Education is all about communication and relationships. If you can’t relate to people and communicate in a way that is productive, positive and professional then this is vocation is not for you.

Since the start of my career in the fall of 2006, I realized that I could reach kids faster if I started connecting with my students as people. They worked harder, opened up about insecurities and trusted my intentions when I changed my approach to instruction. Instead of putting on an entertaining dog and pony show daily, I started integrating student interests into classroom activities and personalizing the learning experience with student names and personal goals. It moved from all about “me” to all about “we.”

I couldn’t have made these changes if I didn’t know my kids. They gave me everything they had inside themselves to achieve their potential because I made them feel important and part of the classroom community. Similar to dedicating the first chunk of the year to rolling out procedures and repeatedly practicing, we as educators need to make building relationships the #1 goal in our daily work with kids no matter the pressure we face with standards, pacing, budgets, etc.

A colleague of mine once said, “Maslow comes before Bloom,” meaning our innate needs that Maslow outlined must be met first in order to begin the learning process through Bloom’s taxonomy. Learning becomes a low priority over survival. Ensuring kids come to school with food in their stomachs, appropriate clothes to wear, and are hydrated sufficiently is step one. Only then can we begin our work in our learner’s hearts.

It’s important that we then set up a classroom that is warm and inviting from the décor we choose to even our own attitude. Routines and procedures produce consistency that students thrive on. Once our environment is created, our relationship begins to develop and instruction soon follows.

Content is important, but its not the most important. All kids need a caring adult in their life, regardless if they seek you out themselves or are shy, withdrawn, or oppositional. You can create a structured classroom and apply consequences in a respectful way that in turn allows students to grow closer to you because you took time to get to the root of the problem, hear them out and allow them to be part of the solution. Empowering students through voice and respect is essential for students’ personal and academic growth. Trust grows in fertile soil so start tilling the land!

How? See my suggested strategies below:

Top 10 Strategies to Build Relationships that Count with your Students

10.Greet students at the door– Start a student’s day off with a warm, positive interaction so that they are more excited and motivated to learn. Acknowledging their attendance is the ultimate sign of respect.

9. Maintain eye contact and presence when conversing with students– A child feels the most important when they have your undivided attention. That means when they talk to you, no matter how miniscule or unrelated their thought may be, stop what you are doing and give your full attention- with your eyes and mind.

 8. Ask questions– Being curious about someone else draws them in to know more about you and build a connection. Don’t forget to find out about who your students are as people before who they are as scholars.

7. Celebrate student culture– A student’s background makes up a large part of who they are and if a teacher can tap into that background and bring it into the classroom in a natural, authentic way then the student feels valued and part of the classroom community.

6. Meet students’ families– Learning about the family structure can help answer any questions you might have about students as their instructional leader, but also students’ families are valuable team members when brainstorming solutions to academic or behavioral obstacles that crop up throughout the year.

5. Incorporate student interests into the curriculum– Building in student interests into content delivery and activity exploration increases motivation and helps a student feel successful due to their connection to the topic at hand.

4. Involve students in decision-making– When a student feels a part of something greater than themselves, they see value in it and feel supported in it. When rules, norms, and expectations are created together with students, they are more invested and willing to not only follow protocol but be part of the positive change in the classroom.

3. Support the whole child– Although students are in the classroom primarily for academic reasons, a child is also developing as a person at the same time. It’s important to be sensitive to their social emotional well being as it can hinder or help their academic development. Reach out to your school counselor if needed.

2. Empower students with responsibility and accountability-Start passing the ownership onto students by creating opportunities that increase in responsibility, thus increasing their own accountability. Be careful not to give too much too early and always provide the necessary support so students can be successful. The more leadership they take on in their journey as a learner, the better off they will be in the long run.

If you are short on time or overwhelmed by this list of suggestions and can only manage to do one thing, then this strategy is the most important:

1. Take your teacher hat off– You are a person teaching little people first and foremost. They will not listen or work hard for someone they do not respect, feel connected to or loved by. Don’t be afraid to show your human side. Students might just teach you a thing or two if you let them.

How do you build relationships with your students?

The post Relationships Come First appeared first on Always A Lesson.

Graphics courtesy of Melonheadz

[spp-tweet tweet=”You can’t get to where you are going, if you don’t know where you want to go.”]

And if you don’t know where you want to go, how do you know where to start?

At the ripe age of 9, my fourth grade teacher’s talent made me realize learning can be fun even if the content is hard to understand. She made me love trying and more so instilled in me the possibility of opening myself up for help so that I can become successful. I admitted when I was struggling, first to myself and then to those who could help me. Through that year, she unlocked my potential and changed the trajectory of my life from that point forward.

I didn’t have to be born with all the tools already in my belt, but I did have to know how to hunt them down. So I became a hunter of knowledge and skill.

Also in my corner was my family. They poured into me, always asking me what I was interested in and how they could help me make it happen. Their investment, interest and modeling of setting and achieving goals made me realize that I could be a life-changing teacher just like the one I had in fourth grade. I could unlock student potential and by doing so positively affect the future for us all.

Step One: The dream was born

Now that I knew where I wanted to go, I needed to focus on how to get there. I was no instructional professional in elementary school nor did I have the hindsight to create a backwards plan, but I did know I had to take a step. Since I wanted to become a teacher, I had to start teaching.

Step Two: The journey towards my destination began

I slipped into my mother’s high heels, grabbed a stack of blank lined paper, lined up my stuffed animals and began to “teach.” On occasion, my parents stepped in as real students- my dad causing a raucous and copying off my mom’s paper all to “help you learn how to handle misbehaving students.”

I read every teacher book and watched every teacher movie. When it was time to apply to college, there was no question I was going to become a remarkable, life-changing teacher.

After over a decade in education, I look back and realize a dream plus actionable steps equaled goal accomplishment.

Step Three: Cross the finish line

Do I just stop here? I realized when at the top celebrating my goal achievement, I must get right back to the bottom and start all over with a new goal. It’s a cyclical growth process of life-long learning, being in the driver’s seat regulating speed, direction, and desire.

As I started developing new goals, I took a moment to reflect and look around.

Without knowing it, I had a crew behind me- every one of my students watched me goal set over the years and without fail started to do the same for their own journey. Modeling is powerful motivation. I shared my personal and professional goals with colleagues, parents and students. They were all rooting me on just as I was doing for them.

We began our day talking about the objectives we would slay and celebrated advancements to new learning levels. Students knew in their heads their job was to come to school to learn but they knew in their hearts their job was to dream big dreams and run like the wind to snag them.

Student empowerment put them in the driver’s seat, tracking their own data in subject area folders, setting and resetting goals with stickers and post-it notes, one-on-one conferencing with me to discuss plans of action and support needed, and of course demonstrating their newly learned skills to peers.

Although each student had their own goals, we were there to support each other. It takes a team of people to guide and support you on your journey, and its your job to return the favor to others on their own.

Goal setting is how we do learning and life. John’s airplane sat in plain sight working out math problems, keeping his eye on the prize. Without conceptual numeral knowledge, he couldn’t reach that dream of becoming an aerospace engineer. Cassie no longer played with her seatmate’s hair during science class; she leaned in learning about combinations of substances so she could properly color her future client’s hair.

“What you do now determines what you do in the future. Stay focused and give it all you got,” I would chant.

How can you climb the mountain of success with us?

• Take action daily.
• Look ahead, look behind and adjust.
• Keep going.

Our future is only as bright as we allow it to be. Go light up the world!

How do you set goals with your students?

The post Helping Students Set Goals appeared first on Always A Lesson.

Have you heard of ASCD? [“ASCD is a membership organization that develops programs, products, and services essential to the way educators learn, teach, and lead.”] I receive their magazine “Educational Leadership” monthly. At the end of the magazine, there is a section called, “Tell Me About A Time…” where readers (just like us!) can write in on specific topics. So, of course, I did!

The topic was: Communications Skills for Leaders

From teachers to principals, formal and informal leaders must communicate well to forge a strong school climate and enhance learning. This issue will examine how school leaders can keep communication transparent and supportive. How can teachers, coaches, resource specialists, and other professionals communicate with one another constructively? How can leaders build strong connections with students, families, and business partners; use social media effectively; talk with teachers in ways that promote their professional growth; hold the inevitable tough conversations; communicate clearly in school crises; and shape their school’s image?

Here are my thoughts:

Communication is at the heart of every success or failure; its all dependent on the amount of successful discussion that takes place.

There is a lot of stress in the educational world these days- new standards, changes in leadership, inconsistent teacher evaluations, increased workload, and varied parental support in classrooms and schools. Teachers are doing all that they can to keep their head above water for their own health and sanity.

I have had the pleasure of learning under the tutelage of great leaders and some less successful ones. The great thing is that each person I came into contact with helped me define myself as a leader. I gathered first-hand experience with what did and didn’t work from those that lead me. Although I had leaders of varying races, ages, and experience levels, their success as a leader always came down to how well they communicated to those they worked for and with. It seems simple to be successful-just communicate. However, communication is a can of worms when you try to open it. One must be intentional, honest, and willing to really “hear” the other person when communicating. What one realizes is that communication really isn’t that easy after all.

The topic posed for discussion in this ASCD publication raises numerous important questions that have to be answered in order for school systems nationwide to start making some real upward progress.

Primary, the question “how can teachers, coaches, resource specialists, and other professionals communicate with one another constructively” reminds me how we are all in this together. It doesn’t say how can teachers communicate with (insert staff title), rather it says how can they communicate with one another. No one job is more important than the other. They all have a part to play in order to ensure the process is successful. And in this case, the process is educating our future. I believe that teachers play an integral role in the education of children, but they cannot do it alone. Coaches motivate and inspire students to be just as successful in the classroom as they are in the game. Resource specialists help teachers gain information to solve problems and provide accurate accommodations and materials to the necessary students while honoring the interests and unique circumstances of each student. There are also numerous other professionals that come into contact with students. Each one holds one more piece to the puzzle. If a child’s leaders band together and provide their services to their utmost ability, the child thrives. The opposite is also true- if the child’s leaders do not band together then the student suffers. We cannot afford to lose an opportunity to make a difference.I have always believed that you do not need to know all the answers, you just have to know how to get them. This is how the relationship between parties works. Do what you do and do it well. Then reach out to someone else that will help continue to the process to the level at which you started it to ensure the child receives a well-rounded supportive experience.

The next question deals with leaders themselves. This is where the communication breakdown can go awry due to all of the moving parts. I’ll address each one individually, even though they all must work together to bring success to those around them.

• How can leaders build strong connections with students, families, and business partners?

Leaders need to build partnerships with students. They need to invest in them as learners and people. That means, getting on the ground level and talking from one person to another; knowing someone’s name goes a long way.

Leaders need to build partnerships with families. They need to bring them into the conversation and allow them to be part of the decision-making body. Knowing a family’s name also goes a long way.

Leaders need to build partnerships with local businesses. Education is a costly endeavor, especially if you want to do it right. Schools need to be equipped with the proper tools, materials and technology. Oftentimes, schools cannot burden these costs. By partnering with local businesses, the school can benefit by receiving donations while also providing community service back to that businesses. It’s a two-way relationship built on communication and service. One must give to also receive.

• How can leaders use social media effectively?

Social media has developed a negative connotation due to its misuse in a variety of situations. However, when used correctly it can be a powerful tool. First and foremost, anything that goes out on the internet that represents a leader needs to be approved by the leader. Also, any information regarding a specific child must have parental consent. Once these two protocols are met, social media is a great place to showcase the achievements and growth of a company, in this case a school. Parents love seeing their kid’s learning in action. They are proud when their child is chosen for a school social media post. The community can follow the school and see how their donations have positively affected the students in the school. Other businesses in the community might also want to provide donations when they hear all about the wonderful things going on at the school. Thank you social media! What a great outlet to continue positive communication.

• How can leaders talk with teachers in ways that promote their professional growth?

This is my favorite question. So many times teachers and administrators clash because of a lack of communication. A) The leader did not make their expectations known. B) The leader did not let the teacher know where they measured up, if at all. C) The leader did not provide opportunities to grow and develop in order to meet the expectations. D) The teacher did not adhere to the expectations. E) The teacher did not take advantage of opportunities to learn and grow. Most of these situations lay in the hands of the leader. Even in scenarios D and E, the leader has the responsibility to follow up and follow through. If no child is to be left behind, no employee should be left behind either. A personal one-on-one conversation that is respectful of both parties is essential in getting on the same page and moving forward towards success. The leader cannot discount a teacher’s efforts or attempts. They also cannot berate the teacher for not measuring up. They can, however, share the facts and then help create a plan to make up for the deficit. With that being said, the teacher cannot berate the leader for not helping earlier. They cannot also point the finger and place responsibility onto the leader. This relationship is only productive when both parties meet half way and do their part to ensure the success of the whole movement (ie. the school).

So many times, I have seen an opportunity for a conversation that never happened. The leader made excuses for why they could not meet. The teacher made up excuses for why they could not perform. The issue got worse and the two people who could do anything about it, jumped ship. Communication is what will make or break relationships and initiatives this case, the students suffer because of this breakdown that could all have been avoided with one simple and respectful conversation where both parties do their part to contribute to making the problem improve.

• How can leaders hold the inevitable tough conversations?

I mentioned above about one-on-one respectful conversations where the leader shares the facts and then helps develop a path towards productivity. However, I think there are also a lot of steps a leader can take to be proactive before even having to sit down for a tough conversation. For example, sharing expectations up front when coming on board as a leader ensures everyone is on the same page from the beginning. Expectation reminders at weekly staff meetings or monthly bulletins help keep those items in the forefront of other’s minds. Stepping into classrooms and leaving feedback can ensure a minor problem remains minor. Assigning teacher coaches to staff that are in need allow for onsite professional development in the moment where its needed most. These are just some of the ways that leaders can ensure they act before they need to act.

• How can leaders communicate clearly in school crises?

There have been a lot of school crises lately in the news. These circumstances create a lot of pain for those involved. It’s important that those immediately affected are educated about what is going on, but also protected from having their identity shared. This means communicating facts about what occurred and its effects without defacing a family or school body. Those in the school deserve to hear the news first before hearing it from strangers on TV. A leader needs to be cool, calm and collected in order to problem solve during a crisis.

• How can leaders and shape their school’s image?

I think positive social media presence will definitely help get a school name out there as well as what specifically they do that is great. Partnerships with local businesses can help spread the word for what the school has received, how they utilized the donations, and what they provided in return. The one thing that can be very damaging or rewarding is parental support. A neighborhood school can be lifted in praise by the students and their families for a child’s success or degraded for unfair decisions, lack of communication, poor teaching, and a slew of other reasons. If a leader is making solid decisions about what is best for their students, shares progress updates with families and businesses, are seen in the trenches to help their school be its best, then the school image will certainly follow. It is a delicate process.

 What communication skills, in your opinion, are the most important for leaders to possess?

The post Communication Skills for Leaders appeared first on Always A Lesson.

Have you heard of ASCD? [“ASCD is a membership organization that develops programs, products, and services essential to the way educators learn, teach, and lead.”] I receive their magazine “Educational Leadership” monthly. At the end of the magazine, there is a section called, “Tell Me About A Time…” where readers (just like us!) can write in on specific topics. So, of course, I did!

The topic was: Making a Difference

Ask educators why they went into teaching, and the majority will respond that they wanted to make a difference in the lives of young people. That initial idealism, however, is often challenged by the realities of heavy workloads, classroom discipline problems, and bureaucratic demands. For this issue, we welcome stories from (and about) individual educators and teams of educators striving to make a measurable difference—for example, by building meaningful relationships or designing innovative programs that helped students overcome challenges, raising academic achievement, supporting students’ emotional and physical health and safety, building partnerships with parents, advocating for education reform, or empowering their students to make a difference.

Here’s my thoughts:

I agree that I went into teaching because I wanted to make a difference. I would argue, however, that I not only wanted to make a difference in the lives of young people, but also in the lives of adults. I share my personal story (multiple times and then some) on my blog, but I think I should update it to include my new found passion: coaching teachers- making an impact on adult educators. If we only make an impact on the young, we miss so many people along the way that could gain effectiveness and thus have a bigger impact on those that they come into contact with.

I also agree that the reality of teaching is in conflict with my original ideal of what life on the job would be like. I thought I would spend all my time teaching and changing lives, but really I spend 90% on behind-the-scenes tasks and 10% teaching. I never realized how much work happens before a teacher even steps in front of their students. At times, I felt like a secretary spending all of my time responding to parent emails, writing newsletters, and taking attendance. At other times, I felt like I was a professional meeting attendee, where I literally sat for hours taking in the latest professional development knowledge mandated from my school and district. Lately, though, I felt more like a facilitator who helped students learn by never teaching. (Strange concept, I know!) I magically imparted knowledge by placing students in centers, checking in on them 1:1 and then pulling a small group for no longer than 20 minutes to share “a little something.” Teaching was beginning to not look so magical after all; mainly because I was rarely even teaching. Then when new evaluation systems rolled out, every teacher was dropped to the bottom of the barrel and had to “prove” their way to the top. Being a teacher is exhausting, from administrative tasks to proving your worth and to.. oh yea… teaching! With all of that said, teaching is very rewarding and that 10% in front of students makes up for the 90% of behind-the-scenes dread.

The good news is that this stress is what weeds out educators; only the strong remain.(See more here.) Those strong educators forge on and continue to make not only an impact in their very own classrooms, but in their school buildings and districts too. I have posted about a few things I have done to raise student achievement, build partnerships with parents, and advocate for educational reform:

Raising Academic Achievement– See my posts on exit tickets, technology integration, student-led writing conferences, student dialogue on personal perspectives and opinions, student-led book club, brain breaks, and giving up my control in the classroom to students .

I also had to pleasure of learning from an expert in the field of literacy in my district to not only help my own students achieve higher gains, but all those in classrooms whose teachers I mentored; see that post here.

Building Partnerships with Parents – See my post on parental instincts, child entitlement, children that grow up to be children, parental involvement, Remind 101 technology tool and independent children.

Advocating for Education Reform– See my posts on improving education, readicide and on how students became the smartest kids in the world.

What you can see here is a teacher who not only loves what she does, but will do what it takes to ensure her students succeed academically, including advocating for educational reform and building partnerships with parents.  A lot of what I implemented into my classroom came from ideas from others. Teaching is not a one-man show. You need to collaborate with experts and share your knowledge with those around you. I love to read and learn so books as well as professional development have allowed me to gain the knowledge I need to be successful in the classroom for the benefit of my students. I am so thankful for all the experts I met along the way to spark creativity inside me to create the situations posted about above.

Come be part of the movement- Make A Difference!

What have you done in your own classroom to raise student achievement, build partnerships with parents or advocate for educational reform?

The post Making a Difference appeared first on Always A Lesson.

As you might already know, Educational Leadership is my “go-to” magazine for the latest trends in education. I have a monthly subscription and look forward to each new issue that arrives in my mailbox.

One article that lit a fire in me, came from the November 2012 issue of EL “Teacher Evaluation: What’s Fair? What’s Effective?” (column 70, number 3). It was written by Susan Moore Johnson and Sarah E Fiarman, entitled “The Potential for Peer Review.”

The article looked at 7 different school districts and the way they implemented and utilized a peer review system. This system was for teachers who were at risk of being exited from the district based on inadequate performance in the classroom.

This concept of a peer review excited me. Right now in my school district, the weight teachers carry around is enormous due to the change to Common Core standards as well as new administrative teams including a superintendent, principals, and assistant principals. Teachers can barely keep their head above water with the new standards without dealing with the adjustment of new expectations from administrators. It is a really tough time with morale at an all-time low. Teachers are frustrated, feeling under-valued, and anything but encouraged. With that said, it is hard for teachers to be on their “A Game.” With only snapshot observations (under 10 minutes) and subjective data as the basis for a teacher’s effectiveness is absurd and unfair. Many teachers have been let go and or put on action plans for documentation purposes (if no improvement is made in the agreed upon goals, the teacher is released from their position in the classroom for that particular district). This is sad to watch, especially as it is my dearest friends and some of the most caring teachers. They are not ineffective; the data showcases one story that lacks all of the facts. [I’m fired up about this if you couldn’t tell!]

This peer review system would be ideal for my school district. I am unsure why we do not have it, but I am going to start digging deep to see what we can do about this. Let me explain why this idea is genius not only for teachers, but for students as well:

PAR (Peer Assistance and Review) are consulting teachers who leave their classroom duties from anywhere from 3 to 5 years. During this time, they help around 15-20 teachers that are at-risk. Most teachers are new, but some are experienced and are put on the radar as being potentially ineffective. These consulting teachers meet with their caseload often and after a few months report to the school district’s PAR panel. They report on the teacher’s improvements with thorough documentation of the teacher’s progress and implementation of suggestions given by the consultant teacher. It is then up to the panel to dismiss or reappoint the teacher. This is fair, accurate and supportive of teacher improvement. It is not cut-throat, biased, or skewed.

Naysayers to the PAR think it is the duty of the principal to instruct the teachers that need guidance. However, principals have a full plate and having teachers solely dedicated to helping their own kind improve has value for everyone involved. Others say that these consultant teachers are biased. I can see where that opinion comes from, but instead of saying biased, I would say they are more motivated. They know what it is like to be in the trenches. They know how much they needed and wanted their own job. They are invested and are solely dedicated to improving that teacher on a 1:1 basis. Principals and other instructional leaders do not have that kind of time available to dedicate to struggling teachers. I have seen few teachers come out of the gate with a status of “AWESOME.” Many teachers need to be groomed and turn out to be the best investment a school can make. I would rather work with an “ineffective” teacher that is inspired and gives 100% any day. Effort and desire rate high in my book. I can work with that

Regardless of front loading the support to a new teacher or rejuvenating a teacher who happens to have the seven-year itch, the investment pays off in the long run. These teachers will pass on their findings and affect a larger pool of teachers at a particular school. This group will later affect a larger pool of teachers at a particular district, and so on. This domino effect is empowering to teachers to find their way while meeting high expectations. It holds all teachers accountable instead of allowing them to fail their way out. We don’t give up on students, why give up on teachers?

What are your thoughts on PAR? Do you have one in your district?

The post To Fail or Not To Fail Teachers? appeared first on Always A Lesson.

Have you heard of ASCD? [“ASCD is a membership organization that develops programs, products, and services essential to the way educators learn, teach, and lead.”] I receive their magazine “Educational Leadership” monthly. At the end of the magazine, there is a section called, “Tell Me About A Time…” where readers (just like us!) can write in on specific topics. So, of course, I did!

The topic was:

Describe the best school principal you have ever known. Tell a story about what that principal did that made him or her memorable.

Here was my entry:

My 7 year teaching career has been filled with many leaders; 8 to be exact. At first, I thought this might be a negative series of events, but it has turned out to be a blessing. With my intent on becoming a principal of an elementary school in the future, these 8 leaders have shaped the type of leader I want to become. I have learned a lot about what I do and do not want to do or be as a leader and respect each leader for various reasons. The leader that stands out the most in my mind is my current principal (no not because it’s the most recent memory!).

I have had the privilege of really getting to know my principal on a personal level. I think the way we met makes the dynamic of our relationship different than any other leader I have had in the past. I took part in the interviewing panel to hire my current principal. Because I was sitting on the opposite side hearing her sell herself as an outstanding leader, I for the first time did not have to sell myself. This shift leveled the playing field and made our relationship one of two professionals working together towards a common goal- making our school excellent by focusing on what is best for students.

As a first year principal, she has demonstrated strong leadership for numerous reasons. Within this short time of knowing her, I have already witnessed a leadership style I would be honored to duplicate. Below I have compiled the qualities I identify as the reason behind her strong leadership style.

For these reasons, I am pleased to say I work for a wonderful person and an outstanding leader. She has not only helped me become my best teaching self, but also a mature and strong leader within the school building. I can never repay her for the investment she has made in me; but, I promise to pay it forward and help other educators become their best selves so that students have the brightest of futures.

Who was your best school principal and why?

The post My Best Principal appeared first on Always A Lesson.

Have you heard of ASCD? [“ASCD is a membership organization that develops programs, products, and services essential to the way educators learn, teach, and lead.”] I receive their magazine “Educational Leadership” monthly. At the end of the magazine, there is a section called, “Tell Me About A Time…” where readers (just like us!) can write in on specific topics. So, of course, I did!

The topic was:

Tell about a time when using technology enriched your students’ learning. How did your teaching change? How could you tell that your students’ learning changed?

Here was my entry:

Technology has changed my approach to teaching and my students’ approach to learning. I began teaching in the fall of 2006. My classroom was considered “updated” because it had white board instead of a chalk board. I had 3 desk top computers for students to utilize. At the time, students read through a program called Accelerated Reader. Each child took a test through the A.R. program to determine their reading level. They then read books on their level and took a quiz on the computer. I created settings through the A.R. program to give students a particular goal to  achieve – students needed to maintain an average on their quizzes that was 85% or better, and read enough books to reach 100% of their goal. Other than that, no technology was utilized during the school day (unless of course a student earned and extra reward to have computer game time).

Finally in the year 2008, my classroom got another “update” when I received a Smart Board! HOLY goodness did my life change in an instant! Not only was it just cool, but it really made learning come alive. The desktop computers almost became obsolete as everything I did was through the Smart Board. Plus students preferred to learn instead of play games. (No lies here!)

A Smart Board goes hand in hand with the pace of society today. Everything occurs instantly. Students were motivated to watch learning happen as well as be part of the process. No longer was I standing in front of the room giving students information. Students were now the ones in charge of their learning. Now I stand back and facilitate the learning process. Students learn by doing and alter their approach as they receive instant feedback during a task. This is more powerful than any teaching technique I could provide.

In watching student interest levels soar by allowing them to discover first before providing insight on a topic, I began teaching all subjects this way. I introduce the topic briefly, allow students to investigate on their own, discuss as a class their misconceptions and conclusions, and then I deliver the “goods.” Students are then invested in the factual information I am providing because they have background knowledge to make sense of the new information.

Technology is meeting students where they are and helping them achieve greater. It has also allowed me to strengthen my approach to how students learn and best address their needs because I was humble enough to realize I did not have to lead the process to be a good teacher. I am excited to see what new devices come out on the academic market next. If I am already looking back 5 years and seeing progress, I can only imagine what the next 5 will look like!

How has technology enriched your students learning?

The post Enriching Learning appeared first on Always A Lesson.

Have you heard of ASCD? [“ASCD is a membership organization that develops programs, products, and services essential to the way educators learn, teach, and lead.”] I receive their magazine “Educational Leadership” monthly. At the end of the magazine, there is a section called, “Tell Me About A Time…” where readers (just like us!) can write in on specific topics. So, of course, I did!

The topic was:

Tell about an evaluation experience that was frustrating or harmful to you. Why? How could this evaluation have been more useful?

Here was my entry:

A teacher evaluation is meant to be helpful for the teacher and the principal. The teacher receives feedback to better their instructional practices and the principal is able to select professional development based on teacher need, provide guidance and feedback, as well as keep good teachers while letting go of struggling ones.

As a beginning teacher, you are often evaluated. However, as you earn tenure, your principal pops in every now and again and the opportunity for feedback is far and few between. Regardless of level of experience, you can always seek out advice from your administration and academic facilitators to observe a lesson off the record.

In my career, principals have evaluated me in many ways, using a multitude of rubrics or tools. The most helpful were the ones that were specific and detailed. I realize this is time consuming, especially if a principal must evaluate numerous teachers at once.

The least helpful and often frustrating evaluation is one that is conducted without feedback, and is non-negotiable. Having a conversation with a teacher prior to or after an evaluation helps set the tone for success and progress towards school goals. A teacher and principal who are not on the same page and do not know how to communicate expectations are bound to be a bad pair. A principal needs to provide clear guidelines to all staff members so the expectations are clear. Once the evaluation is done, a conversation needs to occur to explain the process and findings.  This allows the principal to provide specific feedback and provide suggestions for improvement. The teacher can then ask follow-up questions or offer comments to support their educational decisions in the classroom.

This respectful interaction ensures success of the students because the leaders of the school are on the same page and support one another to be their best self. I hope principals can take the time necessary to groom their teachers to become their best self, even if that means realizing a particular school is not a good fit. Have real, honest conversations and provide detailed feedback. It’s a Win-Win really.

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Have you heard of ASCD? [“ASCD is a membership organization that develops programs, products, and services essential to the way educators learn, teach, and lead.”] I receive their magazine “Educational Leadership” monthly. At the end of the magazine, there is a section called, “Tell Me About A Time…” where readers (just like us!) can write in on specific topics. So, of course, I did!

The topic was:

Tell about a time when your feedback to a student had a strong effect (positive or negative). 

Here was my entry:

Providing feedback helps a child remain on the path of success. Encouraging words allow the student to know that the decisions they have made were effective. Constructive criticism teaches the child a lesson about self improvement so that success can be attained the next time. Choose your words wisely so that your intention is of benefit to the child in every way.

A student turned in their ongoing monthly “Current Event” project that was not their best work. It was important that I set the tone so instead of grading a paper that was not their best work, I wrote: “You can do better than this. I know you can! Resubmit.” I explained to the student that I knew this was a rushed assignment with little thought or effort. They then replied that they ran out of time (even though they had all month long). I asked them, “Why are you allowing yourself to accept a failing grade for this? Do you not think you can do better?” The child knew this was the easy way out and I was not going to let it happen. The next day, that same child turned in a project that was not only their best, but one of the best projects I had seen all year. Push your students to always do their best, and not allow themselves to take the easy road.

My feedback and belief in the child’s abilities allowed them to showcase their best work for each and every assignment from that day on. This child will be successful; I made sure of it!

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