Step Away!

We've hit some big milestones this year. We made it past Christmas vacation, winter benchmarking, had some snow days, celebrated the 100th day and have almost made it to the end of the 2nd trimester. Wow! What a crazy last few months.

I am here to tell you to STOP, STEP AWAY and BREATHE! Now is a time of frustrations and panic attacks. We start to worry if our kids are learning everything they are supposed to be and how we are going to fit it all in before the end of the year.

It is important to feel those concerns. It means you are passionate about teaching, your students and your classroom. However, do not allow those feelings to make you drown. Stay above water. Do something for yourself, or even start something for someone else. Start a secret friend chain, do something nice for someone and let them know to pass it on (but keep it a secret). Who doesn't like a little surprise gift every now and then.

Keep plugging away and you will get there. Just remember to step back and breathe.

And remember, your coach is always here to offer support and guidance.

Tops Tips for Teaching

I love reading blogs. I also love reading blogs when I can instantly take something from it. Whether it is an actual product or an idea, I love how the simple things can change the way I look at the world. So after reading countless blog posts and adding my own... I give you my (personal) TOP TIPS FOR TEACHING.

1.  Set Goals (and stick to them)
       - Make a list and follow it. Avoid getting side tracked. Keep a list of things to get done today, this week and this month. I also personally like to keep a list of "wish" items, just in case I get side tracked.

2.  Prepare, Prepare and then Prepare some more. But be prepared to throw it out the window.
      - Always have a well thought out plan. Anticipate problem areas or questions. However, stay flexible. We all know working with kids or adults there is always a chance for a curveball. It does take time, but if you made a list, everything should go smoothly.

3.  Teach Everything, Assume Nothing (Thanks Mrs. Joyce)
     - Everything means everything: how to sharpen a pencil, wash your hands, organize a desk or locker, put supplies away, line up... the list can go on and on. Some of you might be thinking you don't have time or your students should already know how to do those things. Never assume! Plus this way you will make sure they know what your expectations are.

4.  OMG! Put your sweatpants and baggy sweatshirts away!
     - These are reserved for special days only! Dress neat and clean. Put some effort into your hair and makeup. I'm not implying you need to look ready for a night on the town. Be smart and not too fancy. If your students see that you care about yourself and the way you look, they will care too. If you show up looking like you just rolled out of bed or came from running errands on a Saturday morning, they are going to feel that way too. Find your happy place somewhere between super model and slob.

5.  Watch others (but never judge).
     - Watch as many other teachers or people in your position as you can. Even if they haven't been doing it as long as you or if they are brand new. Everyone has something to offer and it just might be the thing you are missing or looking for. However, DO NOT JUDGE! If you see something you would not care to do in your own classroom, keep it to yourself. Only positivity here!

6.  Get to know the important people... the custodian and cooks
     - Get to know these people like a friend. They can be the most helpful. The cooks can get you a snack if you need a pick me up, or might even give you extra food when you forgot yours at home. Make friends with the custodian, they clean your room. This does not mean you get to leave a mess. Pick up the best you can so when the unexpected happens, the custodian will have no problem reporting to your issue right away with a smile on their face.

7.  Get. Rid. Of. Stuff!
     - More on this later as I currently have no experience with this one (it is on my "wish" list of things to do).

8. Just say no... to Pinterest!
     - Yep, you heard me right. I even shuddered a little when I typed it. Pinterest has a time and place. Yes, it works wonders to give you ideas for room decorations or anchor charts, but it should not frame your teaching. Just because "it's cute" does not mean it automatically belongs in your classroom. Do your research, then look around to get ideas.

9.  Communicate
     -  Keep the lines of communication open. Especially with your students and their families. If you involve them and keep them updated, they are more likely to be a part of their child's education. Email, phone calls, newsletters or even BLOGGING are great ways to stay in touch. It doesn't have to be fancy or lengthy, just keep the lines open.

10.  Expect Mistakes
     - No one is perfect, you will make mistakes. Admit to them, be real and move on.


I have a lot more but I told myself I would stop at ten. I plan to dive into some of these and the others still on my list more deeply in the future (add it to my list). Let me know what you think or if you have tips of your own.

Jenna

Unless... the support is there

As educators, we are constantly setting goals. Goals for our students, goals for ourselves as teachers, goals for our staff and goals for our school.

When I set my personal goals this year, I was a little confused with what I was actually going to focus on. Being new to the position and not really being clear what my role actually was made it extra difficult for me to narrow it down. But after lots of thought and notes, I finally narrowed it down to work on building relationships with staff and building a positive image for the coaches in our district. My previous post came from before my meeting with our assistant superintendent. I was going in with self-reflected data and a list of my strengths and weaknesses as a coach. Not was I was expecting to bring as "data".

You should know that when I first started in the classroom, my now assistant superintendent was my principal. I learned very quickly that she is just as amazing today as she was when I first started teaching. When we sat down for my evaluation, she allowed me to share all my data (if you would call it that) and asked a few questions here and there.

Then I shared the dreadful thought that has been haunting me since I have started. I shared how I really am not sure this is the position for me. At first she was surprised and didn't agree with me at all. She thought I was blossoming to become quite a powerful coach. However, she followed it up with her support of whatever I choose to do. If I wanted to go back to the classroom, she shared she would support my decision because she thought I would be great wherever I was.

I left my meeting feeling pretty amazing. However, it really didn't sink in until a few days later. I started having teachers seek my help. They are trusting my abilities and want my coaching advice. It feels as if this weight of doubt has been lifted all because of the support that surrounds me. I have other people who support me as well, but I guess I was either waiting for the right person, or enough people to add up.

This got me thinking about the support we offer those around us. Are we supporting each other? Or are we critical of one another? If we put our differences aside and worked together to help each other become the best educator possible, would that make an impact on our students? Is it possible that if we just cared about each other in a non-threatening way we could make a bigger impact than we are right now?

Just remember words by Dr. Seuss the next time you are critical of another teacher. Think about the what a difference you would make if you were there to support them instead of judge.

Because...

"Unless someone like you cares a whole awful lot, nothing is going to get better, it's not."

Care about someone and show it. Show your never ending support for the teachers around you. Imagine how you can change the world.

Merry Christmas!

Measuring a Hidden Difference

This is my first year coaching and my first year being out of the classroom. For those of you that just started following my blog, I actually started the year in third grade and transitioned out of the classroom in early October. Then I hit the ground running, trying to get into as many classrooms as I could. however, when I came into this position, I really wasn't sure what it looked like or what it really meant to be  a Student Performance Coach. Every day I learn a little more about what my "job" should look like.

However, I miss the kids. I miss having my own classroom. I guess you could say I felt safe there. I knew that my actions directly affected 25 little minds. I had control and knew how to measure the difference I was making. Nothing was hidden. Now... I am not sure. I am struggling to find a way to measure the difference I make.

My mom is a wise woman that I talk on the phone with every morning because we both are on our way to work. I had told her that I was for sure going back to the classroom next year because of all the amazing things my district is doing. She finally said, "Don't you see you are much bigger than that?" I didn't understand what she meant at first until she explained that when I was in the classroom, I only made a difference to 25 little minds. Now that I am working with teachers, I am reaching hundreds of students. But, I told her to prove it.

I work with 4 different buildings and a wide range of teachers both classroom and specialists. How can one possibly measure the impact they make when working with such a wide variety and in many different areas? Plus if the teachers I do work with share with other teachers, how do I measure that as well?

So maybe instead of thinking about the classroom and what it would mean to go back, I should think about ways to measure my effectiveness with teachers. How do I track the difference I make for teachers? How do I measure how their instruction has changed because of something I did? How do I know that I am making a difference?

Help!

Flying Pants Planning

"Fly by the seat of my pants" This is something I found myself saying often as a teacher. Did I have lesson plans? Yep! They didn't mean a whole lot at the time though. I never looked back once I typed them. I spent WAY too many hours playing around with the format and color coding boxes to make them look pretty. And I NEVER used them from year to year. I can't even remember a time that I even snuck a glance at what I did the previous year.

But now I sit and reflect on the lessons that had the biggest impact on my kids. They were well thought out. I had mentally walked through the entire lesson and made notes about what to expect, or teaching points that I could sneak in. Did I write it all out? No. I did make random notes on various pieces of paper or on my master copy so I wouldn't forget. The one thing that was the most different though, was my level of comfort. I had a sense of ease as I taught. I didn't get flustered or have to run back to my manual. My students were also much more successful because I knew where the end was and had already thought out my plan of how to get their with ease.

So my challenge to you is to consider how much effort and time  you are putting into planning. Are you really planning, or are you doing other things that do not affect student achievement (such as color coding and changing the font)? Try and dive into the lesson and walk through it instead of just putting the page number down and only opening your book as you begin the lesson.

You might be worried it will take away from your "flying pants" problem as you teach, however, you can still fly, but you would now have more of a purpose and a direction. Plus think about how successful your students will be, you will not have to reteach as much.

So the next time you sit down to plan, actually PLAN the lesson, walk through it as if you were teaching it. Think back to your college years where you had to type op 6 page lesson plans for one lesson. Only this time, it is in your head and on cute sticky notes. Then consider the impact it had on you AND your students and decide if it was worth your time... I bet it is.

Who's fault is it?

As I sit here overwhelmed trying to reflect on everything I need to get done, I am attempting to wrap my brain around one task and complete it. Have I finished anything yet? No. Apparently this is a daunting task for myself and being MIA for the last 9 days due to training, my brain is on overload. However, notes are helpful and as I am reviewing mine, trying to make sense of it all, a statement that I wrote down stuck out to me. I often have a lot of "Ah Ha" moments during training and some relate to the training and most some do not due to a wandering mind.

Are you ready for my moment...

We need to stop blaming others for things we can't control.

(Go back, reread. Roll it around in your mind before reading on.)

Ok, so maybe you are thinking... Uh, duh! However, the more I dig into this and the more I sit and listen in to conversations, I wonder if we really embrace this message. So many times we make the statement "Well I taught it."

But if students didn't learn it, who's fault is it?

So many times we might blame it on the student: their academic level, their attention issues, their ability to sit still issues, their home situation, their parents, or even their siblings. But really, when it all comes down to it and what it means to be a teacher, isn't it our responsibility to make sure all our students learn? 

Now, I am not saying I think all kids are created equal. I am not saying there are not issues that impede a child's ability to learn. What I do know is that kids come in at all levels and to get every student to the same level is impossible, but is that what we are shooting for? Shouldn't the focus be put on growth? Helping each child grow to their own potential? Talk about a need for differentiation! But that is a whole other blog post for another day.

If I can apply this to the classroom, I think about a teacher who was frustrated about several students and their "motivation to be in school". The teacher was stuck on the fact that it was a lost cause and that they needed to just make it through the year, hoping something stuck. Until one day and an impromptu lesson about an underwater science station. Breaking out a jar and plastic tub, the teacher had ALL eyes and ears. The students were asking questions and making predictions about how water and science work. They even volunteered to give up their recess, wanting to continue the lesson.  This lesson sparked an interest in the students. It allowed the students to learn in a new way and develop their own questions and answers. I observed students sharing out with each other and making meaningful connections to many areas of education. When reflecting with the teacher afterwards, one word came to her... fun!

So as we come to a conclusion and think about Who's fault it is, reflect upon yourself to engage your learners the way you would want to be engaged. What makes learning fun for you? Bring that into your classroom and engage your students to discover just how fun learning can be. So when faced with the question of fault... it is all because of you.

The POWER of Writing

I am almost back to the world of teaching. I have finished two days of cognitive coaching, 4 days of Steve Dunn training, 2 days of POWER and am leaving soon for 2 days of the ND Coaches Academy. I can't wait to be back working with teachers.

I was asked to be a guest writer for someone and was very honored at first. Until I actually had to sit down and decide what to write. The topic had to be writing. Our district is using a program from Steve Dunn and I wanted to share some information about that. But what? I had so many thoughts rolling around in my mind, I could not slow down enough to get something out on paper. But through careful reflection and a lot of listening I finally narrowed it down.

After attending 2 days of POWER and getting to hear all the amazing things teachers are doing in their classrooms with writing, I figured it would only be appropriate to point out all those amazing things and how they match with the process of Steve Dunn Writing.

Here is what I wrote...

Be courageous and try to write in a way that scares you a little.

~ Holley Gerth

 

As I sit here and ponder that quote and determine what to write about, I am not sure I could “scare” myself by the end of this. However, I know that teaching can be a scary thing. Constantly asking yourself, “Am I doing it right?” I am pretty new to my job and I think I ask myself that every other minute. However, I came across someone who told me “You are doing what you can with the resources you have. You don’t know what you don’t know.”

 

Pretty powerful right? So with the thought of the unknown and not knowing what everyone knows, I present to you a little bit of Steve Dunn…

 

The importance of turn and talk

As we look into writing and some of the key elements, one that comes to mind is the turn and talk. This is an element that is extremely powerful and can apply to all areas of teaching. The purpose of turn and talk is so kids are able to share their answers out. You as the teacher lean in and move quickly around to listen to student responses. Keep things quick and ask kids to explain their thinking to each other. After observing Mr. Dunn on several different occasions, the length of student discussions was on average 9 seconds. 9 seconds! He also had the students turn and talk on average about every minute. That was powerful. It allowed the students to be part of the learning and kept the lesson moving.

 

Sticking to the Process

We are a system, a system that works and moves together. If something in the system decides to do something different, it affects the outcome of everyone else. Steve Dunn Writing in our district builds a foundation starting at kindergarten and continues all the way through 5^th grade (with it starting to carry over to middle school). The process students learn in kindergarten carries over to the start of first. In first grade, the process they learn carries over and builds to second. This process continues over and over again. The students do not need to learn a whole new writing system each year; they can make massive gains by just adding to the system they already know. Which again, is powerful. We had several teachers comment about kids making their own storyboards or t-charts during the NDSA. YEA!

 

The Importance of Visuals

As we work through the process of writing, whether it is the introduction of new skills or reviewing a previous learned skill, the importance of building anchor charts together as a class is in high demand. An anchor chart is just that, it ANCHORS a student’s learning. When these posters that were created with student language are posted, they are able to recall lessons that were taught because they have access to the visuals. Does that mean you need to clear half your room to fit everything? Of course not. There are many ways of having access to anchor charts. Ask around…

 

Write, Write and Write again

We are starting to hear more and more about the rigor of Common Core and what it is expecting kids to do. We have Writer’s Workshop set up to occur every day. So that means students should have writing time every day. Remember to keep your focus lessons to a minimum. If you don’t cover absolutely everything, that is acceptable. Having a hard time keeping your lessons to a certain time frame? Set a timer, or have a kid help remind you when you need to be done so they have enough impendent work time. Remember to use Tracking the Process to hold kids accountable and keep them on track in the process.

 

Share it out

Remember to have your students share their writing. It could be to a friend, a group or the whole class. This not only strengthens their writing (because they have to know what it says) but also builds communication skills.

 

Questions, comments, concerns?

No problem. Your coaches are always here to support you where you are. Want to see something modeled or know how engaged your students are? We are here for you.

 

And if this writing scared you, remember…

 

“You’re only human. You don’t have to have it together every minute of every day.”

~Anne Hathaway