One of the largest questions schools are facing this year is how to try to improve student behavior. We all understand that one side effect of the pandemic was students were deprived of learning key social skills that can help regulate their behavior.
The National Center for Education Statistics reports that 84% of schools agree that student behavioral development has been negatively impacted and that has led to everything from student misconduct to acts of disrespect toward teachers and staff to prohibited use of electronic devices.
In reaction, many schools have used their COVID relief federal funding to start or bolster existing social-emotional learning programs. In fact, 88 of the top 100 districts in the U.S. reported spending funds on SEL – that meant more districts expanded SEL than sought additional technology, teacher training, or extended learning opportunities.
And that’s not a surprise. Many studies show that addressing and building students’ social-emotional skills can result in better academic performance, fewer disruptive behaviors, and less emotional distress.
As a quick aside, if your district is still searching for a solution, I have a detailed column that explains how to best vet a new program, considering your district’s available funds, current climate, and hoped-for outcome.
But if like so many districts, you have already purchased a program and are in the early stages of implementation, I have some advice that seeks to flatten your learning curve, enhance buy-in from staff, and start producing results quicker.
The first key lesson is that even if you have chosen the right program, simply buying something and beginning to train staff isn’t enough to guarantee success. Just as we know that students do better when they understand the relevance of the work they are completing, your staff is more likely to find success if they believe in the option you’ve chosen.
One way to accomplish this is by sharing with them the process you went through to choose your solution. You likely not only gauged your product’s effectiveness in schools in general but also studied exactly how it worked in schools that mirror your district. Let your teachers know what research went into it, and freely share any examples you have from other implementations, from successes to roadblocks.
If you completed a trial with a small group, let staff know. Allowing teachers and others to talk with multiple people about implementation will help tamp down fear of the unknown.
You should also set clear expectations for your program, even if it’s already been rolled out district-wide. Explaining that usage can deepen in coming years will offer a roadmap to staff, and help teachers see the end goal without allowing day-to-day frustrations to hamper their efforts.
The last method to improve your staff’s buy-in is to extend your SEL program to include care for their social and emotional states. During the last several years, teachers may have been working so hard to mitigate the negative effects from the pandemic on students, they ignored their own self-care. Teacher resignations and polls that show increased unhappiness in their jobs are proof that stress, extra work, and uncertainty have taken their toll on your staff.
Remind your teachers to take care of themselves and offer them programs in yoga or controlled breathing. This can not only reduce their stress, but also prove you care about their well-being. In short, take care of your staff like you hope they take care of your students.
Above all, remind staff that all of this work takes time to master, like any new skill. While you can’t expect students to absorb SEL lessons and improve behavior immediately, if staff is consistent with their lessons, progress will begin in mere weeks. This will then reinforce the importance of your SEL program.
Al Kingsley is an author, the CEO of NetSupport, Chair of a Multi-Academy Trust in the UK, Education Author and co-chair of Workstream 5 at the Foundation for Educational Development, whose mandate is to develop a framework for long-term vision and sustainable planning for education in England. He travels the world, speaking about and studying education. Al’s latest book isMy School Governance Handbook.@AlKingsley_Edu.
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It’s a short list, but the older I get, the longer it becomes.
Jeff Buckley’s “Last Goodbye.”
Pearl Jam’s “Release.”
James’s “Out To Get You.”
Regardless of where I am (except in the car; I’m not a lunatic) or what’s happening in my life, there are certain songs that make me close my eyes. A reaction both genuinely involuntary and intimately purposeful. A strange, dichotomous shutting off of one sense in favor of another, telling our eyes to sit this one out while our ears do the heavy lifting.
And then there’s the goosebumps. The sensation, dubbed frisson, is triggered by a dopamine flood measuring 4-5 seconds associated with seeing, hearing, or experiencing something that triggers an emotional response. Interestingly, the brain elicits the same reaction to fear.
I like to think about it as moment recognition. My conscious decision to dim everything else in an effort to brighten the experience of a deeply personal, infinitely resonant moment in my life. But in order for it to take hold, to really matter, I have to remember that moment, often at a random, unrelated or loosely connected time.
So I do.
And it works.
Now, while I don’t walk around my school, eyes shut, meditating on moment recognition, the practice itself has made its way into my leadership. Instead of song lyrics, however, it’s small moments with kids, staff, and community.
When a kindergartener found out he would be repeating this year, he said, “it’s okay. I love kindergarten, and Mr. Kulak is my best friend.”
When I responded to a Twitter question about leadership catchphrases, a teacher chimed in that I often say, “I trust you” and don’t even realize it. Now, I do.
During the promotion, a Tatem OG, whose final child was leaving, approached me sheepishly and asked for a hug. I told her to bring it in, and she cried while we hugged.
Education, unlike any other profession, is a mosaic of these experiences. Without the predictability or isolation of other fields, we have daily opportunities to create and store these brief moments of zen. And the best part? They will always include other people.
So do it. Find small moments for which you close your eyes, literally or figuratively, and store them up. There will come a time, and it might be soon, when you want to close your eyes because of frustration or fatigue, and when you do, behind your eyelids and just within reach will be these moments of frisson.
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At first glance, the release of OpenAI’s ChatGPT in the midst of the 2022 holiday season could hardly be counted among the items likely to be on a teacher’s wish list. It’s hard to imagine joy at such a release during my years of teaching middle and high school English, which consisted almost entirely of having students write, then grading student writing. If someone had suggested I introduce a tool that could answer an AP Lit open response question in a matter of seconds to my students, I would have contemplated quitting.
And yet, today I find myself both in awe at the dawn of this reality and curious about what it really means to be a teacher within it. As I pondered the questions – How will ChatGPT affect learning? How can teachers use it as a tool in their classrooms? How can teachers learn to both recognize and teach students the unique role and value of the human in an AI classroom and world? – I had the thought, maybe I should just ask the machine.
So, on an ordinary day at work for me “in the cloud,” I grabbed a cup of coffee and settled into a chat with my computer. I found myself immensely curious. Would ChatGPT have some decent answers? Where would I find its limitations? Could this conversation help teachers start to understand the power of this technology as both an empowering tool and a frustrating reality? After a thrilling chat that lasted less than 5 minutes, I have to say…I think it could. Below is our coffee talk, with ChatGPT’s unedited contributions in purple.
Me: How will ChatGPT affect learning?
ChatGPT: I’m sorry, but I am not familiar with a chatbot or language model called ChatGPT. Could you provide more context or clarify your question?
(Ha! Clearly we’re not off to a good start. I refrain from asking GPT, “Are you being ironic?”)
Me (Trying again): How will generative AI affect teaching and learning in classrooms?
ChatGPT: Generative artificial intelligence (AI) systems, such as language models like GPT-3, have the potential to revolutionize education by providing new ways for students to learn and interact with educational content.
One potential application of generative AI in education is the creation of personalized learning experiences. For example, a language model could be used to generate customized learning materials or activities based on a student’s individual needs and interests. This could help students learn at their own pace and in a way that is most engaging and effective for them.
Generative AI could also be used to create simulations or virtual environments for students to interact with, providing hands-on learning experiences that would be difficult or impossible to replicate in a physical classroom.
Another potential use of generative AI in education is the creation of interactive tutoring systems that can respond to a student’s questions and provide real-time feedback and guidance.
Overall, the use of generative AI in education has the potential to make learning more personalized, interactive, and efficient. However, it is important to carefully consider the ethical implications of using AI in education and to ensure that it is used in a way that supports and enhances, rather than replaces, traditional teaching methods.
(Really? You think we should consider the ethical implications on AI in education when all this AI is out there in the “open” for free? That’s very intelligent of you! Thank you.)
Me: What other ways can teachers use AI in lesson planning?
ChatGPT: There are many potential ways that teachers can use artificial intelligence (AI) in lesson planning and teaching. Here are a few examples:
Personalized learning: AI can be used to create customized learning materials and activities for individual students based on their needs, interests, and learning style. This can help students learn at their own pace and in a way that is most engaging and effective for them.
Grading and feedback: AI can be used to grade assignments and provide feedback to students in real-time. This can save teachers time and allow them to focus on more high-impact tasks, such as providing one-on-one feedback and support to students who need it.
Content creation: AI can be used to create educational content, such as videos, simulations, or interactive exercises. This can help teachers create engaging and interactive learning experiences for their students.
Data analysis: AI can be used to analyze data on student performance and engagement, providing insights and recommendations for teachers to use in their lesson planning.
Collaboration and communication: AI can be used to facilitate collaboration and communication between students, teachers, and parents. For example, AI-powered chatbots or virtual assistants can be used to answer common questions and provide support to students and parents.
It’s important to keep in mind that AI should be used as a tool to support and enhance traditional teaching methods, rather than replacing them.
(This is actually a solid list of ideas for teachers! We may be onto something.)
Me: What is the best use of a teacher’s time with students in a classroom with AI technology?
ChatGPT: There are many potential ways that teachers can use their time effectively with students in a classroom with artificial intelligence (AI) technology. Some potential approaches include:
Personalized instruction: Teachers can use AI technology to create personalized learning experiences for students based on their individual needs, interests, and learning styles. This can involve using AI to generate customized materials or activities, or to provide real-time feedback and support to students as they work.
Collaborative learning: Teachers can use AI technology to facilitate collaboration and communication between students, allowing them to work together on projects, share ideas, and learn from one another.
Problem-based learning: Teachers can use AI technology to create interactive, real-world problem-solving exercises for students. This can involve using simulations, virtual environments, or other interactive tools to help students apply their knowledge and skills in meaningful ways.
Project-based learning: Teachers can use AI technology to create engaging and interactive projects for students to work on, allowing them to explore their interests and learn through hands-on experiences.
One-on-one support: Teachers can use their time with students to provide individualized feedback and support to those who need it most. This can involve working with students one-on-one or in small groups to provide targeted help and guidance.
Overall, the best use of a teacher’s time with students in a classroom with AI technology will depend on the specific needs and goals of the students, as well as the teacher’s teaching style and expertise. It’s important to consider how AI can be used as a tool to support and enhance traditional teaching methods, rather than replacing them.
(Ding ding ding! We’re getting so close in number 5, time for one-on-one support.)
Me: What can humans do that AI cannot?
ChatGPT: There are many things that humans can do that artificial intelligence (AI) cannot. Some examples include:
Creativity: Humans have the ability to generate new and original ideas, whereas AI is limited to the knowledge and capabilities that have been programmed into it.
Empathy: Humans have the ability to understand and share the feelings of others, whereas AI lacks the capacity to feel emotions.
Moral reasoning: Humans have the ability to make moral and ethical judgments, whereas AI can only follow the rules and instructions it has been given.
Social interactions: Humans have the ability to form complex social relationships and engage in social interactions in a nuanced and subtle way, whereas AI is limited in its ability to understand and navigate social situations.
Physical tasks: Humans have the ability to perform a wide range of physical tasks, such as lifting, carrying, and manipulating objects, whereas AI is limited in its physical capabilities.
Overall, there are many things that humans can do that AI cannot, and it is likely that this will continue to be the case for the foreseeable future. While AI can perform some tasks more efficiently or accurately than humans, it is still limited in its ability to think, feel, and behave like a human.
(And this, my friends, is at the heart of what we’ve been talking about. We as humans need to be clear about what our unique value is within this reality. Machines work on algorithms…we need to level up our human-only skills. We need to be what we at LINC call “generative humans.”)
Me: GPT, what is a generative human?
ChatGPT: It’s not clear what you mean by a “generative human.” In the context of artificial intelligence (AI), the term “generative” typically refers to the ability of a system to generate new and original output, such as text, images, or music. For example, a generative AI system might be trained on a large dataset of text and then be able to generate new, coherent sentences or paragraphs based on that training.
If you are asking about the concept of a “generative human” in a broader sense, it’s possible that you might be referring to the idea of humans as creative or productive beings. In this context, a generative human might be someone who is able to generate new ideas, solutions, or products through their creativity and ingenuity.
I hope this helps to clarify things. If you have a specific question or context in mind, please let me know and I’ll do my best to assist you.
(Precisely! Yes, you have “clarified things,” meaning you have drawn the same connection I have been pondering. Thank you for seeing things my way GPT!)
Me: Applying that same logic, what is a generative teacher?
ChatGPT: The server experienced an error while processing your request. Sorry about that! You can retry your request, or contact us through our help center at help.openai.com if the error persists.
(Well, that’s embarrassing. Let’s resubmit…maybe you got lost in the logic.)
A generative teacher might be someone who is able to generate new and innovative ways of teaching and learning in the classroom. This might involve creating personalized learning experiences for students based on their needs, interests, and learning styles; using technology and other tools to facilitate collaboration and communication among students; or developing interactive, problem-based learning exercises that allow students to apply their knowledge and skills in meaningful ways.
In general, a generative teacher might be someone who is able to think creatively and adaptively, and who is always looking for ways to improve and innovate their teaching methods. They might be open to new ideas and technologies, and be willing to try out different approaches in order to find what works best for their students.
(And just like that, you’ve made my point. The value of the teacher in the reality of AI is human connection and creativity. It is generativity in living, breathing motion.)
About the Author
Tiffany Wycoff is the Chief Innovation Officer and Co-Founder of LINC. Connect with Tiffany on Twitter @teachontheedge.
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This week is part two of the SmallBites Black History series. It could aptly called “Beyond the Struggle”. When I think of June and Pride celebrations, there is so much joy. Yes, there is talk of Stonewall and the fight for human rights, but there is a joy that we are missing in February. I believe that comes from the focus on our civil struggle and a lack of knowledge about the many achievements of people from the African diaspora in America.
Let Your Students Do the Sleuthing
I invite everyone to take time, this month especially, to celebrate all that Black Americans have accomplished in the face of insurmountable odds. Did you know that most enslaved people were freed with no education, no restitution and no path to transition from enslavement to freedman in a hostile environment? And yet, there have been notable achievements in every sector, achievements that are not widely known. Since this month is dedicated to Black History, allow your students to research Black business owners, scientists, writers, inventors, choreographers, educators, politicians, generals, etc. Discuss who they find and allow your students to take the lead. I’m hoping that will be acceptable even in today’s climate. There is so much to celebrate and Black achievement in the US is so much deeper than Civil Rights and Soul food.
Who Wants to Join Me??
If you do find someone especially interesting to celebrate, I’d love to interview one or two Black History super sleuths this month for SmallBites. Message me at 5smallbites@bluewin.ch.
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I beat Colin Kaepernick to the knee by a cool twenty-six years.
Before the former 49ers quarterback literally took a knee during the national anthem to raise awareness about police brutality and social injustice, I had already begun the practice, albeit for a far less political purpose.
As a waiter at a local Pizza Hut, I started the unorthodox practice of taking a knee when I took orders. Regardless of who was in front of me, I just thought it was easier, and more comfortable, to take a knee and write the orders on my pad while leaning against the table. For me, it was about ergonomics because standing and writing were awkward, and because I have terrible handwriting, I needed to lean on something to ensure I would be able to understand what I wrote minutes later.
At one point, my boss called me over and asked why I took a knee. I explained, and he just looked at me and said, “But it looks weird. I’d rather you stand up.”
Now, at 19, I wasn’t about to make a stink. He was my boss, and I needed the part-time job. Still, as I look back on it, what difference did it make? I would argue my customers appreciated me meeting them on their level instead of making them look up at me like some deranged, pizza-wielding, megalomaniac.
A few years later, as I started my teaching career, I took a knee all the time. When I would stop by a student’s desk to offer feedback, redirect, or check in, I would take a knee. Now, in year twenty-four, I still find myself on bent knee, despite one of them being ravaged by arthritis and a torn meniscus, and I make sure to start on day one.
Whenever I meet our new kindergarteners during summer meet-and-greets, I always take a knee when I offer my hand to introduce myself. The action has become as involuntary as a sneeze; the reaction from kids invariably features disarmed smiles and enthusiastic high-fives.
As conversations in education continue to focus on equity and access, we need to be mindful that our students first associate equity with their access to us. Providing a model of those two complex concepts ensures kids can see and feel each Immediately.
But it’s much more powerful than that when you consider that children are forced to look up to grown ups as a matter of course, their little necks perpetually craned to get our attention. Taking a knee flips that script in such a way that balances power, something children experience rarely.
Ultimately, we are all just grown-up versions of the children who once had to look up to people all day. Some of us still do. But no one should have to.
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Read this blog long enough and you’ll realize how obsessed I am with baseball. Inevitably there will be posts devoted to baseball, anecdotes will center around baseball, and metaphors will be drawn from baseball.
Barguments often focus on which sport is the most difficult to play, the most demanding physically and mentally, the most failure heavy. As a lover of all sports, I can appreciate that an argument can be made for each of the four major sports: baseball, basketball, football, and hockey but, to me, there’s really only one answer.
Baseball.
Because of the physics (round ball, round bat), the variables (pitcher, weather), and the psychology (streaks, slumps), there is nothing more difficult than hitting a baseball consistently. A monster game at the plate can just as easily be followed by a soul-crushing slump of weeks, or months, the time in between at-bats seeming equal parts interminable and immediate as you perseverate on what went wrong.
As a 41-year-old weekend warrior, I only get a chance to play games on Sunday mornings. While my preparation for each game often dictates some midweek tee work or live batting practice, I’m still only playing once a week. Admittedly, I take baseball too seriously, but part of me doesn’t apologize for that because I don’t understand why folks would set out to do anything poorly, so I want to play as well as I can each week.
A few years ago I suffered through my worst season ever, and I’m including my high school playing days, during which I hit a paltry .179. During that summer, getting on base was such an anomaly that I could recall when I did reach base because it was only a handful of times. That ain’t good.
Deflated but undaunted, I continued to work that offseason because I was not going to return to my team the same player. At one point, I sent a video of myself taking swings off the tee to a friend of mine who is a hitting tactician. In seconds, he responded with a diagnosis and, ultimately, saved my swing.
“Dude, look at how far you’re wrapping the bat around your head. Change the bat angle to 1 o’clock before you load, and you’ll be quicker to the ball.”
Change. Your. Bat. Angle.
No amount of work on my own would have led me to that conclusion because, though I would have been working hard, I would have been working incorrectly. There was no way for me to self-diagnose my own flaw, so I had to ask for help.
Now, I “change my bat angle” all the time.
When I’m struggling with a certain colleague, I change my bat angle.
When I’m trying to convince my five-year-old that he can, in fact, put on his own socks, I change my bat angle.
When my early morning writing process stalls, I change my bat angle.
As you approach the upcoming school year, I challenge you to change your bat angle. Reflect intentionally on that which you have done the same way each year and change it.
Experiment with flexible seating and let the kids help you design the classroom’s layout
Revolutionize your “Back to School Night” by asking parents to leave their kids a video via Flipgrid
Reframe your instructional walkthroughs to focus on the kids, even a specific kid, in each room, and then write those kids a note of appreciation
Flip and hang old posters and allow kids to recreate them using their own words and images
Print, laminate, and hang Tweets or blog post excerpts about which you want your staff and students to think
Use a mobile desk so you’re in the hallways more and in your office less
Take time for yourself each day, even if it’s five minutes of nothing but sitting and breathing
Baseball is a game of failure, and in many ways, so is education. In each, the best players make adjustments all the time in order to best help their team. In each, those who refuse to make adjustments all the time don’t often have teams for long.
Change your bat angle.
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As educators, we need to make more time for self-care. In order to bring our best selves to our classrooms and our schools, we must make time for our needs each day. Over the holiday breaks, making time to do some normal things like catching up with family and friends, and sleep in late, are good ways to recharge over the summer break.
When we have these breaks, it is easy to get into a new daily routine, finding time for all of the things that we wanted to do but couldn’t fit into our schedules throughout the year. It may take a few days to adjust, but I find that in a short amount of time, I am well into my winter break routine of catching up on some work and enjoying the extra time with family. The days are still filled but on a more relaxed schedule. Many take advantage of the extra time and lack of a set schedule to engage in personal and professional development. Whether it is a time to travel with family and friends or something more professional like attending conferences or taking a class, we all find ways to fill all of that extra time. We get used to a new routine, and likely feel pretty good about our improvement and feel some balance until August arrives and educators return to their classrooms, hopefully, recharged and excited for the new school year.
This has been a challenging year and educators can quickly become burnt out trying to prepare everything and keep up with the changes. We can struggle with finding balance and making time to keep up our personal and professional growth during the school year . So how can we still do ‘all the things’ and stay balanced and find enough time for ourselves?
Here are ten ways to add in more time for you and to be more productive each day:
Connect. We are surrounded by so many people each day in the midst of thousands of interactions. But how many of those interactions are truly meaningful and give us the needed time to pause, lean in and really listen? Are we able to connect with family, friends, students, and Professional Learning Networks (PLN)? Find a way to connect every day. Make time for family first. Share a meal together, go for ice cream, take a walk, watch TV, or play a game. Family time is critical; remember to make time for your ‘school family,’ too. Whether it’s by greeting students at the door, spending time in the hallways or the teachers’ lounge, or using social media to connect through messaging, make time for those moments. Find at least one person to connect with each day. It helps to keep us grounded and gives us access to a constant support system.
Have a routine. Sometimes it comes down to just having a little bit of consistency in each day. Maybe this means setting aside a specific time to read in the morning, listen to music, respond to emails, or simply reviewing your schedule for the day. Personally, I find that having these activities during the day is one way to keep myself in balance. Knowing what my day holds or starting each day with a certain task like reading a blog keeps me accountable for taking time for myself.
Choose one. There are so many choices we have for activities that are worthwhile for our mental and physical well-being. Our days become quite full, and the worst thing we can do is overwhelm ourselves by trying to do everything. Some good advice I received from a friend is to simply choose one thing. Get outside and walk, meet up with family and friends, whether once a week or as often as your schedule allows. Try to pick one activity per day that will be good for your well being.
Disconnect. We all stay connected by a variety of devices. Technology is amazing because it enables us to communicate, collaborate and access information whenever we need to. However, it disconnects us from personal connections, takes away a lot of our time, and can decrease our productivity. It’s beneficial for us to make time to truly disconnect. Whether you leave your device at home during a vacation or simply mute notifications for a period of time during the day, it’s important to take a break. Pause to reflect, and be fully present with family and friends. Personally, I struggle in this area but have been more intentional about taking a break from technology.
Exercise and movement. Think about the students in our classrooms and the learning experiences we create for them. Do we have them stay seated in rows each day or are there opportunities to move and be active? Finding time for exercise and movement is important to our well-being. Go for a walk, have a dance party, or use an on-demand or online exercise program. Get up and moving with your students, and take learning outside whenever you can. Exercise has so many benefits that even setting aside 10 minutes a day is a great way to boost energy and mental wellness. Invite a friend or colleague to join you and hold each other accountable.
Time to rest. Just like exercise, it’s also important to get enough rest. How many times do educators stay up late grading papers or writing lesson plans, and get up extra early to prepare for the day? We can’t bring our best selves to our classroom if we are tired. Lack of sleep and quality rest will negatively impact our mental and physical health. Our students and colleagues will notice our lack of energy and possibly even mental clarity, so we need to ensure time for sleep to receive the positive benefits!
Reflection. It is important that we model lifelong learning and the development of self-awareness and metacognition for our students. This involves setting aside a period of time where we reflect on our day, the progress we made, the challenges we faced, and even epic fails that we might have experienced. Finding a way to capture these reflections whether in a blog or journal or using an audio recording to listen to later, are all great ways to track our progress. Then we can revisit our reflections and ask ourselves, “Am I a little bit better today than I was yesterday?”
Learning. Education is changing every day. There are new topics, trends, and tools that make keeping up with everything tough. There are so many ways that we can learn today that don’t take up too much time, however. While traditional professional development training and in-person sessions are useful—especially for the opportunity to connect with other people—the reality is that carving out availability to do this on a regular basis is a challenge. Instead, find something that meets your schedule. Whether it’s listening to a podcast or participating in a Twitter chat once or twice a week, watching a webinar, reading a few blog posts, or joining a group on Voxer to discuss what’s on your mind and ask questions about education. There are many ways to learn on the go!
Celebrate. Make time every day to celebrate something. Whether it’s a positive event in one of your classes, something one of your students did, recognizing a colleague, validating your own efforts or just a random celebration, focusing on the positives will impact your well-being in the long run. No matter how big or small, the steps toward success and achieving goals and even some mistakes should be embraced and even celebrated. Modeling a celebration of the learning process, especially from failures, sends a positive message and is a good model for students.
The power of no. It’s amazing how difficult it can be to say no. Educators are often asked or volunteer to assume additional responsibilities like sponsoring a club, joining a committee, chaperoning an event, or participating in other school events. There are so many things that comprise our role as educators and with our passion for teaching, it can be difficult to say no, especially when it comes to education and our students. But as hard as it is, sometimes it’s the best choice. Think about what is most important to you and the limited time that you have. I focus on why and how my participation or acceptance of whatever it is can benefit my students and the school community. Saying no is tough, but it is more than reasonable to say no sometimes. We have to do what is best for ourselves, so we can do what is best for our students.
These are just a few ways I’ve tried to maintain more balance and be more effective and productive in my work. We have to start each day with a focus on self-care, because that is how we can make sure that we are bringing our best selves into our classrooms, into our schools, and home to our families each day.
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Looking for a new book to read? Many stories from educators, two student chapters, and a student-designed cover for In Other Words.
Guest post by Lee Ann Raikes, @mastereducator @MRS.RAIKES/MES
Teaching is difficult. Studies have shown that some teachers have taken on symptoms of PTSD because they become so engrossed in each of their students’ lives. If you are human, it is bound to happen. One of the reasons I chose to pursue this profession was to inspire and empower our future generations to be bold enough to follow their passions regardless of any obstacles that stand in the way. Easier said than done when most of our students come to us with some form of past trauma that can hinder their desire to learn and grow both as an individual and a student. The students who need us the most are the ones who never miss a day of school and the students who challenge us the most. While I still struggle some days in finding a way to maneuver through the behaviors my students may present, I have found ways to make my life, as well as my students’ lives, in and out of the classroom more bearable.
I am a huge proponent of whole child education and realizing the importance of building relationships with my students. I am also a very passionate and emotional human being. I made myself physically and mentally ill because I could not find a way to help the most challenging students understand their potential. They would fight me every step of the way. The harder I tried to support them, their behaviors would escalate. After many conversations and battles, it all became so clear. These students were so afraid that I would let them down and give up on them, as so many others have. An epiphany of sorts, but that didn’t make my job at hand any more comfortable. Sadly, there were days I wanted to give up. I knew I couldn’t go on this way, so I began researching what I could do to transform learning in the classroom and improve my mental state. I am known as a very energetic, happy, and positive individual. My students feel comfortable in my classroom and know they can come to be at any time, but I knew I needed to find strategies that would better prepare me for dealing with obstacles that would impede learning and growth over the school year.
Like it or not, I, as the adult in the room, set the tone. It all begins with a mindset. If I am saying to myself I am going to have an awful day, then I will. If I hold preconceived notions about my students, that is a disservice to them. I would sabotage my day the moment I woke up by putting thoughts in my head that possibly weren’t even going to occur. Not only was this unfair to myself, but my students as well. I would engage in negative self-talk, which led to having a terrible day. I would think during my first period about a student I wouldn’t see until 4th period and how awful he was going to be. When he would enter the classroom, and he was having a great day, I already had it in my mind he was going to misbehave, so I would react negatively instead of correctly praising him for engaging appropriately. How wrong is that? Trust me, students felt any vibes I was putting out there, whether positive or negative. If I wanted to continue to grow as an educator and connect with my struggling students, I had to change.
For about two years now, I have followed the strategies of a growth mindset, the power of positive self-talk, and writing daily affirmations. I have brought these strategies into my classroom as well. My 7th graders had no idea that challenges grow the brain. They didn’t realize that the more they said they hated math, the harder it would be for them. They felt they were labeled by grades or the services they received; therefore, they wouldn’t give their best efforts. By visualizing where they wanted to go, it made the process of achieving their goals more bearable. Now, we as a community of learners catch ourselves before letting negative words or thoughts come off our lips or enter our minds. Just by teaching the students about the brain and the power of a positive attitude and mindset, I have seen substantial growth in my students academically and as humans. Yes, I prepare my students for meeting academic goals, but more importantly, I want to prepare them for life. Life is hard, but understanding positive thinking’s benefits and power can make difficulties easier to handle.
Reflecting is a powerful tool. I knew I could do better and find ways to deal with the teaching profession’s emotional aspects. Ask yourself, are you sabotaging your day? Do you hinder your relationship with your students or colleagues based on preconceived notions? Do you limit yourself based on negative thinking or a bad attitude? It matters! I challenge you to wake up each morning and start the day with positive self-talk and carry that into the world. You will find a sense of inner peace, and the negativity you encounter won’t consume you. Research has shown that people who are positive thinkers add years to their lives. We are what we say we are. Who are you choosing to be?
Assistant Superintendent of Curriculum and Instruction
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I am certain to be way late to the party, but consider me asking for a friend:
What is the point of Minecraft?
Through a first-person view, the player mines resources to craft a whole new world. That’s it.
No score.
No clock.
No competitors.
No levels to beat. No game to win. No way to throw the game controller across the room while flossing as confetti explodes all around and ESPN Jock Jams push unhealthy decibel levels, because you have just become the ultimate Minecraft champion.
Instead, you mine and you craft. You mine, and you craft. You gather resources and apply those resources with no clear victory to be achieved.
Except, if you have ever watched kids mine and craft, you know that the experience unlocks creativities that you never knew were there. Swimming pools. Gardens. Dining rooms. Roller coasters. Towers. And more and more and more.
So much so, that it causes me to ask follow-up questions: Could it be that creativity was present all along? Could it be that Minecraft contains the code to release the creativity that kids naturally possess? In short, are kids wired with creativity? If so, what learner experiences can we mine and craft in order to unleash the most creative students ever?
Facilitate Intrigue
Facilitate intrigue to develop the most creative students ever. I believe that most students come to school each day saying, “Fascinate me. Captivate me. Show me why it is good for me to devote most of my day to this.” For educators, if this is the case, we should eagerly anticipate and embrace such opportunities every day. How? By intentionally designing learner experiences that tap into the natural curiosity tendencies of our students. Teachers that embrace this challenge…that respond with: “Just wait until you experience the learning planned for today. I’ll show you!” These are the teachers, classes, and experiences students run toward.
Therefore, how can we mine intrigue to craft irresistible learner experiences for students? First, ensure that students walk into an experience that is already occurring. Intrigue levels are typically high when we feel as if what we are about to participate in is already happening. This could be as extravagant as transforming a classroom into a hospital or restaurant or courtroom. It could also be as simple as playing music, appealing to the sense of smell, or having a design challenge ready for students as they enter the learning environment. I imagine students running into your learner experience in order to determine just what in the world the teacher is going to do today!
Second, launch learner experiences with questions that force students to take a side or argue a point. In other words, “Here’s the scenario. What side are you on and why? What are you going to do about this? What do you think about the way this person or people-group handled the situation?” By inviting students into a situation, intrigue develops as they forget they are participating in a class; but instead, take on the character roles of the people in the scenarios. Educators can deepen this reality by reorienting learners with questions such as: “Why do you think we are investigating this scenario? Why do you think I forced you to choose a side and defend your choice? How do you feel about the lesson so far, and where do you think we are headed?” Maybe, at this point, you offer students voice and choice as to where to proceed next. Regardless, they should be charged up with intrigue and buy-in while eagerly anticipating whatever is coming next.
Third, in order to facilitate intrigue in a learner experience, change the meeting location for class. If the class comes together in a location that is unusual, intrigue is a natural result. Why? Because you are going to get a myriad of questions that all begin with: “Why are we having class here?” Whether you are outside, in the hallway, in the cafeteria, in the gym, or in an online learning environment, if the location is atypical, intrigue will result. Intentionally leverage that to your advantage, and take students on a learning journey they will never forget. Consistent intrigue builds anticipation that becomes excitement, and excitement is fuel for learning.
**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here.
Looking for a new book to read? Many stories from educators, two student chapters, and a student-designed cover for In Other Words.
Inclusive feedback for learning is like a flower. A flower is both fragile and resilient. To thrive it needs good conditions, such as good soil.
Who is the learner in the feedback process? It is the student. But it is also the teacher. Both students and teachers can thrive with inclusive feedback for learning.
The roots
The roots of the feedback flower are the inclusive principles and values that underpin inclusive feedback practices such as:
Accessible
Dialogic
Iterative
Respectful
Timely
Personalised
Developmental
The Petals
To be multidimensional, feedback should come from a variety of sources. In the flower analogy, these are the four petals which form the 360° wide-angle view.
Self
Inner feedback is very valuable to develop self-efficacy. We ‘talk to ourselves’ about our learning, during the learning experience as well as once it is completed. If we journal or blog – articulating our inner feedback – our ongoing inner narrative becomes more explicit and is more easily shareable.
Others
This is to enhance peer-learning. For students ‘others’ can be fellow students; for teachers, these can be colleagues and the students themselves.
Top-down
For students, this is feedback from teachers and other educators such as librarians. For teachers this is feedback from line-managers, principals or anyone ‘above’ them in their institution.
Research/literature
For the students, this the body of research of the discipline that they are studying: learning what the ‘experts’ in the field say – and discovering the present boundaries of the discipline – helps the students situate themselves within their field of study.
For teachers, engaging with current educational literature (generic or subject specific) provides indirect feedback on their own professional practice and expands their pedagogical horizon.
The Leaves
How, in practice, can we educators receive and give this type of inclusive feedback?
One very effective way in which the feedback flower can thrive, fed by inclusivity values, is through the use of journaling, storying and blogs (one of the leaves at the base of the flower). This applies to all disciplines.
Learning feedback activities such as these promote pausing and reflecting; they constitute a personal, safe space; they are context rich; they help learners re-focus, articulate and share their learning experience.
Journaling can effectively be integrated into the course. Teachers can plan a dedicated journaling time towards the end of every lesson: everyone is invited to blog or journal for about 15 minutes. Each student’s inner feedback written in the form of blog/journal can then be shared, discussed and used for ‘comparative’ learning. It can be used for formative and summative assessment submissions; it can also be part of an ongoing, life-long learning portfolio. And it constitutes very rich feedback for the teachers.
To build trust and truly model a learning mind-set, teachers should also journal at that same time: to articulate, record and share their inner feedback on the lesson, the cohort, their own learning, successes or missed opportunities in the learning that just took place. This enhances teachers’ feedback literacies.
The pandemic has accelerated and emphasised the need to review assessment and feedback processes. Teachers must design learning experiences that enable and enhance feedback literacies through inclusive, learner-driven processes. Feedback literacies are situated. The emphasis is now on engaging and learning from feedback – rather than simply about teachers giving ‘good’ feedback. For all these reasons, storying, journaling and blogging are powerful, effective ways to encourage 360° inclusive feedback for learning.
Baughan, P., (2020) On Your Marks: Learner-Focused Feedback Practices and Feedback Literacy. [ebook] AdvanceHE. Available at: click here [Accessed 17 September 2020]
Nicol, D. (2019). Reconceptualising feedback as an internal not an external process. Italian Journal of Educational research, 71-84. Available at: click here [Accessed 17 September 2020]
Winstone, N. and Careless, D. (2019) Designing effective feedback processes in Higher Education, London: Routledge
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**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here.
Looking for a new book to read? Many stories from educators, two student chapters, and a student-designed cover for In Other Words.
Learning as I go: Experiences, reflections, lessons learned 