allow for easy editing.
I plan on providing students with opportunities to share their experiences with podcasting by building on their knowledge of timeline editor workflows. Then they will save them to their personal google sites portfolio.
Podcasting has helped me reflect on my own learning. Try something like podcasting or even audio notes to improve your craft. Ask your students for feedback or survey them about assessment choice. Engage in that resource. Show students how you found the resource. Even better, embed research of a podcasting app into your digital citizenship lesson. We chose Anchor. Your students might find another application.
That’s all part of the process of learning. Have discussions about how to choose topics, branding, and/or editing. Provide your students with future ready skills and experiences. If anything else, reach out to your PLN, blog, and/or podcast to share your ideas.
It’s a great way to try something new for your students.
Blog post by PTAC Member Tracey Fritch
Four years ago, after spending more than twenty years teaching elementary-aged students, I accepted a job working with middle schoolers. While teaching is, of course, teaching - no matter what age - making the switch to middle school from elementary school required adding plenty of new tools to my toolbox.
One of the most important lessons I’ve learned during these past four years are ones about the power of choice to reach this particular group of kids.
A common choice middle schoolers and their teachers face is the making of behavioral decisions. Some of the best advice on working with middle schoolers was wisely imparted by one of our guidance counselors: when faced with a standoff, “give them a choice.”
Offering behavioral choices saved me from more showdowns than I can count - giving a child a chance to save face in front of peers and the classroom a chance to return to work with minimal disruption.
Since my teaching team serves about 100 students each year, academic choices were, at times, more complex to implement. In my district, we use reading and writing workshop with all of our students K-8, and our students are given lots of choices about the content of their independent reading and/or writing each day. Our teachers confer with students about their work and set them on paths for self-improvement, but doing this work one-on-one was time-consuming.
With so much to cover in the course of a school year and only 44 minutes per day in which to do it, offering more choices related to teaching, learning, and assessment seemed improbable to a newer middle level educator.
Small-group strategy lessons have been an answer. Based upon the advice of our curriculum writers, the Teachers College Reading and Writing Project (TCRWP), and Teaching Learning Succeeding (TLS), this year I began offering my students more formative assessments (TLS calls them “targeted checks”), based upon what we thought were the most essential learning objectives of any given unit.
Armed with these targeted checks, I compiled materials for running high-utility strategy groups. A few students in these groups were invited to particular groups because their formative assessments told me that they needed to be there; others joined because they self-identified as wanting to improve upon a specified skill.
In these small groups (4-6 people), students who’d previously scoffed at the idea of doing challenging writing revision work when I’d suggested it to the whole class gave me their rapt attention as I offered advice on how they might go about being more successful with a skill - accompanied by a “take along with you” menu of choices for how to go about this work.
Nearly all students immediately set about the job of making needed changes to their pieces, impatient to offer the revised pieces for feedback when finished. I attribute much of this buy-in to the fact that they had a choice - sometimes even in whether or not to work on a skill but always in how (which strategies on the menu) and where (in their pieces) to go about incorporating a skill into their repertoire.
One final way I offered greater choices to my students this year was in terms of end-of-unit assessment. When our TLS staff developers encouraged us to offer students “Challenge by Choice,” I also remembered a TCRWP workshop I’d recently attended on using “Learning Menus.” These menus offer students a chance to choose how and where they might analyze and respond to complex texts.
Previously, we’d asked students to show what they’d learned in a number of our units by writing Text Dependent Analysis essays. We needed them to practice writing in this format, and they needed a way to show us what they’d learned in a particular unit. It seemed, in some ways, like the path of least resistance and a way to marry our curriculum with state requirements.
Though it seemed like the path of least resistance since our curriculum asks students to read, talk and analyze complex texts in deep, thoughtful ways, gauging what they knew at the end of a unit by using a format that doesn’t exactly spark creativity wasn’t working out as we’d hoped.
This year, wanting to offer students appropriate differentiated challenges, I decided to try the “Learning Menus” when we finished our Dystopian Book Clubs unit of study. This unit asked our seventh grade readers and writers not only to read, understand and analyze these complex texts but also asked them to realize that dystopian authors are often writing thinly-veiled social commentary - and to make connections to the social issues existing in our world today.
This was a tall order for young teens but a developmentally appropriate one for these students who are so full of passion to unpack and discuss what’s fair and unfair in their worlds as they begin to make their way toward adulthood.
The “Learning Menus” are based on the “Value Menus” in fast-food restaurants, encouraging students to choose from among a variety of essential understandings from the unit upon which to focus as well as a variety of ways to show what they learned - from essay-writing to organizing to illustrating, in order to demonstrate their understanding of the work of a unit of study.
Students created their “value meals,” their final projects, in unique ways, choosing (within teacher-created parameters) what aspects of the unit on which to focus and how to present their ideas about what they learned. For this particular project, one choice was about how to reflect upon how their texts connected to the world considering theme, social issues, or their author’s intent to change the world with the text. A second choice involved how they understood text elements: setting/conflict, archetypes, or character traits.
Many students crafted responses that were much more thoughtful and outside-the box than any formal essay assignment could have drawn from them. Some shone with their descriptive ability, some with their ability to organize ideas into tidy graphic organizers, and many more than I’d anticipated labored over gorgeous sketches.
The middle school years are an exciting, dynamic time of life marked by dramatic physical and emotional changes as students begin to navigate young adulthood. At the same time, many students find themselves unconvinced as to the ways that their school coursework is relevant to their real lives and also find themselves completing assignments merely to please their teachers and families and get by with just enough effort to earn whatever is considered an acceptable grade in their households.
The power of choice as a classroom tool can win over adolescent’s minds and hearts and make these years a time when they are invested in their work as opposed to being merely compliant. With a bit of planning, differentiated choices, based on student ability and interest, can help teachers in all subject areas foster creativity, purpose and engagement in their classrooms, even with those students who are the most skeptical about why they are with us in the first place.
Blog post by Stacy Gasteiger, PTAC Member
“Why do we get potholes in the road?”
“How do the flowers know it’s time to come out?”
“How fast does a hummingbird fly?”
When children are young, it seems like the questions never stop. Everything is a matter of curiosity and wonder. They spend their time investigating everything they see, whether that means sticking it in their mouths, touching it all over, or watching warily from a careful distance.
Unfortunately, this attitude of curiosity and wonder can be seriously diminished once students enter school.
The pressures of mandated testing and evaluation by test scores push schools and teachers to narrow their focus onto tested subjects, primarily math and reading. This can lead to prescribed curriculums that decrease a teacher’s ability to foster that sense of wonder in students.
However, it’s when we give students an explorer mindset that real learning can occur, and students become intrinsically motivated. Inspired by my relationship with National Geographic, I have spent the last several years aspiring to turn my students into curious and responsible explorers of their own world.
Teachers can first and foremost encourage students to become explorers by becoming explorers themselves. Learn a new subject, try a new type of food, or visit a place you’ve never gone and then share the experience with your students. Students love to hear how their teacher was nervous, but tried something new anyway.
When they see or hear their teacher reaching out and flirting with failure, students have the confidence to try a little harder and know that failure is just the first step into a new adventure.
Next, share explorations of topics and ideas with your students. In my classroom, my students have virtually visited with scientists and researchers from all over the world.
We’ve chatted with a fish researcher in Angola, a tsunami expert in Israel, and a volcanologist in the U.S. When a student has the opportunity to learn from an expert, you will be amazed to hear the questions they ask. (And don’t be surprised by the, “Do you like candy?” questions as well.)
My third-graders wrote letters with suggestions for our town—and the mayor came to class to listen to them. Suddenly, I had a classroom of students who understood how local governments work and were annoyed that they had to wait until 18 to vote.
Finally, let students explore on their own, preferably outside. When students are exploring outside, they learn that the world is not a series of multiple-choice problems. There are real questions to ask and real, complex issues that need solving.
My students have studied local soil samples and compared them with other parts of the world, used trail cams to track local wildlife and come up with ways to analyze the data, and gone fossil hunting to reconstruct ancient Pennsylvania.
When I give my students the agency to do the exploring on their own, they are initially confused, and then completely empowered. One girl with a difficult home life became fascinated by our study of paleontology. When we went on our fossil hunt, she peppered the paleontologist with dozens of questions that he was thrilled to answer. Now she hopes to become a geologist and wants to know what she will need to study to achieve her goal.
Students are capable of so much more than simply following required curriculums. It is up to teachers to instill an explorer’s mindset so students continue exploring like they did when they were little.
Blog Post By Alice Flarend, PTAC Member
How many times have you heard “It’s not rocket science!” to describe something that is easy?
Many times I have heard that phrase used to describe teaching. Well, I know rocket science (and a lot of other science), and I can say unequivocally that teaching is not rocket science. It is much harder!
As a nuclear engineer turned high school teacher, I can attest that working with humans is much more difficult than working with physical systems. Human behavior and their interactions cannot be mathematically modelled. There are simply too many variables.
In my previous field, I worked with neutrons. Whether it was a Monday morning in October or Friday afternoon in April, my neutrons behaved in the exact same way. I knew how many I had to work with at every moment. The neutrons would move in a straight line at a steady speed. I could mathematically predict how many would make it through a barrier and how many would not. I could repeat my tests with the same experimental setup and get the same results year after year.
Now, my days are filled with managing Adams, not atoms. However, unlike my radioactive atoms, there is no clear equation to predict the behavior of my students. Adams are individuals with hopes and dreams and family and friends. Some are completely different people on Monday morning than on Friday afternoon.
Perhaps it is because this weekend was spent with a parent who had to work nights, so Adam stayed up all Saturday and Sunday night playing Fortnite. Perhaps Adam stayed up all night taking care of a sick sibling. Perhaps there was a fight with a friend at a locker before homeroom. Maybe Adam is hungry. Maybe Adam didn’t even make it to school that day or the next.
Adam can face barriers that I have never experienced. I may not know what they are, but I can see evidence in their behavior, just like the changes in the path of my neutron. I, however, had total control over the environment of my neutron.
My students come from a variety of socioeconomic environments, even though outwardly they appear fairly homogeneous. The effects of their environments on their lives is strong and not always obvious.
One Adam has already been accepted into a pre-med program. Another dreams to be a truck driver despite not even owning a car.
One of these Adams misses several days of school each month. One of them copies his homework. One needs help paying for lunch. Do you think you know which Adam I am describing? Is it only one of the Adams, or is it both? Although you may have a strong guess, there is a large probability that you will be wrong.
All these diverse Adams are in my class to learn physics. As with all subjects, students come with prior knowledge and experience that influences their learning. If I needed an atom with a specific energy for my engineering work, I would simply filter out the ones that did not meet my needs. None of my Adams are filtered out because they do not measure up. In fact, educators work incredibly hard to keep all the Adams in school.
Instead of filtering, it is my job to design learning experiences to move all of my Adams closer to a scientific understanding. This means that I give opportunities to explore both familiar and unfamiliar scenarios. Of course, what is familiar to this Adam is completely foreign to another. That is an asset I can leverage if I design my classroom norms and the activity well.
I need to help the Adams feel comfortable sharing their ideas and pushing back productively on the ideas of another. I need to know my content and pedagogy deeply enough to pick scenarios that are rich enough to foster disagreements and that are both familiar and unfamiliar to my Adams.
I need to carefully listen to what they are saying, read what they write, and watch what they are doing to gather information on their understanding to design the next learning activity. It may be one that I have done ten times before. It may be one that is inspired by the classroom interactions.
Either way, it is an intellectual and creative endeavor steeped in applying fundamental knowledge to a specific situation. In other words, I am still doing engineering, but with a much more complex material.
Blog Post by Colleen Epler-Ruths, PTAC Member
I was talking with Lena, a middle school student who was using a computer visualization of earthquake data. She had been using the computer visualization in science class for over a week.
I asked, “So when I open this screen can you tell me what you notice?”
“umm, umm, well…….”.
Lena is a low spatial student. She could not explain to me what she was seeing. And her science grade seemed to reflected her inability to explain scientific phenomenon.
My research is on the impact a student’s spatial skills had on learning from a 3D digital data representation. Can computers help mediate student learning even if they have low spatial skills? Seems that Lena was still having trouble learning geoscience even though the computer had reduced the cognitive load and presented her with a 3D image of quakes within the earth’s crust.
Turns out that spatial skills are a great predictor of student success in STEM courses. Science is a very spatial subject. Just think about the spatial nature of moon-earth-sun in astronomy, bonding in chemistry, DNA molecules in biology, muscle structure in anatomy, projectile motion in physics and plate tectonics in geoscience. The list could go on-and-on. All of these examples are three dimensional phenomenon which require various types of spatial skills to deeply understand.
So what are spatial skills? Spatial skills are a wide range of mental processes that help a person navigate our 3D world. Common tests to measure spatial skills include rotating blocks, perspective taking (mountain from the top versus the side) and paper folding. Research has shown that spatial skills can be taught and improved through training at the university level. The problem is, most students start to loose their interest in science at the middle school level. Could there be ways to improve spatial skills prior to adulthood in hopes of keeping more students interested in science?
The answer is YES! Spatial skills are malleable and some thoughtful interventions at younger ages can have an important impact later down the line. The important links to spatial skills is something we already do in school - Training, Play and Language. Research has found that training with mental rotation puzzles helps students with rearranging algebra problems and helps students with low spatial skills increase their competence. Using structured block play has been shown to increase students abilities to be more accurate and quick at spatial tasks as well as enhance areas of the brain known to support spatial thinking.
But the most important intervention seem to be in language. There is a clear link between spatial skills and language - young children with greater spatial language were able follow guided block structures building. Other studies shown that students are better able to accomplish spatial tasks if the adults gives the directions with more spatial words. So instead of saying “but the block here” say “put the block on the middle shelf, under the top shelf”. The idea is that more spatial language helps the student think about the world in more spatial terms which will allow them to notice more spatial phenomenon.
In my own research, I found that students who answered questions in the curriculum with more spatial words (depth, height, under) had greater gains in understanding of plate tectonics than students who answered questions using nonspatial words (colors or lines). While both answers may have been correct in what the student saw, the spatial answers were more inferential instead of descriptive.
So what about computers? Can they be helpful? Some studies have shown that playing “first person shooter” or Tetris type video games increases spatial skills. However, in the classroom, the use of simulations for scientific phenomenon seems to benefit the more spatial student. My experience is that before you introduce a computer simulation into the classroom for learning, students need to have time to play with the simulation and then they must be guided through the affordances of the simulations using as much spatial language as possible. Otherwise you run the risk of having a student like Lena who cannot give words to the spatial phenomena in front of her.
References: Spatial Intelligence
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Ganley CM, Vasilyeva M, Dulaney A. 2014. Spatial ability mediates the gender difference in middle school students' science performance. Child Dev. 85(4):1419-32.
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Blog post by PTAC Member Joe Welch
It’s the usual morning sequence for so many teachers. Wake up, check your school email on your phone, then respond before driving into school for the day. Perhaps there is a student e-mail with a question about an assignment. Perhaps a note of an early dismissal or maybe even a subtle change to the building schedule for the day.
But, this past Friday, I was greeted with e-mail from a parent of a current student:
"Seize every moment. That’s something I keep instilling in my kids. And amazing teachers like you hone in on that."
Talk about a message that initiates some reflection and pause. Seizing every moment? Sure, that’s a phrase you may hear given to a new parent about time with their children, the vacation of a lifetime that’s coming up soon, or even an athlete before an important game. But, how can a teacher “seize every moment” and, moreover, what does that even look like?
It’s easy to get lost in the daily to do list – writing lessons, grading assignments, covering the occasional class duty for a colleague, meeting with students about their progress.
Is that what this parent meant? In my reflections, I began to think about the journey of my career as a teacher to make sense of it in my mind.
In the business world, the adage goes something along the lines of “never turn down a meeting.” In the world of a teacher, it is more along the lines of “never turn down an opportunity” to improve your craft, form connections, or to bring new experiences to your students. So, like a true history teacher, I look to Hamilton to help me make sense of what it means to seize every moment.
Be Young, Scrappy, and Hungry
I still believe that I have a lot of career left. But, there was a time when the “new teacher” was subtly expected to mind his or her place, and wait for their turn. My advice to every new teacher is to go get it and not to wait for opportunities to fall to you. Get involved, seek leadership roles, and let your voice be heard. We count on you to bring new ideas, fresh perspective, and sometimes need to be reminded that your experiences as a student in the not-so-distant past are valuable.
It was so empowering to me as a second year teacher to offer my skill set with educational technology, lead trainings and workshops for my colleagues and get involved in leadership discussions. Seizing early opportunities in my career led me to become a 2009 Keystone Technology Innovator as a new teacher, only fostering more relationships, skills, and experiences that I could bring back to my school and students.
Never Be Satisfied: Be Non-Stop in Seeking Opportunities and Connections
Sounds simple, right? No matter your content area, there’s a plethora of opportunities to grow as a teacher. From workshops to local, regional, and national conferences, a teacher can be overwhelmed by the opportunities that exist to improve. Consequently, by continuing to push the limits of your own craft, you’re doing more than improving yourself.
As fellow PTAC Member Georgette Hackman pointed out, you are forming your community of learners. Still, there’s even more.
You’re creating partnerships for your students that you didn't even know existed. Quite frankly, the best teachers do not turn the switch off, always ready to bring experiences to the classroom to prepare students for their futures.
Sure, this may mean using the flexibility of your summer to attend a seminar, waking up for a Saturday EdCamp, or combing the web for grants to support travel to conferences. This is when collaboration happens. This is when partnerships form. This is when you create powerful learning opportunities that extend beyond your school walls.
For example, a simple summer meeting at my local PBS affiliate turned into one of the greatest nights of my teaching career, as the community, PBS, and local Vietnam Veterans came together for a Vietnam War roundtable discussion for my students.
An afternoon at your local museum can generate an idea that ignites funding for your students’ community history project. Likewise, attending a conference can quickly spawn a partnership to benefit your students, like Gilder Lehrman collaborating with my Middle School on a visit by George Washington University’s Dr. Denver Brunsman.
Don’t Throw Away Your Shot to Inspire Belief
So you just taught a great lesson. It went exactly as planned and students were engaged. But, there’s so much more to the school day. Smile at students in the hallway, give that high five or fist bump, hold a door open for that extra ten seconds.
Seize every moment to make your students believe in themselves, to inspire confidence, and to know that they can and will be successful. Moments come and go so fast. Each school year is a chapter that goes by faster and faster. The school day and each period: a blink. But, the moments that you can connect with your students, those are the most important ones to seize.
So, as we approach Spring and the school year again speeds up:
Seize every moment…amazing teachers hone in on that.
Blog Post by PTAC Member Lori Soskil
About eight years ago an administrator started a faculty meeting by asking the question, “Why are so many of our students unable to pass the state Keystone exams if their report card grades show them doing well in their classes?”
As the chair of the science department, I made this question the driving force behind the discussions at our next few department meetings. What we discovered was that our grading practices included many instances of giving credit for completion of work, participation, and effort.
In many cases, this was artificially inflating our grades and ensuring the feedback that we were giving to students and parents was not reflective of what children actually knew about the science content they were supposed to be learning.
In other cases, we were using grades to try and coerce children into behaviors that we wanted so our classrooms were more manageable. This was both artificially lowering some students’ grades and negatively impacting the relationships between students and teachers in our classrooms.
Instead of having meaningful conversations with students about their actions, we were using grades as a way to modify their behavior.
When I reflected on my own personal practices, I saw that I was giving students credit for things that didn’t really help them learn in order to keep their grades high. I thought that I was being compassionate.
What I was really doing was taking points from a child who didn’t have a pencil, but had overcome his parents’ addiction that morning to get himself and his siblings to school on time.
I was docking a child points for not completing her homework when the previous evening she had spent all night cooking dinner for her family and helping her younger brother with his homework because her parents were still not home from working their jobs in New York City.
When children fell asleep in my class, I was taking away participation points instead of recognizing the opportunity to ask my students about the cause of their exhaustion, and whether there was something in their lives with which they needed help.
As a department, we made a commitment to revise our grading practice so that report card grades better reflected the knowledge and abilities of our students.
In my own classroom that meant abolishing participation points and grades for homework completion, and instituting a remediation policy. Now, in most cases, students can retest in order to demonstrate that they have learned the required material.
Currently I have a daughter who is in high school in a different school district. Last year she came home in tears because her grade in a class had dropped significantly. Despite keeping meticulous notes, all required materials, and an organization system that allowed her to have a near perfect average on her tests and quizzes, she had received a low grade on a notebook check that was worth 25% of her overall grade.
She asked me, “How is it fair that I know all of the material, can demonstrate that on my tests, but have a lower grade because my notebook wasn’t organized in the way my teacher wanted it to be?”
As a teacher and a parent, I had no good answer. Both of us also realized that any grades reported on her upcoming report card would be meaningless in telling us how much of the content in the course she had learned. It also left her with a worse attitude toward the subject of the course, the teacher, and school in general.
The grade a student receives should reflect what a student knows or can do in each subject.
As teachers, we must realize that the actions we take and the policies we implement impact our students’ emotional well-being, their attitudes toward school, and their motivation to learn.
In my classroom I am committed to continually reflecting on how my practices impact my students. Sometimes I’ll get it wrong, as I did in the beginning of my career. But, by putting the needs of my students first, being willing to self-reflect, and learning from other teachers around me, I will continue to grow as a professional.
The relationship between teachers and students is the most important thing we can nurture in our classrooms. If we all commit to being reflective and growing as professionals, we can strengthen those relationships and ensure our students succeed in school and in life.
Blog Post by PTAC Member, Hollie Woodard
I love words. In my home where most people decorate with family photos and tschotskes from Home Goods, I decorate with words. Words like:
Today is a brand new day
Aspire for more
I choose words that inspire me to be grateful, motivated, and encouraged to live my best life. With an innate love and appreciation of language, it’s no surprise that I’m an English teacher and have dedicated my life to teach others to appreciate words as much as I do. Either spoken, written, or read, my life is enriched and made better by words.
Unfortunately, my son doesn’t have the same beautiful relationship with words. He is a diagnosed dyslexic, and his relationship with words has been traumatic and the source of the greatest pain of his young teenage life. As the most common learning disability, dyslexia robs one in five students (yes...read that again...one in five) from having a healthy relationship with language. They know, probably more than the four in five non dyslexics, that, yes, words have power.
The Federal Government amplified this sentiment when they recently passed the bipartisan prison reform bill, The First Step Act. This Act includes funding for dyslexia remediation, as one report showed that 48% of inmates in a Texas federal prison were dyslexic. Furthermore, addiction treatment facilities have adopted the term Dual Diagnosis referring to dyslexic addicts and included dyslexia remediation as part of their treatment practices when a report showed that 40% of those in active treatment facilities were dyslexic.
In addition to criminal behavior and addiction, dyslexics are vulnerable to suicide. At nine years old, I was told by my son’s doctor that he was high risk for suicide, and she further articulated that dyslexics whose needs are not met in school are three times more likely than their nondisabled peers to engage in high risk behavior like suicide, addiction, and violent crimes.
Since dyslexic students do not have access to the language that drives learning, school no longer serves as a safe place for self discovery, but, instead, it becomes a place of inadequacy, humiliation, and frustration. Constant exposure to these emotional traumas are equitable to abuse and impact children in the same way. However, research shows that if their needs are met, these negative experiences are eradicated and their risk factors return to normal.
Although the dangers of dyslexia are horrific, dyslexia is an educational anomaly that is either misunderstood or completely ignored by teachers and educational decision makers. When my son was diagnosed, I was a tenured teacher in a high achieving district with a Master’s Degree in Education. Sadly, not once during my undergraduate, graduate, or induction program did I take a class on dyslexia or even participate in a discussion about this common learning disability which is much like a doctor going through med school without learning anything about the common cold.
Motivated by my son’s disability, I began conducting independent research and learned that dyslexia is actually less of a learning disability and more of a learning allergy. Like the mother of a child with an egg allergy in search of an eggless cake recipe, teachers and educational decision makers can find programs that teach dyslexics to read. It’s not that dyslexics can’t read, they just can’t read the way most schools choose to teach reading. It’s been known since the 1930’s that dyslexics can learn to read from a multi-sensory direct explicit instruction approach based on the research of Dr. Orton and Dr. Gillingham. In fact, research has proven that all students can learn to read from this type of instruction which makes one wonder why this approach isn’t being used in every school.
The most tragic irony is that most teachers go into education to make the world a better place. Every single teacher and educational decision maker I know would demand change if they understood how directly connected dyslexia is to the ills of our society.
So, with all the power of my words I say to my colleagues:
Today is a brand new day... to learn as much as you can about the most common learning disability, dyslexia.
Aspire for more... for our most vulnerable students.
Take chances… by advocating for change within your school and community.
In doing so, you will... be amazing.
Blog Post by PTAC Member, Melissa-Ann Pero
In elementary, middle, and high school, I always felt like I was a little on the outside: not quite part of any particular group, but allowed to hang around on the outskirts of all of them. I wasn’t particularly outstanding in any way. I did well in school and didn’t get in trouble. I participated in activities from marching band to musicals to manager on the baseball team, so I had friends and things to do, but I never had any idea what put me on the outskirts. To be honest, I was always afraid that what put me there made me...weird.
In college, I became much more opinionated and was involved in a lot of activities including theater and marching band. I made some of my closest friends in college, and although I am positive my social filter needed honing, I still found myself among many different groups of people, but even among some of my closest friends, I felt weird.
Then I got a job as a teacher. Now all of a sudden here I am in the front of the room. No longer could I be sitting on the outside because for 40 minutes, six times a day, I was the main attraction. But I still had those same old feelings. What was it about me that made me feel weird? My willingness to try crazy things in my classroom? My all-in attempts at participating in spirit days? My over-the-top excitement when it came to talking about my passion for learning? I just didn’t know.
After twenty years in a classroom, if I’m being completely honest, I still don’t know. But my ten-year-old daughter left this note on my classroom whiteboard at the beginning of the school year, and it when I saw it, it inspired me.
So, after a long time trying to figure out how not to feel like I’m on the outside, I’ve decided to embrace my weird. It’s who I am. Over the last few years, I feel like it really is a part of me that puts me at my best in my classroom. Whether it’s dressing as Salvador Dali for National Art Week or as Kermit the Frog drinking tea on Meme Day, I figure I’m going all in.
And why not? Now, I find myself getting approached by kids from all walks of the high school social spectrum. Students who do not have me for class pull me aside to say hello, to high five, to talk. They know that I’ve embraced all my oddities - for better or for worse - and they know I won’t judge any of them for theirs. It has made a difference in the way I teach, and it has made a difference in the way they learn.
As educators, we spend our days reminding students how important it is for them to embrace who they want to be, so I figure a great way for it to begin is to start with ourselves. Find your quirks, find your idiosyncrasies, find yourself, and make sure your students know that you embrace your weird and encourage them to do the same!
Melissa-Ann Pero is a high school English teacher and yearbook advisor currently working on her Doctorate in Curriculum and Instruction. She has been a presenter at various district, area, and state conferences in Pennsylvania, is a Keystone Technology Innovator, and thrives on being a education junkie. She’s always looking grow her PLC so please follow her on Twitter @bshsmspero.