Pro tip: Make sure every student feels noticed in your live lessons. Say hello using their name when they enter. Acknowledge them by name when they post in the chat box. Say goodbye when they leave. Kids who feel noticed also feel like they belong -- and belonging matters.
I'm tired of teachers and schools being described as "a threat" to children.
Most of us sacrifice more than you will ever know to serve our communities.
We aren't your enemies. We are your allies.
To suggest otherwise is a dangerous lie at best and a disgrace at worst.
The best PD that you can provide your teachers right now is to find someone who is highly skilled at delivering virtual instruction and have them conduct a "live lesson" for your teachers. The topic is irrelevant. The key is giving teachers a chance to see good online teaching.
This is a pretty amazing resource for science teachers who believe in teaching students to understand roots and prefixes as a tool for determining meaning of new words they encounter:
Science root words
#scichat
Could someone please explain how refusing to give kids credit for making up missing assignments is supposed to motivate students?
If a kid who struggles with work completion completes your work, shouldn't that be an act of responsibility that we celebrate, rather than punish?
Note to educators: Taking points off for late work and/or not allowing kids to rework tasks right now is bad practice. Kids don't have the same supports that they do when working with you at school. To expect them to be perfect at this right now just isn't reflective of reality.
Could someone please explain how refusing to give kids credit for making up missing assignments is supposed to motivate students?
If a kid who struggles with work completion completes your work, shouldn't that be an act of responsibility that we celebrate, rather than punish?
Teachers: Just a reminder that you can't cover the same amount of content or give the same number of assignments .to students who are working on their own from home.
That's just not reasonable.
If there is one thing that I've learned in 25 years of teaching, it's that relationships are more powerful than rules when it comes to changing a kid's behavior for the better.
#trudatchat
Teachers: If you are going to breathe fire about due dates and have rigid penalties for late/missing work, you should at least hold yourself accountable for grading papers and entering marks in a timely fashion, too.
To do otherwise feels a little "do as I say, not as I do."
OK, school leaders. Here's an uncomfortable nudge for YOU: If you REALLY want highly engaged, personalized learning experiences for your students, it's YOUR job to create those same kinds of learning experiences for your teachers. Quality PD is the best way to model change.
School leaders: I'm not sure what PD you have planned for your teachers in the next few weeks, but one suggestion I'd make is to give teachers the chance to see a high quality live lesson. Teachers need exemplars of what good remote instruction looks like in action.
Quick reminder: Posting your objective on the board isn't a best practice.
Making students aware of what they are expected to learn is a best practice.
Those aren't the same thing.
#trudatchat
I'm not a superintendent or a building principal. I don't have a PhD or an MSA.
What I am is a full-time classroom teacher and what I have is 29 years of experience in figuring out how to help more students learn at higher levels.
That's what makes me credible.
If you have huge numbers of students who are not completing your assignments, maybe it's time to rethink the tasks.
The job of a professional educator isn't to present content to kids. It's to create learning experiences that are engaging and meaningful.
You know who the REAL experts are on good remote teaching? Our students. They sit in lots of remote lessons taught by lots of different people. Are you planning on asking them for feedback on what is working? You should be! Their expertise can help you to get better.
Note to principals: Every positive interaction that you have with a teacher builds social capital — and social capital matters most in a profession where “driving change” means “convincing people to walk alongside of you no matter how difficult the path may be.”
#cpchat
Pro tip for teachers who are super worried about all the late work you will have to grade if you accept missing work: Give fewer assignments and stop grading everything.
That will be a win-win for both you and your students who struggle with work completion.
I think every school should do an audit to determine exactly how many assignments students are asked to complete each quarter.
And then start conversations about how much work is reasonable to ask students to complete in order to demonstrate mastery of essentials.
I had a rough day yesterday. Didn't enjoy teaching very much.
So, today I'm writing my kids. Telling them what I admire about them.
Reminding myself one kid and one card at a time that I really am lucky to do this work every day.
Here's an uncomfortable nudge, y'all: If the kids in your classroom aren't engaged in the lessons that you are teaching, it's YOUR job to take action. One part of being a "professional educator" is constantly working to find ways to motivate kids.
Uncomfortable truth: Once you leave the classroom, you have an "expiration date," where your knowledge of the realities of what it means to be a full-time teacher fades and where your suggestions for improvement become less and less realistic.
One thing I'm not sure that middle/high school teachers recognize is just how MANY tasks their students are completing across all of their classes.
I've got a seventh grade daughter who is just over halfway through Q4 and she has had 65 graded assignments in her seven classes.
Teachers who stay in the classroom for their entire careers give a gift to their communities. They sacrifice their own salaries and professional standing within their district in order to continue to serve kids directly -- day after day -- for decades.
Grades don't motivate LEARNERS. Grades motivate STUDENTS --- kids who are chasing points out of compliance.
Kids are constantly learning things without needing grades as a motivator. It just doesn't happen in school very often.
That's our fault.
Had a client ask me about the steps I am taking to make sure students don't cheat while working remotely. My answer: (1). I'm lowering the stakes around grading because high stakes = more cheating and (2). I'm trying to create work that students might actually WANT to do!
All kids -- but especially those who struggle in school -- need to hear two things over and over again: "I care about you" and "I believe in you." When was the last time you used those exact phrases with students?
Teachers often use the phrase "we are preparing kids for the real world" to justify rigid late work policies.
Those same rigid policies put our most at-risk students in danger of even making it to the "real-world" by killing hope in the hearts and minds of struggling students.
Next year isn't going to be won by the TECH-superstars in our buildings. It's going to be won by the TEACHING superstars who (1). Understand what good instruction looks like and (2). Seek out ways to best adapt those strategies to to a remote environment.
#trudatchat
Someday, I hope to work in a school that doesn't use grades.
Grades corrupt everything about learning. Students spend time scrambling for points instead of learning important ideas.
It's exhausting for everyone.
Teacher: "What are you supposed to do when over half of the kids in your class fail your assessment? "
Me: "Time to rethink the way you are teaching that standard because whatever you are currently doing isn't working!"
#uncomfortabletruth
#atplc
I once thought that accepting late work was unfair to kids who always turned assignments in on time.
Then, I realized that those aren't the kids who were hurt the most by my grading policies. The kids who were hurt the most were my at-risk students.
That was an a-ha for me.
Your goal shouldn't be to post your objective on your board each day. Your goal should be to provide students with clarity on what they are learning, why they are learning it, and how they will know that they have achieved mastery. Those aren't the same things.
#atplc
"What researchers have found is that teachers who are engines of hope deliver three messages to kids every day: What we are doing here is important, You can do this, and We are not going to give up on you even if you give up on yourself."
@ctimbrown
#atplc
Want to motivate your teachers to change their practices? Then stop talking about NUMBERS and start talking about KIDS. Ensuring that Ernesto, Tariq and Sophie have the tools to be successful is WAY more inspiring than moving your school from 77% to 79% of students proficient.
Teachers: Forget your end of grade test results. You should be nothing but proud of the work you have done this year.
You persevered in the face of constant and unprecedented change AND you let kids know that they are cared about in a time of uncertainty.
That's a victory.
Said it before. And I'll say it again: Giving homework over a weekend - especially during the Pandemic - is evil.
Nothing you ask your students to do is more important than giving them time to play and to enjoy their families.
Nothing.
Just a nudge, y'all: The demands on classroom teachers right now are pretty durn intense. We are juggling new ways of teaching, trying to support our own families, trying to support our peers and trying to encourage and support our students. It's a lot. Be patient with us.
Kids give up on school after years of struggling. Without any evidence that they can be successful, there’s no real purpose in trying anymore. Our job as teachers is to leave EVERY kid convinced that they are capable, competent learners.
#trudatchat
I totally get that the job of a teacher is overwhelming and that we need to establish a strong work/home balance for ourselves.
Heck: I leave most of "school" behind when I head home for the day.
But I think we should offer that same courtesy to our students, too.
Simple reminder: Grades are nothing more than a reporting tool. If you want to cause learning, focus on the role that meaningful feedback is playing in your classroom.
Reminder: Teachers don't resist good ideas because we don't see their value. We resist ideas because we aren't sure we can pull them off in the time that we have for planning and preparation.
#atplc
#RTIaW
Had 92 kids show up to my 10:00 online class today. Many are craving some normalcy -- something that feels like school. I know it's not perfect -- and not equitable for every student and/or family -- but I'm going to keep offering chances like this. Many kids need them.
Had someone tell me that they thought I was a failure recently. That I had missed an opportunity "to be so much more."
What I am is a full-time classroom teacher who rolls up his sleeves, teaches kids, and changes lives every single year.
I didn't miss out on anything.
Finished my taxes this weekend. Spent $2,400 on supplies for my classroom. Things like computers and headphones and materials for science labs and books for my bookshelf. Not sure the general public realizes the lengths that teachers go to outfit their classrooms.
Here's a summer reminder: Grades are never the source of REAL motivation in learners. Sure, they work to get kids to comply. But compliance ≠ learning.
#edchat
#cpchat
Listen, I taught full-time for 29 years. I get it: Teachers are asked to do a ton. Our work is hard.
But improving our practice --- being more deliberate about what we do and how we do it --- is the most important part of the job.
We can't push that aside.
Pro tip: Once a kid becomes convinced that he/she can't ever be successful in your room behaviorally or academically, they quit trying. So celebrate successes early and often -- especially with the kids who struggle the most.
I know that uninterested students is frustrating, y'all.
I get it.
But the solution isn't more consequences or better consequences or harsher consequences.
The solution is rethinking our instruction. Let's find more relevant content and share it in a meaningful way.
Lots of schools hire instructional facilitators or coaches for specific subject areas. I wonder if that money would be better spent on hiring coaches who can support the development of collaborative teams.
Let's develop the capacity of teams to study their practice together.
I'd argue that the biggest mistake schools make when creating a system of interventions in their buildings is rushing directly to conversations about what intervention will look like.
Our first steps are to become crystal clear on what is essential for kids to learn.
#RTIaW
The first day of school is ridiculously, absurdly important for setting the tone for your entire year. Spend it on something meaningful -- building a welcoming community or acknowledging the challenge of the last few months -- not on reviewing routines and procedures!
Most important thing to read today is this article:
Turns out, 80% of parents with kids in K12 schools are satisfied or very satisfied with the education their kids are receiving.
Let's push back against the "schools are failing" narrative.
(I wish people spent as much time talking about good teaching as they do talking about the latest and the greatest tech tools. If technology doesn't support good instruction, it is a waste of your time and attention.)
In Hattie's current rankings, Teacher Estimates of Student Achievement is ranked as the strategy with the greatest potential to considerably accelerate student achievement.
Here's what that means, y'all: We have to BELIEVE in our kids.
#atplc
#RTIaW
Teachers: When students struggle with meeting deadlines and completing assignments, it's not your fault.
But it is your job to help them develop the work behaviors you want them to demonstrate.
If a skill is important for a student to master, it's important for us to teach.
I used to think that students who didn't get homework done or use their class time wisely were "lazy" or "didn't care."
Now, I know that those students need specific support and instruction in academic work behaviors.
That's an area I think teachers/schools could improve in.
Remember that quick
@Flipgrid
activity I shared with y'all last week? The private Introduction Video that I asked students to make with 3 facts about them, 2 questions for me and 1 clear pronunciation of their name?
Here's proof that it was totally worth the time.
Simple truth: Common Formative Assessment results aren't just an indicator of student mastery. They are also an indicator of the efficacy of our instructional practices.
#atplc
First day of my 27th year of teaching today. Still love working with students. This year is extra special because I get to teach the same bunch I had two years ago. Can't wait to see them again!
#salemproud
Had a victory today: A student who hasn't contributed in class or turned her camera on during the first 2.5 weeks of school did today! She wanted to show off her chihuahua during our impromptu "First Annual Virtual Academy Dog Show." It was unplanned but totally worth it.
Uncomfortable truth for school leaders: If teachers aren't joyful and inspired by the professional work spaces you have created, many of the best will leave for "something better", the rest will be either discouraged or disengaged, and the kids in your classrooms will suffer.
Reminder: Just because a student in your remote classes isn't doing your work doesn't mean that they don't care about school. There are LOTS of personal challenges that can prevent students from fully participating in remote learning. Give your kids the benefit of the doubt.
My friend
@ChrisTuttell
said something powerful the other day, y'all: She reminded me that flashy tech might HOOK students in your remote classes, but good teaching and strong relationships are what is necessary to KEEP students engaged over the long haul.
When a student completes late work and you don't accept it for credit, what messages are you sending?
Teachers like to talk about encouraging a growth mindset in students, but do our practices match our rhetoric?
#worthasking
Often, teachers have a fixed mindset about student motivation. We think that motivation is a character trait that some students have and other don't. That's flawed thinking. Motivation is a reflection of context and previous experience -- which we can directly influence.
Note to principals: Every positive interaction that you have with a teacher builds social capital — and social capital matters most in a profession where “driving change” means “convincing people to walk alongside of you no matter how difficult the path may be.”
#cpchat
The first step I take with students who have missing work is to sit down with them individually, remind them of the task, provide them with any required materials, and create time in class for them to get started.
That works 99 percent of the time.
Kids want to succeed.
Note to administrators: As you start your evaluations this year, remember that you have never done what your teachers are doing this year.
Everything is different.
Everything is harder.
And everything has a learning curve that teachers are still trying to catch up with.
Your back to school challenge: Find a tough student right now. The one missing his homework every day...or out of her seat fourteen times per period. The one who talks back or blurts or who doesn't get along with peers. And then lean in and love them too.
#doubledogdare
The "learning loss" I'm most concerned about is the information that students forget five minutes after taking their unit assessment because they didn't see any real value in what we were asking them to learn to begin with.
#takethatchat
#atplc
It ain't fancy, but the most important thing that I've done at the start of this school year is have my kids respond to this question privately in Flipgrid.
I get it: Teaching would be a LOT easier if kids were motivated.
But let's not forget that motivation is often a function of the environments that we have created.
What can we do to create learning spaces that kids want to be a part of?
That's a step we can take.
Just finished watching God Forbid - the new Hulu show on the Jerry Falwell Jr. Sex scandal.
Wish I could say that I was surprised by anything that is included, but I wasn't.
He was the first Evangelical to endorse Trump. That right there speaks volumes about who he is.
Real talk: The needs of the students in our classrooms have become so diverse that it is impossible for any one teacher to have the professional know-how to ensure that all kids learn at higher levels.
THAT's why collaborative teams and professional learning communities matter.
I'm tinkering with the idea of asking the parents of my students to fill out a "learning profile survey" on their children at the beginning of next year to gather info about their remote learning needs. Here's my first draft:
Tomorrow is a huge day for me, y'all. I'm giving my first keynote at a PLC Institute for
@SolutionTree
. I'm humbled to stand on the same stage as my professional mentors.
Keep your fingers crossed for me!
Here are my slides:
#atplc
Here's a simple truth: Grades are evil. Struggling students stop trying because they never see progress in the numbers used to define their performance and high performing students spend their entire lives worried about marks that don't meet their expectations.
I might be wrong about this, but I feel that giving homework on the weekend is a bad idea all the time -- and a REALLY bad idea during a pandemic when our kids are already stuck behind screens for 6-8 hours a day / five days a week.
If you don't fundamentally believe that all students can learn and want to succeed, teaching may not be the right career for you.
Yes, the work is hard. No, you won't always get it right.
But once you stop believing, you also stop trying -- and that ain't right.
My daughter is a middle schooler. She told me the other day that if teachers really want her to lean into their work, she needs to know why it matters to HER. That's relevance, y'all. It's the answer to "Why do we need to learn this?"
What are you doing to build relevance?
No joke: This year has been the toughest in my 28-year teaching career. It's hard to sustain the energy and momentum necessary to be an engaging teacher when you are teaching virtually. I can't wait to have kids back in my room next year, that's for sure!
Still processing what I learned about Response to Intervention for
@mikemattos65
. Been thinking a lot about what RTI "done well" looks like.
Here's what I've come up with.
#atplc
When I hear teachers say things like, "That kid has given up. He doesn't even try," I remind them that kids who have 'given up' rarely see evidence that they can be successful --- and that's on us.
We need to convince every kid that they are capable, competent learners.
If you've never taught students in remote or hybrid environments, I'm not sure that you can truly understand what it is like - or how hard it has been to figure it out on the fly.
And that goes for everyone who is beyond the classroom right now, from principals to PD providers.
Nothing is more irresponsible than arguing that giving zeros without allowing kids to make up missing work somehow "teaches kids responsibility."
That's a failed strategy -- particularly for students who struggle the most with work completion behaviors.
#trudatchat
Teaching kids "responsibility" by giving them piles of zeros for missing work is failed practice, plain and simple.
If that was an effective strategy, no kid would ever have more than one zero in their average, would they?
#justsayin