Thinking about the first day of school already-or not!

I have posted this, or something similar, at the end of June before, but I always think it is a good time to think about it.  Or at least, a thought for you to tuck away for some time later.

Just maybe, over the summer, sitting on the patio, paddling in a canoe, relaxing in a deck chair, watching the sunset, running, or whatever it is you do, you might think about school.  I always find that my mind drifts there every once in a while, and often a lot of my deep planning gets done—the ideas that anchor me.

Which day of the year will you have all eyes on you?  The keenest students? The least amount of student misbehaviour?  The first day of school.  So, try thinking about how you can capitalize on that to engage your students in the deep thinking and exciting work you want them to do.  Often we think, as teachers, that we have to set down all the expectations on the first day of school or the rest of the year will be chaos.  You do have to live and model your expectations, but I’m not sure you need to talk about them.  Maybe that class agreement is something to save until later in the first week.  By then, I suspect your students will have already figured out your expectations and the activity will go a lot faster.

Let’s think about the first day of school from a student’s point of view.  They are excited to be back and meet their new teacher and see their friends.  they are excited to use their new and shiny pencil crayons.  They actually WANT to do some work.  But frequently it is a day of “sit and get”: one teacher after another going over the rules and expectations.  Really, our rules aren’t any different than last year’s rules.  And most rules are self-evident.  We don’t really need to talk a lot about keeping your locker tidy since I doubt any of our students would think that our expectation was to do otherwise (although they may act that way over the course of the year!).

In some schools/classrooms, there is a feeling that we need to ease students into school with a week of fun activities.  I don’t think so.  First of all, they just had 10 weeks of fun activities or camps.  Second, if you describe your first week as “fun”, then my default you are saying that real school is not “fun”.  You may want to have a few team building activities, but I would urge you to have them be within the context of curriculum.

Why not have that first interaction with your students be challenging? Be engaging?  Be creative?  Set the tone for how learning will take place in your classroom.  Pose a question, get them creating or writing or exploring or problem-solving.  Hook your students in right away.  Here are a few ideas:

  • Read aloud the best short story you know, or the first chapter of the read aloud.
  • Introduce writer’s workshop with idea generation activities so that they are itching to start writing.  You could even start writing. Do a quick write about what you didn’t do this summer, or the best small moment, or what you wished you had done.
  • Introduce a complex but open ended problem such as “How could you measure a puddle?” Or, “If all the  students lay head to toe, how far would we reach?” Or, “What are all the different ways we could arrange the desks in this classroom?  Why are the advantages and disadvantages?”  Or, “If we all joined hands, in the whole school, could we encircle the school?”.  Check out these sites for some great problems: http://learn.fi.edu/school/math2/ or www.estimation180.com or http://www.101qs.com/
  • Get in teams and create an obstacle course that will challenge the rest of the students. Or, read the rules to Harry Potter’s Quidditch and figure out how to create your own version of the game (without the flying broomsticks).
  • Have some equipment available and have students figure out how to move an object from point A to point B without carrying it.  Or, review structures, movement and friction by having groups create a marble maze that goes the slowest.  Or, provide students with a stack of newspapers and masking tape with the challenge of building a piece of furniture.
  • Put out a variety of art supplies and have students begin to experiment with texture and line with mixed media.  Have them create and critique a piece in the first week that can then be their jumping off point for the remainder of the year:  what did they like? What would they want to do differently?
  • In any subject present a problem to solve by the end of the week.
  • Start the year with a week of genius hour where students can learn about and present about a passion of theirs.
  • Have students create a class song on their instruments or in garage band.  Show them a clip from “Stomp” and have students create their own number.
  • If you teach kindergarten or grade one, you have to teach them to “read” on the first day–even if it is just a shared poem.  Let me take a copy home to read to their parents.
  • Just start your course–but not by lecturing, or reviewing, or a really big diagnostic test.  Start by engaging your students in the kind of learning you want them to be doing all year.

I am sure for your subject area you have thousands of ideas.  Often I hear teachers saying that we need to ease into school.  Maybe that is not true.  Maybe we should jump in with both feet and just start.  When our students go home after the first day of school, we want them to go home full of excitement, joy and enthusiasm for learning.  It is up to us to create those conditions.  The first day of school could be the best day ever..until the second day of school.

 

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Sticky Learning

I recently gave a TEDx talk about this topic but for those of you who like to read….

Tradition and intuition play a big role in how we teach but our observations of student learning and research suggest that we might be wrong.  Traditionally we teach in units:  2, 4, or 6 weeks (albeit they sometimes stretch into 8 or even 10 weeks).  We think that if we teach the kids all they need to know about one subject (multiplication, persuasive writing, levers, time, the colour wheel etc) and give them lots of practice about this one topic, over and over again in a 2-4 week period of time, then they will learn the stuff.  Except, they don’t.  Students don’t tend to retain concepts they only learn once a year very well.

Our observations of student learning show us that this is true.  If you teach fractions, usually taught in a 4-6 week unit in the spring, you know this.  It feels like every year is like starting over.  I’m sure that you can think of many other concepts where the learning done last year doesn’t “stick”.

There is cognitive research that does tell us a lot about how people learn.  Two concepts, spaced learning and interleaving, are well-documented in the research but hold little traction in real classrooms.

We typically teach in a “massed” practice where we teach kids everything about one topic in a short period of time and then test them.  Students do well in testing situations immediately following the learning, but test them a few weeks later and they don’t remember very much.  However, when material is learned spaced over time, retention of concepts is much greater.  This positive effect has been documented in the literature since 1885!  John Hattie, in Visible Learning, listed it as the 13th most positive effect on learning out of 138 possibilities.  You may wish to consider what would happen if you took a big topic, like fractions or division or proportional reasoning, and instead of teaching it all at once, you spaced the learning out over multiple  opportunities over the course of the year.

We have found spacing the learning out to be very beneficial to our students.  For example, instead of our intermediate students reading just one novel over 6-8 weeks (and really, as a real reader, who does that except maybe for War and Peace?) our students read between 6 to 10 novels over the course of the year, spending between 2-3 weeks on each.  They learn all the same skills about analyzing literature, but they have multiple opportunities to practice the skills over the year.  We do the same in mathematics, returning to problems in proportional reasoning, for example, a few times every month instead of in a 3 week unit.

The other piece of research that has huge benefits for learning, but doesn’t really hold much traction in our school system, is interleaving.  We tend to block the curriculum into discrete units of study, studying each topic one at a time:  addition, subtraction, multiplication, division ; OR, fractions, decimals, percent; OR, persuasive writing, descriptive writing, report writing.  The problem, when students learn this way, is that they don’t learn to see the similarities and differences between the topics.  We hope they will make connections, but really it is left up to them to do it on their own.  When we teach like this it is called “blocked practice”.

But if you interleave the learning, you teach similar concepts all at the same time.  A writer’s workshop model allows students to explore a variety of forms of writing all within the context of writer’s craft.  If students were faced with problems in mathematics involving addition, subtraction, multiplication and division at the same time then they would be forced to develop an understanding of how the concepts are related and to know when to apply each concept.

I call teaching in this spaced and interleaved way spiralling.  While provincial and state curriculum  say they “spiral”, meaning that students learn about fractions, for example, once every year, I argue that the spiral loops are too big.  If we tighten the spiral so that students have many chances to learn the big ideas over the course of the year, I think we get to learning that is sticky.

Of course, spiralling is not easy to plan for.  Teachers like their units.  They like to be “done”.  Spiralling the curriculum really requires that teachers adopt a new mindset about curriculum design.  It isn’t easy…but the teachers that I work with wouldn’t ever go back to teaching traditionally in longer units.  Not only do we get sticky learning, but our students are much more engaged.  Every day is a new challenge for them and they have to apply their learning to specific and varied contexts.

If you want to give it a try, think about doing just a bit at a time instead of revamping your entire curriculum.  Try something new; no one will die.

 

 

 

 

 

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Failure is NOT an Option-whose responsibility?

Failure is NOT an option.  I think that our collective vision would be a school in which that was true.  We all aspire to have classrooms full of students who are motivated and committed and do well.  We all aspire to be that teacher-the one that doesn’t have any behavioural problems, who the kids quote when they become famous, who reaches every student (I think I saw a made-for-TV movie about that teacher).

But it is hard.  Sometimes the kids didn’t see the movie.  Some fight us at every turn.  Home life might not be conducive to school attendance.  There may be mental health issues or behaviours that disrupt the learning processes.  Our classes have students with learning disabilities and giftedness; shy students and overt students; calm students and students with ADHD.  By middle school some of our students are discouraged and apathetic about school.

But we still desire to be that teacher, that school where failure is not an option.

Here are some school practices that may lead towards a “Failure is not an option” environment:

  • Recursive/spiralling teaching practice allows us to return to key concepts many times over the course of the year. We don’t expect students to “get” it the first time around but give them many opportunities to master key concepts.
  • Multiple entry points into learning invite students into the learning. Students are more successful when they start the learning at a comfortable place instead of one that is too hard or too easy.
  • Student choice in activities and learning allows for greater engagement. Students can choose their novel, choose the writing topic, choose the geography inquiry, choose their tech build, choose how to express themselves in art, choose chrome books or pencils, etc. Students are more likely to demonstrate grit and determination to succeed when they are engaged in the task.
  • On-going formative assessment helps students to get it right, as they are learning. Teaching is not about completing the task; it is about learning the stuff. Formative assessment ensures that students are learning the stuff.  There’s nothing worse that working hard on something only to find it wasn’t right after all.  Because we give feedback during the learning, our students don’t end up in a situation where they didn’t even know they weren’t doing it right.
  • Scaffolding learning through models, exemplars, anchor charts and checklists allows students to know the expectations before they start. Learning is not a mystery. Systematic use of guided learning with the whole class and in small groups ensures that students move in the right direction and know the learning goals and success criteria (it isn’t about posting them on the board).
  • A responsive special education model ensures that our most vulnerable students are tracked and supported. It is not the responsibility of one person but of all the teachers involved with the student. A collective understanding of the unique needs of some of our students allows for modifications and accommodations to happen seamlessly.   A responsive and proactive use of EAs and the CYW means that we avoid the crisis – most of the time.
  • Grading practices that are fair and about learning not judging.  If it is important enough for us to teach it then it is important enough for them to learn it.  Learning the stuff doesn’t mean that a failing or low grade is ok.  We have to allow  and insist upon retakes and do overs.  We have to give students more opportunities to learn.  We have to provide many chances to try it out before we give the grade.

When we think about a “failure is NOT an option” school environment, we have to think about how do we design our practice for student success.  It would be nice  to think that our belief in “failure is NOT an option” would be enough–maybe a poster or two.  It is easy as teachers to blame kids for being unmotivated and disinterested.   But, it is really about how we design our instructional practices so that students are motivated and successful.

 

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How do you know if your School Improvement Plan is working?

For the last three years, our grade 7-8 school has had the same School Improvement Plan.  We have worked hard to learn about differentiation, student engagement, technology, student voice and choice, small group instruction, assessment for learning and inquiry.  The question staff and school leaders should always have about school improvement plans is whether they are actually making a difference or whether it is just a piece of paper that is handed in to school superintendent in the fall.  Last week we did an activity to decide how much we really owned our School Improvement Plan.

The premise was that if the School Improvement Plan was truly making a difference, then grade and subject teams of teachers should be able to express their practice using the terms of plan.  Chart paper, sticky notes and markers were available.  Pairs of teachers were given a word bank of 11 words from the School Improvement Plan.  The challenge was to create a graphic or schema that demonstrated how the School Improvement Plan was reflected in their practice by using some or all of the words in the word bank.  They were given 30 minutes.  Initially, to be honest, there was some confusion and hesitation.  like with students, I let them be confused for a bit.  But teams quickly became involved in their discussions and creations.  As principal, it was encouraging to see that this was not an impossible task.  All the teachers could easily articulate their thinking.  For the teachers is was engaging and confirming.  They were able to see how their practices have changed over time.

Here is some of the learning that arose from this activity:

  1. It was hard.  But it was engaging work.  It was engaging because all staff have worked hard to own our school improvement plan.  It isn’t a piece of paper but what we have committed to do to create an engaging learning environment for our students (and us).
  2. The teachers  can articulate what they are doing, and why they IMG_0378are doing it, and how the pieces go together. I call the activity “connect the dots”.  It is one thing to try new things.  It is a totally different thing to know why you are trying new things and how all the stuff is connected.  When you can articulate it all, you own it.
  3. We are all doing the same thing differently. I said, “It’s interesting how they are all different.”  One of my teachers replied, “But all remarkably similar”.  The differences are about subject, content, personality and teacher ownership.  The similarities are about culture.  We have created a unified culture of learning that is pervasive across all classrooms.
  4. The teachers aren’t afraid to try new things. They reflect about what is going on in their practice, they try something they think will work better, and then they reflect again. When asked about what had made a difference over the last few years so that they were able to do this activity, many said that it was the freedom to try new ideas.  (I didn’t mention that no one had died yet.)
  5. They work in teams. As I observed the activity there was great conversation about how to represent their thinking but there was no dissention about what to write down, or team members that weren’t engaged.  The teachers obviously talk about their work a lot.
  6. Everyone is in. A colleague asked, “Were there any staff members who weren’t involved?” But the true and honest answer is no.  When you create a culture of learning then that is the culture.  Everyone belongs.  School ImprovIMG_0377ement Planning isn’t the job of a select few or those who want in.  It is the way we do school.  And that was apparent from the work.  One staff member was absent for the staff meeting but saw the posters the next day and came to ask about it.  He felt he’d missed out.  Our two newest teachers worked together and did as well as our more experienced teachers.  When they began at our school in September they were easily assimilated into the school culture.  It just happened.  As principal, I didn’t even arrange it.

We  hung them in the staff room so the conversation can continue.

If your School Improvement Plan isn’t changing how you do school in your building, then it isn’t a School ImprovemeIMG_0379nt Plan.  If your teachers can’t articulate it, then it isn’t theirs.  If they aren’t incredibly proud of how they can articulate it, then it hasn’t really made a difference to them.

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Classroom cultures that support, not just teach, social skills and well-being

While we know that we are responsible for the 3Rs and other curriculum stuff, we also know that teachers have a role to play in shaping students as they grow into healthy and competent adults.  I met with a woman this week who is interested in developing a program for schools that teaches kids about skills such as growth mindset, autonomy, resiliency, autonomy, kindness, empathy, persistence, etc.  I liked her ideas but it did make me think how do we actually go about doing those things in schools?  After all, over the years there have been a number of “programs”.  There have been posters and puppets and film clips and blackline masters.

It is important that teachers know the skills we want kids to develop, but I am not convinced that they learn them from a course or a binder of lesson plans.  Sometimes when a school adopts a particular program it is useful to have a common language, but if that is all there is, it doesn’t change much.  What does work?  I suspect that when you are able to shape the teaching in the school to support the development of the skills is when you get the greatness traction.  What types of things do we do and how might they help students to develop these important life skills?

When we have multiple opportunities for students to try things in our classrooms without being graded, without needing to get it “right” the first time, and with our trust that they will figure it out, I think that we help them to develop growth mindset, resiliency and persistence.  For example, they know in Maker Space that it is not about getting the project to be done, or to be the best, that is important, but understanding the science behind the mistakes that is important.  They know in problem solving in math that students will solve the problem in a variety of different ways.  They know that they may be asked to share their answer that is incorrect, and that is ok.  They know that we will give them immediate feedback on their writing so that they can improve it BEFORE it is graded.  When we listen to student groups and do not take the lead, or participate as an equal, or make a small suggestion and walk away, we are saying “I trust you to figure this out”.

Empathy, kindness, and autonomy (being in charge of yourself) are also developed in our classrooms.  When our students recognize that different kids get different supports it helps them to develop empathy.  When we have them read novels with strong characters or complex issues, they develop kindness and empathy.  When we allow them to make choices that are good for them in their work, they develop autonomy.  When they have opportunities to redo and retry they develop grit and persistence; they get to know themselves as learners.  When they see us treating students with kindness, respect and understanding, even when that student is struggling, they learn about kindness, respect and understanding.

I do not think that students develop all of these social and well-being skills through lessons alone.  An anchor chart on growth mindset will not ensure growth mindset if the classroom environment doesn’t support it.  A lesson on empathy won’t have any impact when students don’t see their teachers showing empathy and understanding.  But when we purposefully shape our classroom instruction and environment so that students have many, many opportunities over the year to experience the effects of these skills, and we, at times, name them and celebrate them, then I do think that students learn them.

Programs may guide us and help us to know the skills but the program alone won’t make the difference we want it to.  Students will always be learning social skills and personal skills in the context of the classroom.  We can choose which ones we want to develop by how we shape the instruction in our classroom:  a room that is about competition, compliance, completion and grades or a classroom that supports problem-solving, multiple attempts, and challenge.  A school of rigid and unbending rules or a school where staff model inclusiveness, empathy, understanding and kindness.  It may be worthwhile thinking about how we do this in a planned and purposeful way.

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What’s the hardest thing a teacher does?

I have always said that assessment is one of the hardest things a teacher does, and I still think that.  But a conversation with one of my teachers this week made me wonder if maybe something else teachers do is even harder.

Maybe the hardest thing a teacher does is self-assessment.  Their own self-assessment and self-reflection on their practice.  Maybe the hardest thing a teacher does is to be willing to look at their practice, decide it needs changing , and do the hard and messy work of changing how they teach.

I know this is a hard thing for teachers to do, because lots of times teachers don’t.  But I don’t think teachers don’t change because they are lazy or uninterested.  In fact, I almost never meet teachers who don’t truly care about their practice.  Most do.  However, change is scary.  For teachers, a change in practice is also intertwined with a fear of losing classroom control (who doesn’t have the scary teacher nightmare in August?).  Probably the way that the school system implements change doesn’t help either.  One shot workshops don’t work because when a teacher goes back and tries out the new idea, it probably doesn’t work very well at first.  But, there is no support.  The workshop is over.  Or, there is an implication, delivered by the principal or board staff, that this new idea is it, we will all do it, we will all get it right, and that’s that.  Again, there is little support, little deep understanding of the change, and, therefore,  little buy in.

Teachers change their practice when certain conditions are in place, at the school level, that give teachers the support to make changes.  Here are a few things that have worked in my schools to help create cultural changes that last:

  • “Try something new; no one will die”.  I say this often to my teachers.  They made me a sign that hangs on the wall.  We have to support teachers with new ideas by allowing them ample time to muck about and try things.  They need to know that it doesn’t matter if it doesn’t work.  They need to know that as they are trying out new ideas they will be learning, too, not just their students.  They will be reflecting and changing and assessing as they go.  Contrary to popular belief, you do not have to have it all figured out before you start.  Just start trying it and see.  You may have to change your rubric.  You may end up changing what your learning goal was.  You may not get to all your lessons.  You may change direction half way through.  That’s ok so long as you are reflecting about your new idea in light of what are students learning and able to do.  Your students won’t die and everyone will learn something.  Next time you will teach it better.
  • Teachers need to believe that teaching is the coolest thing they do.  Most teachers went into teaching believing this.  When a culture in the school is established that reinforces this “coolness” factor, there is renewed energy in the building.  The easiest way for that to happen is for everyone to think that I, the principal, thinks that, too.  I have conversations all the time with my teachers about teaching.  I talk about what they are doing; I talk about what one teacher is doing to another; I talk about things I’ve seen; I talk about ideas I’ve heard about; I talk about books I’ve read; when I go into classrooms, I talk with kids about their work or I teach.  No one in the building doubts that I think teaching is really a very cool thing to do.
  • Teachers work in teams.  We always work together–in subjects, in grades, in cross subject teams.  Teachers who teach similar things are in classrooms that are next to each other.  Budget decisions are made in teams.  The work of learning about teaching is done in teams.  But, the work is rarely about planning the same thing together.  Teachers do plan together but it is not mandated.  Learning together is mandated but how you teach your class is left up to individual teacher style and professional judgement.  Almost all my teachers teach similarly but I have never told them they have to.  What has been the same is the deep conversations and learning we have done about pedagogy, assessment, teaching practice and student work.  We never have PD by compliance.
  • You need to have and build capacity in the building, and I have to be part of that.  We are all learning to be better together.  We read books, watch video clips, work with consultants and Learning Support Teachers.  We learn from each other.  We consult.  While I have lots of expertise in curriculum, I don’t have it all.  And when I don’t, it isn’t a big deal.  In front of the teachers, I pull out a book where I think we might get some better information.  There are definitely better ways of teaching, and not so good ways of teaching.  There is a lot of research out there to point you in the right direction.  Everyone at my school, me included, knows that we are heading towards the research-based ideas.  We aren’t taking “baby steps”–we are diving in (me, too).  But, if we don’t get it right, well, no one will die and we will figure it out next time.
  • Start with little things you know will work.  When you can offer teachers little ideas that you know will work, and the freedom to try them without fear or evaluation, then it is easy.  Teachers change their practice because it works for the students in their classroom not because the principal is coming to visit or check.  For example, the prescribed posting of learning goals and success criteria in classrooms across the world has not changed practice as we might have hoped.  Why?  The posting alone doesn’t automatically change what happens with kids so it isn’t exciting or fun or cool.  A teacher can post learning goals and success criteria and students can stay the same.  What does make a difference is that the posting means that students are more confident in the learning, and that in order to post, the teacher has done the deep work of being planned and purposeful.  But the posting alone doesn’t ensure those things. But, when teachers find something that does engage their students or helps them to learn better, well, that’s exciting.  So, then teacher practice changes.

We need to recognize that changing one’s own practice is really, really hard.  Teaching is a personal profession.  Teachers want to do a good job and feel successful.  A class of 30 disengaged or unruly students can make you feel pretty unsuccessful pretty quickly.  So, without the right conditions in place, teachers are reluctant to change.  But, when teachers have ownership, the freedom to experiment, someone interested in what they are doing, and the support of colleagues and administration, then it is much easier to give it a try–no one will die.

 

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A Day in the Life of a Student at Your School

A group of teachers was talking the other day about the pros and cons of prep periods at the end of the day.  There was talk about having to be “on” for 4 periods and how exhausting that was.  There was some talk about whether it was harder to teach kids at the end of the day.  And then there was a comment, “If we feel wiped after 4 hours in a row of school, imagine how the kids feel.”  It reminded me of an article I had read where a teacher had followed two kids for two days of high school and done everything the kids had done.  The full article is here: https://goo.gl/utB7iA.

The author, a high school teacher herself, made some interesting discoveries:

  1. Sitting all day long is boring and exhausting.  The author was astounded at how tiring it was to just sit.  As teachers we forget that we stand, sit, kneel, and walk around as we teach.  Mostly the kids sit.  I know that when I go to an all-day PD session, even if I get to change workshops every hour, it can be exhausting.
  2. She found that for 90% of the day students were passively receiving information or regurgitating information: listening to the teacher or other students present, or writing a test.
  3. She felt like she was a bit of a nuisance. By the end of the day the teacher felt that she’d been nagged at all day long.  Even though she personally never got “in trouble” she felt that all day long students were being told to line up, be quiet, get to work, listen carefully and so on.  As well, she heard a fair amount of “sarcasm and snark”.  Interestingly she reflected that as a teacher she probably did the same.

It might be worth thinking about what a day in the life of a student at your school would be like.  I know as a teacher, I was usually engaged. But I was organizing my time, and I tended to love my job.  The author of the article reflected that after her experience she wished she had done things in her classroom differently.  Here are some things that might help to make the time fly at school for kids:

  • Keep teacher talking to a minimum. I usually suggest no more than 7 minutes.  It seems short but it is doable.  Plus, you will feel guilty at 15 minutes which is probably the maximum.  Also, think about student presentations, particularly in the upper grades. What about having students present to small groups?  What about a few presentations over a shorter period of time?  What about kids doing their presentation to a smaller group and video taping it through an ipad so that you can watch it later since you won’t get to them all?
  • Collaboration and working in groups.  When I go to a conference I like to hear others’ opinions.  I also find that when I talk about what I am hearing I consolidate it more readily.  Humans are social by nature.  Sometimes we spend so much time telling kids to be quiet; maybe it would be easier, and more engaging, to give them rich problems to discuss. If I had to be quiet all day long, and work on my own, I think I’d be antsy and tempted to talk (or text) to my friend.
  • Teachers can incorporate a stretch, a quick dance video, a run around the school, some jumping jacks just to get blood moving if they find that there is a pervasive sleepiness in the classroom.  Although we worry about using up “content” time, perhaps 50 minutes of good work is better than 60 minutes of so-so work.
  • Are the tasks you give the kids engaging?  Worksheets are not.  Challenges and problems are engaging.  Try doing the activities you give the kids.  Is it engaging?  Is it fun?  Did you have to really think to do it?  Did you have a real sense of accomplishment when it was done?
  • We all know that a little bit of humour goes a long way. However, I do know that in my practice, particularly by the end of the day, or when I was frustrated, or my head hurt, or my shoes pinched, I could be sarcastic and nagging. The reality is that most kids are not misbehaving yet they probably heard my response to the few.  And I was just one teacher of 5 or 6 they had in a day. Or, in the days when I taught primary, I was the only teacher they had for the day-even when I was having a bad day.

I hope, at our school, that the author would have a more positive experience walking in the shoes of our students.  But, still I wonder.  Is there more we could be doing?  Do we need to rethink the type of furniture we have in classrooms?  Do we need to build in more movement?  Are we reflecting enough on the activities we know are engaging and trying to replicate those?  I don’t believe that going to school should be the equivalent of a birthday party.  But, it should be engaging.  Maybe you should ask your students:  does time fly while you are at school?  When I am engaged, that is what happens.  Usually time flies for me at school and especially when I’m teaching.  The time should fly for both us and the kids.  We are in charge of the time.

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Ten ways to get kids talking so that you aren’t

  • SEVEN MINUTES. If you are talking to your students for more than 7 minutes then you are probably talking too long. Plus, no one is listening any more.
  • Turn and talk. Use this far more than you use question and answer with just a few students answering.
  • Identify the table group that is going to answer the question instead of one student. Someone from group 6 give me the answer…group 4 you are on deck if they need help. (I stole this from Raegan).
  • Ask the question and have table groups discuss it. Ask one student (wearing green, with the longest hair, whose birthday is closest to summer etc.) to put their hand up when the table has an answer.
  • Ask a question. Invite students who agree to stand on one side of the room and students who disagree to stand on the other. Have the groups list their arguments.
  • Ask a question. Invite students who agree to stand on one side of the room and students who disagree to stand on the other. Pair students from the agree side with the disagree side and have them discuss the issue.
  • Ask a question. Ask students to form an opinion line with completely agree at one end and completely disagree at the other end. Have students talk to the people around them about why they chose to stand where they are.  Ask some students to share.  Invite students to change where they are in the line.
  • Little whiteboards. If you are doing a review, have all students answer questions on individual whiteboards not just some students who put up their hands. Not only is everyone answering but you get a quick idea about who knows what.
  • Ask a question. Ask students who think yes to stand and students who think no to sit on their desks. Everyone has to move so everyone has to commit to an answer.
  • Don’t take up work. If the work the students have done is easy to mark, then put up the correct answers and have them mark their own. Never have them mark another student’s work.  It gets it done fast.  If you want to ensure that kids really understand why their answer is wrong, have students pair up and compare answers.  If their answers are the same, assume it is correct (chances are slim that two students would have the same wrong answer).  If their answers are different then they should chat until they agree.  If you need to know how they answered, then you have to mark it.

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John Hattie’s Visible Learning….what might it mean in the classroom?

At our last staff meeting we were looking at some of John Hattie’s work from Visible Learning. Of course some of the rankings surprised us–how could it be that class size isn’t that big a deal?  Or technology?  I have been doing some further reflection to try and capture why his meta-analysis might be important for us as teachers.  It is not that programs or ideas we do are not good for kids—he shows that almost everything works to some degree.  What is interesting is when you start to look at those things that have the greatest effect and compare them to those that have a lesser effect.  It would make sense that we would concentrate our efforts on the factors with the greatest effect size.  Here are my thoughts, in a somewhat random order as it is the end of an extra-long weekend…

  • Creating a challenging and trusting environment matters. Students do best when they know what the expectations are and when those expectations are high. And this makes sense.  We all thrive when we are doing something challenging that we believe we can be successful at.
  • Relationships matter. This makes sense, too. We are going to do our best in environments where we feel a sense of connectedness.  When you can build a sense of community and team in your classroom you create an energy for learning.
  • Knowing what and why you are doing something is important. Then getting feedback on it as you go increases learning and makes you want to learn more. This works for students and teachers.
  • When students have a good sense that they have learned something that matters. We want kids to get it, and know they have got it. That makes for confident learners.  We want to be teachers who get it, and know we’ve got it.  It makes for confident teachers.
  • Knowledgeable teachers provide opportunities for students to summarize, question, clarify and synthesize their learning in reciprocal ways—not all lecture and not all student discovery. Planned and purposeful mastery of the material. And when kids are struggling, teachers can pinpoint the problems immediately, and remediate that problem.

But these high yield strategies are hard.  None of them are just about opening the textbook or the binder of worksheets.  All of them are about teachers who intentionally determine the learning environment of the classroom.  All of them are about teachers who truly believe that the actions they take impact the learning …and when they don’t see learning happening the way they want it to, they try something new.  After all, they know that no one will die.

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Why Spring is the best time to try something new (and no one will die)

One of the nicest things about teaching is that you get a “do-over” every year.  And most us, come the spring, start identifying things we will do better or differently next year.  We have great intentions for September.  The problem is, September is actually a terrible time to try new things in your classroom.  You don’t know your students, they don’t know you, you are trying to establish routines, you need to do diagnostic assessments, IEPs are due (and you don’t know your students), long range plans are due, and the progress report is looming over your head.  Often all of our best intentions go by the wayside in the business of September because we are just trying to stay afloat.  So when is the best time to try something new?  Spring!

April, May and June are the best times to try something new in your classroom because:

  • You have classroom management for this group more or less figured out.
  • You know your students and can predict what some of the challenges of your new idea might be.
  • You students trust you and will forgive any disasters.
  • You have built relationships with them already.
  • You know them well enough that if your new idea doesn’t work and it interferes with some data collection, it isn’t a big deal. You will still be able to write the June report card.
  • You’re thinking about new ideas right now—so go for it.

What might you do differently after the March break?

  • Maybe you want to try using google classroom or an ipad app more regularly.
  • Maybe you’d like to be more intentional with your small group instruction—do you intentionally plan who you will see and the teaching point that you are going to cover with them? Do you track this and write it down?
  • Maybe you are going to structure your period in a more intentional way to allow for more number strings or some vocabulary development or a daily read aloud or some review of previously learned concepts.
  • Maybe you are going to revamp how you give specific and direct feedback to students- regular conferences, as they work in google drive, in small group instruction.
  • Maybe you are going to work on recording more observations and conversations and see how this changes your ability to write the June report card or form intentional small groups for specific skill instruction.
  • Maybe you are going to be more intentional at teaching the specific expectations on the IEP and recording your observations of how students are meeting those expectations.
  • Maybe you are going to increase the number of parent contacts you have both to get parent input on challenges but also to make good news calls.

There are always a jillion things to do.  Pick one thing that you think would make a difference to your practice and try it out this spring on the classes you already know.  You will be able to muck about with it and not have everything come crashing down.  By June, you will have ironed out the kinks and made it part of your practice and then, in September, it won’t be a new thing but just how you teach.

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