If you have clear and concise goals, your priorities and actions will be predicated upon them. After that, when review measurable progress toward goals, you decide if you are a success or not. Don’t let other people decide if you are a success or not in your classroom, only you should determine that.
If you believe in your dream you once held of becoming a teacher, you will be a better one than you are now. If you can visualize something to do in your classroom to spread your belief, the whole class will benefit. Remember that you work with children who have not seen much of life or the world. They see life through your eyes many times every day. What is important is not what you think your boss sees or what your colleagues see, but what they see. The fire you ignite in their hearts, minds, and eyes is the fire that leads the civilization of tomorrow. You have the gift to work with kids, now make sure you take the time to meditate on what is best and profitable to them and for them. I know from personal experience this is an incredibly rewarding direction to take.
Teach with vision, believe in your dream.
The parent teacher conference is an excellent time for teachers to meet parents and find out how their child is doing in class. You might say it’s the great “demystifier” for the rest of the year. Teachers have questions which are answered in teaching degrees. If parents have any questions, they should be resolved in the parent conference. Along with presenting their scores, it’s a great opportunity for you to get information from parents. Information from parents is so important it should be taught in teacher degree requirements. Here are 3 invaluable questions to ask in a parent teacher conference.
- What is your child like at home? They may be shy about this one. Try to resist clarification as you want the answer to not be coached. This information is highly valuable to you as it will give you points of contact with the child as you teach her/him throughout the year.
- What book is your child reading currently? This opens the conversation to discuss reading and how valuable it is in education. Encourage them to talk with their child about what book she/he is reading and ask them questions about the polt and characters.
- Do they have any questions for you? Give parents the opportunity to ask you questions. Let your guard down and professionally answer any questions they give you.
We always talk in parent teacher conferences but we sometimes miss a golden opportunity to listen to parents. When we open up and listen to parents, we get all sorts of persuasive tools to use with the student. For example, if a parent says: “Comic books, comic books, he wants to write them one day.” I can use that for example by saying things like:
“This math concept is something you could use when designing a comic book!” And hopefully I will get “buy-in” more readily from that student . The next time you meet with a parent, try these three questions and see if you are helped by them. I think parent input is worth more than a handful of teaching degrees.
We know cops went into their job because they appreciated justice. Graphic designers enjoy seeing a project through. But what about teachers? What is the impetus (in general) that drives people to pursue a career teaching?
Being a teacher, we often get mixed reviews in our cultures. Sometimes, we are seen as “world changers” and other times not as highly. I think a lot of people think they know because everyone has had an experience with teachers. This brings up the question: What does it take to be a teacher? Let me give you a few of my observations:
Teachers are people who use their education.
Some of my friends I run across did not put their excellent education to work. Others did and went into various trades but in most cases, teachers used it to keep getting educated. All teachers have at least a Bachelor’s degree. At this point in time, most districts require an advanced degree or they won’t consider hiring you. Continue reading “What Does it Take to be a Teacher?”
In our intellectual search for the right approach to difficult students, we should remember the value of one on one attention.
Students with a short attention span often act out. We, as the ones with teaching degrees in the room, usually have to come up with plans to hold their attention and keep their behavior in line. There are so many ways to go with this, it can get overwhelming. As a teacher, I am sure you are with me here. So what do we do? Whatever it is, after our intellectual search for the right approach to difficult students, we should remember the value of one on one attention. Then, after we see the value, we should make sure and do it because it can make all the difference in the world to a child at a formative time of life.
Establish a connection. Difficult students are often disconnected at home and with peers. If you take them aside away from the class, you have the opportunity to make a special connection. It can be as simple as a checkers game to take down the affective filter and build trust or it can be as complicated as going through a questionnaire that shows concerns for why they are having the problems at issue. This is what I call “on the job” classroom management training. I have even used puppets to get them laughing. If you can establish a connection, you have all but won the war.
Work at developing trust. In class, recognize and accentuate their successes. Let the class know repeatedly it is o.k. to say a wrong answer. You are simply there to get them to “try.” Redirect as you know how to do when they are wrong but never scold them when you get a wrong answer. If students feel comfortable taking risks you are one step closer to home. Remember that developing trust usually takes time. Continue reading “One on One Attention for Difficult Students”
The step in teaching where you should talk about what students already know to make a connection.
I tell my kids they should love this part of the lesson because ?prior knowledge? means basically: ?Stuff they already know.? All I am doing here is getting them to fix on something they understand. I will use this quickly to bridge to what they have yet to learn. For example, if I am doing a lesson to 8th graders on consumer documents I can explain to them how skateboards come with a warranty.
I can get them very involved in sharing stories of ?prior knowledge? about pasts that have broken and got replaced within the terms of the warranty. Then I can bridge from that to the lesson objective which might be analyzing the various terms of a consumer document. The learning objective can be restated throughout the lesson reminding the students that each thing we are doing has a place in getting towards that learning objective. I thoroughly enjoy the elaboration from kids during ?APK? or activate prior knowledge. They have a lot of enthusiasm in telling me what they know. I think the ?dynamite? advice for this step would be to pick an APK subject that they know and enjoy. Getting kids comfortable at the beginning of the lesson through prior knowledge is a dynamite tool. Here are some sample lessons.
A memorable post written Aug 17, 2008. I bring it back once in a while because the W.I.N. philosophy is so valuable to me. I like to share it.
Well, I start back teaching tomorrow. It’s been an incredible summer with a trip to Vegas, to Magic Mountain, and several other small awesome places that my wife and I adore. My kids were out by the pool all summer which was really gratifying to watch. It makes all the hard work really worth it when you see your kids lost in the fun of it.
I’m going back to work (well, I did teach summer school for 6 weeks so it’s not like I was 100% off) tomorrow with a mantra and the W.I.N. philosophy. It stands for “What’s Important Now.” In teaching one is constantly bombarded with new demands and deadlines and sometimes it gets downright overwhelming. By focusing on the “WIN,” you are more effective over the course of a year. This could apply to anyone anywhere but it really helps me as a teacher. I use it in my blogging work as well.
There are 30 some odd kids in your class as a teacher. It is so easy to gravitate and focus on the needs of your favorites. They are as such because they fit in to your paradigm. Disclaimer: No teacher should have “favorites” but I am using the term to simply make a point we always need to keep an open mind to all our students. For the purposes of this article, by “favorite” I simply mean ones that are easier to understand and reach. That is m goal with every student. Thank you for understanding my disclaimer. Favorites are natural to your style of teaching and personality. You “get” them and so they often are easier to reach and teach. These are not the students that challenge you to be great. I challenge you to pay more attention to the difficult ones, those who are more difficult to understand. When you reach them, it’s a huge win for you and they.
We shun things we aren’t familiar with. A kid may seem annoying on purpose when her/him is only operating under their home paradigm. Not only can you offer them academic help but they can teach you more about how students perceive and survive in the world. Ring any bells? Please comment.
It is one of my top values for my blog here to host comments. I promise to give you my posts until my dying day but I covet YOUR comments more. Teachers, parents, administrators, edubloggers, and anyone interested. PLEASE leave me a comment. I promise to reply.
Kids remember things when they have relevance to their lives. Using creativity to come up with what multiplication facts are important will raise test scores.
The next step of EDI is importance. Before I learned EDI I always tried to infuse this into my lessons. Unfortunately, I didn’t always get to it. EDI makes it mandatory and I know why: it is very effective.
Kids remember things when they have relevance to their lives. Using creativity to come up with what multiplication facts are important will raise test scores. It should be part of every dynamite lesson you do. Think about your own motivation to do work: if it wasn’t relevant to money, sense of happiness, etc. would you still do it? I wouldn’t. Give your kids the reason(s) your learning objective is important. You will be astounded at the results. Here are some sample lessons using the step of importance.
Here’s another topic for my teacher journal and I hope to get some external input in the comments on it. In every class there should be some sort of rewards system. Kids are small adults and adults work for rewards, why shouldn’t they? In teaching, I have found the PC and mainstream way most teachers take is the way of monetary rewards. Kids follow the rules and get junk the teacher buys with her/his own money or other sources. There is a problem I see with this monetized rewards system. If kids do right to get a tangible physical reward, they will only do right when they can get a reward. This is a poor way to prepare kids for life because many times in life we are not rewarded monetarily for doing the right thing.
I prefer non monetary rewards. When I was a Pizza Hut manager, the trainers told us that people will do more for a compliment than they will for a slight raise. People want to be seen. Again, students are small people so why wouldn’t they behave the same way grownups do? Throughout the day, I make sure I am giving high fives and compliments when they are warranted. I don’t go out and buy a bunch of monetary “prizes” for my students. Once in a while I will buy my kids stuff but I keep this few and far between because I know training them to crave non-monetary rewards is a more suitable training for the world we all live and work in.
It’s possible I’m a little bitter because in 1997 something happened in my classroom that really changed me. I bought a small mechanized Harley Davidson motorcycle toy to give away at the end of the month. (I also regularly bought monetary rewards for my class at that time). The $40 toy was stolen off my desk and I never retrieved it. The kids never revealed who and how it was taken. I decided pretty soon after that event that it was not the best idea to have monetary rewards in the classroom. That’s my view, what do you think?