Designing Authentic Project Based Learning

Guest Post by Stephanie Rothstein, @Steph_EdTech

I hear it often, “Oh yeah, I do projects.” But doing a project is very different from Project Based Learning. Chairing a Design Thinking PBL pathway has changed me as an educator. I now look at all situations through a project application lens. A few years ago at a leadership conference, I went to a session on Project Design. The speaker explained that there are three ways to approach project design. 

When designing projects, you can be inspired by your content, you can be inspired by a real need in your own community, you can be inspired by an issue that impacts the world. 

I have thought back to this approach often as I approach project design. I find when I work with educators, that most approach projects trying to figure out how to apply their content to a project that helps students showcase their learning. But Project Based Learning means revamping this idea and essentially inverting it. So instead of a project at the end after doing the learning, it is through the project that students learn the concepts. It might not be in the order we would have planned for them, but they will learn it and in my experience will go deeper because they developed questions and created meaningful connections. 

So, what does this actually look like in the classroom? How does it actually work? I will take you through one of my English 9 projects to walk you through.

I have done Service Learning for 18 years but it was only about 8 years ago that I finally felt like this really became Project Based Learning. Based on a general interest survey on service topics, I split the class and bring them to 6 different locations. We learn about that service organization and volunteer. These students then come back and present to the class about the organization. Students in the class are able to ask questions to the student experts. After, students then pick their topic to focus on for the unit. 

Students are then organized into shared topic groups and together these students pick a non-fiction book. I have a suggested book list that has been made by local and global non-profit groups, teachers, and students. Groups are also encouraged to propose a new book. While reading their book, students hold their own book chats, record them and use them to create their own podcasts to submit to the NPR student podcast challenge. This is not “the project” and is just one part of the project design. Students also select their own individual research topic and use articles, the interview of an expert at their non-profit, and reflection on their time volunteering to help inform their research paper. 

The last part of this unit came because students asked me a question. They said, “I’m glad we volunteered 20 hours, interviewed someone, read, researched, wrote a paper, but shouldn’t we be doing something more? Shouldn’t we apply our learning and give back in some way?” After that, the real Project Based Learning opportunity was born. Students create a Give Back Opportunity that helps spread awareness, collects items to donate, or fundraises and must be based on the needs of that organization. These projects have brought about real impact. This year, being virtual has broadened my perspective on how to make an impact with this project and we will use Solve In Time Cards to Design Think their Give Back Opportunity and The Global Goals for Sustainable Development to help students think both locally and globally. This unit takes 14 weeks and closes with group presentations to the class and an invited group of non-profit panelists. 

This project approaches from all three focus areas: content, local, and global. I always knew for this project that I wanted to connect with local non-profits and that I wanted students to better understand non-fiction resources. The other layer to consider when building the unit plan is which tech skills will students build upon during this project. 

Project Based Learning is complex and is rooted in questions. It must begin with an entry experience. My “workshops” are based on student needs that they create at the start of the unit. These workshops may be for small groups or the entire class. Students still have deadlines, they still have goals, but project based learning means that groups may be at different stages of the project. I use a shared SCRUM board to help students track project progress so that I know where they are and the team understands where they are in the process. Topics for this project vary based on year and interests. And this is real life. I have had students who focus on Foster Care, Women’s Rights, LGBTQI, the Environment, Black Lives Matter, Food Insecurity, Animal Rights, Homelessness and more. It is the variety of topics that helps me know that my students are connecting individually and are able to teach something to their classmates and to me. They are all learning the skill of researching using articles, non-fiction books, interviews, and personal experiences. 

It keeps me on my toes and no year is ever the same but I am proud of the learning experiences created through deep Project Based 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.

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Providing the Right Learning Spaces for Students to Explore and Create

 

When looking at the design and structure of classrooms today, they may look quite similar to the classroom setting that you experienced when you were a student. Structurally, students in most schools follow a set schedule each day and spend time in different classrooms throughout the building. Unlike years ago when I was a student and even as recently as five or 10 years ago, learning was still confined to the physical classroom space. However, through the capabilities we now have with technology, the opportunities to connect students with learning that takes them out of the classroom space are incredible.

For most students, learning took place in the classroom and on-the-job or real-world learning experience had to wait until the end of the school day or in some cases, after high school graduation. Of course, there were students enrolled in vo-tech or career and technical education programs outside of the school building, taking them to a new learning environment to interact and collaborate with students from other schools, learn from different teachers, explore ideas and strategies, and even different types of careers. These types of learning spaces helped students to better understand the skills they might need in the future. However, not all students had access. But today, we have the power to offer these opportunities to all students. With the resources that we now have, we owe it to our students to offer them learning experiences in as many different learning spaces as possible so that they have time to explore and build the skills that they will need when they leave our schools.

So where or how do we provide these different learning spaces for students? We start by making sure that we are connected in the right spaces ourselves. As educators, this means being connected in a space that goes beyond our school community. It means leveraging social media and different networks, attending conferences, reading blogs, listening to podcasts for ideas or picking up educational books on topics that we wish to learn more about. We must make sure that we have the right knowledge to stay current and relevant so that we can design the best learning experiences for our students. Not that we need to create everything for them; we just need to get them started so that they can take the initiative to design their learning path in the space they decide best fits their interests and needs.

How to Provide Space for Students to Explore

1. Project-based learning (PBL): By implementing PBL, we empower students to look for problems or challenges in their community and globally, try to find solutions, and focus more on learning as a process. Beyond just doing PBL in a class, there are schools opening which are PBL schools, like Gibson EK, a public high school located in Washington. The motto at Gibson EK is “Real World, Real Learning, Real Life.’” Students do not enroll in traditional courses, instead they “earn academic competencies through projects” and work with a mentor through internships two days per week. The school is designed on principles such as “Stop learning for school, start learning for life.” I truly believe that students need opportunities to explore their passions, design their own problems or challenges, and have the time to work through the learning process. To best prepare students for the future, whether college or career ready, they need to decide on their learning space, experience productive struggle, reflect, revise and continue on their path of learning.

 

2. Student Organizations: Schools that have student organizations like the Model United Nations empower students to build skills of advocacy, leadership, critical thinking, problem-solving, creativity, and self-confidence. In my school, I have seen remarkable growth in the students who have become involved in the Model UN under the leadership of Mr. Ken Kubistek, a history teacher, who has led this group through conferences and competitions for many years. Through work with the Model UN, students engage in authentic learning experiences that take them out of the classroom and connect them with real-world learning and global issues. Students develop their voice and build many vital skills for the future by exploring new learning spaces through organizations like the Model UN.

 

3. Media Creation. Students need opportunities to create their own space to show learning. Whether students create a YouTube channel and develop their own show, explore an emerging technology trend or prepare a solution to current event issues, there are many ways that students can create a different type of learning space for themselves and for others. Perhaps a student-created podcast using tools like Anchor or Synth, where they invite guests to discuss current issues, focus on themes for education or anything that interests them. A podcast designed with the goal to help educate not only classmates and members of their school community but the public at large. Opportunities like these promote more meaningful learning while also building digital literacy skills and empower students to find space that meets their interests.

 

4. School Community Connections: I recently gave a keynote about the future of education and how the look of school is changing.  I received a lot of great questions and comments and one suggestion that led me to think about the power of creating more community connections. The idea was to have students go to local senior care facilities where they can share some of the things they are learning in school, and engage in discussions with older adults to learn about each other’s experience in education, work, and life. I think this would have a great impact because of the connections that would form between students and members of the community. The learning space can be anywhere and it would be an authentic way to engage students with learning about the world around them. Build connections and greater understanding about what things used to be like, what things are like now, and make predictions for the future.

 

5. Brainstorming ideas: Push student thinking by asking them to brainstorm ideas for the top five or 10 challenges in a certain area of the world, maybe based on geography, a certain industry, or perhaps ask students to come up with a list of complaints or things they notice about the world around them. Give students space to develop plans for how to solve these challenges or how they could have solved them better. Another idea is to have students be part of project event management for planning. In my school, students can take an entrepreneurship course in which they design products, make sales pitches and plan large scale events. The course also takes students out into the Pittsburgh area to tour businesses and learn about different industries, where they can get that close view, ask questions and make connections. They begin in the classroom and then find the space to pursue new knowledge and explore.

 

There are many ways to expand where and how our students can learn. We have access to the world as our classroom and the more we can increase the learning space we provide the better prepared our students will be for the future.

**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.

Find these available at bit.ly/Pothbooks  

Educators: 10 Ways to Make Time for Self-Improvement

Originally published on Getting Smart
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:

  1. 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.
  2. 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.
  3. 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.
  4. 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.
  5. 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.
  6. 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!
  7. 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?”
  8. 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!
  9. 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.
  10.  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.

**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.

Find these available at bit.ly/Pothbooks  

18 Resources to Get Students Coding This Year

Each year during December, there’s a focus on coding and computational thinking. Computer Science Education Week is happening December 7th-13th this year and there are a lot of great ways to get involved. A few years ago I first learned about the Hour of Code, and immediately referred to the Code.org website to find activities for my eighth grade STEAM class. Just getting started, I didn’t know much about the resources available and thought this was the best way to provide some activities for my students to join in during the week. It was fun to sign up to participate in the events of the day and see from where around the world other classrooms were joining in from. But beyond that one day, and actually, that one hour, we didn’t really do much more in my class. I asked colleagues and members of my PLN about their activities for the Hour of Code and coding throughout the year, and many stated that they didn’t know how to implement more in their classrooms. It was then that I recognized the need to provide more ways for students to learn about coding and computational thinking, and that as educators, we must actively look for opportunities for our students. We need to push past an Hour of Code and do more in our classrooms.

Preparing Ourselves

For some educators, topics like coding and computational thinking can seem challenging to bring into the classroom and for them to know enough to feel confident in teaching students about these topics. I was one of those educators. My comfort level changed when I had to create a game using Hopscotch for a master’s course and I struggled a lot. It was uncomfortable to not be able to fully understand the coding process, but it pushed me to keep learning and to start using Hopscotch with my eighth graders. I learned a lot from my students and it was a great opportunity to put myself in their place as they learn something new. Realizing that it is okay to not know all of the answers is a valuable lesson.

Another hurdle was to learn more about computational thinking, a topic that I had avoided because of a fear of not understanding it enough and thinking it did not apply to my role as a Spanish teacher. It was an area that intimidated me because I believed it to be so complex.

However, I recently took a Computational Thinking (CT) course provided by ISTE U, which definitely stretched me professionally and provided a solid foundation full of resources for doing more with these topics in my classroom. We need to find ways to give our students and ourselves an opportunity to learn about topics like coding and computational thinking and how they apply in our daily lives and how it could possibly benefit us in the future.

Where to Begin

There are so many resources out there that sometimes knowing exactly where to start presents the challenge. It is easy to get started by referring to the Code.org site or checking out CS First from Google and resources for educators. There are some apps and websites to get started with coding and computational thinking. Some of these can be used specifically with elementary students in grade bands pre-reader through two, three through five, and six plus, and others that are specific to middle school or high school. Several of these options offer ways to search based on topic, level or type of activity. What I like the most is that they are fun ways for educators to get started with coding and CT, with the ability to decide how to apply them to our own work.

Start with Code.org or CS First from Google, and then explore these 18 resources to check out what specifically to use during the Hour of Code and Computer Science Week, or take the time and try each of these out over the course of a couple of weeks. Have your students explore and continue learning right along with your students.

18 Sites to Explore

Artist. Use this as a way to have students begin coding with blocks to complete tasks to build their coding skills.

Code.org. Explore this link to find a list of resources and different activities and to sign up to participate in the Hour of Code. There are more than 500 one hour tutorials that are available in more than 45 languages.

Code Combat is a game based computer program for older students who want to learn about Javascript or Python. In Code Combat, students type in their code and see their characters respond in real-time.

Code Monster is an easy way to get younger students to learn more about code. Two boxes on the screen show the code and what the code does, with explanations popping up to show students what happens with each command.

CoSpacesEDU Robot Rattle. Students learn to operate a robot and the activity includes a tutorial video. Using blocks and drag and drops, students can write the instructions for the robot and then if devices are available, the robot can be seen performing the tasks as written in the code in virtual reality (VR).

Hopscotch is for use with iPads and has specific activities available for the Hour of Code but offers many options for students to create their own games or to remix games that are available.

Turtle Art. Students use block coding like Scratch but through the use of one turtle and mathematics to do the programming.  Students can create their own work of art or remix someone else’s painting.

Science

Explore Mars with Scratch. Students in grades three through eight can create a Mars exploration game using Scratch. Through this lesson, students work through activities and build their math, computational thinking, and problem-solving skills. There is also the option for an extension activity for students in grades K-12 to do an independent project.

Multi-topics

Code-it studio is for use with grades two and up and offers students the chance to program art and designs.

CodeSpark. Students up to grade five can design and code a video game using the self-paced activity available through this site.

Code an Unusual Discovery. Using Scratch and CS First from Google, students can work through on their own and create a story using code.

Khan Academy Code. For grades six and up students can watch an interactive talk-through, work through challenges or decide to do their own project. Everything that students need for coding is available directly through the website. Students can also learn to code by making a website in HTML tags and CSS.

Kodable. Activities for students in grades two through five, offering Javascript for students in upper elementary grades. There are activities for social studies, science, ELA, math and more with levels from beginning to advanced. Students can even choose their own adventure.

Minecraft Hour of Code. A free Hour of Code lesson was developed by Microsoft’s AI for Earth team. In the lesson, students in grades two and up use code to prevent forest fires. There is also a free online course for educators to learn how to run an Hour of Code lesson in their school.

Robo-Restaurant Decorator. Students in grade two and up can program a robot to paint a restaurant and the algorithms must be done correctly

Star Wars. The first activity we tried was working through the activities provided using the Star Wars theme. Activities are available for students in grades two and up. Learn to code with Blocks and Javascript.

Tynker offers a lot of activities for students to participate and learn about coding, specially curated for the Hour of Code. Activities are grouped for students in the ranges of K-two, three-five and six plus. Options available include text coding, STEM activities, and the new UN+ which is focused on ecological issues such as life on land, responsible consumption and affordable and clean energy.

VidCode is an online platform that offers opportunities for teachers to explore computer science curriculum or individual lessons related to coding. For the Hour of Code, explore the Climate Science coding activity.

Another option is to have students learn about the Hour of Code, its origin and different terms related to coding and then use some of the game-based learning tools out there like Kahoot! To help students develop a better understanding of the basics of coding. Try one of these ideas out for some fun ways to get students involved with coding and use the game as a starting point for class discussion.

3 Ways to Unleash the Most Creative Students Ever (Part I)

Guest post by @Chris_Chappotin

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.

Find these available at bit.ly/Pothbooks  

Creating Culturally Responsive Environments

Guest post by Eva Cwynar

I want you to think about the last time you watched a movie where the main character looked like you, lived in a community like yours, or came from a similar background/culture. How often do you come across stories or texts where one or more of these characteristics are present? For some, the answers to these questions are that it happens all the time. For others, the answer may be rarely, if ever. Now imagine that you are a student in a school where the history that you learn is not the history of the culture that your family comes from, the scientists and mathematicians that you learn about don’t look like you or come from similar backgrounds, the literature that you read, music you hear in band, or sports that you play in PE don’t reflect your experiences or heritage. How do you think this would make you feel? This is a reality for many students that walk our halls and form our school community and this is why culturally responsive teaching is so important!

Culturally responsive teaching validates and affirms the culture of students in our schools/classrooms and incorporates that culture in meaningful ways in both the learning and the environment. It’s not enough to simply make mention of a race or culture or to change the names in a word problem so that they’re “ethnically diverse”, CRT is about leveraging and growing students’ existing funds of knowledge by connecting to diverse personal experiences. The following examples are simple ways to develop culturally responsive environments in your classroom:

  1. Connect learning to background knowledge – Take the time to learn more about your students’ homes, community, and interests. Parent & family surveys are a perfect way to learn about your students and their backgrounds. Think about providing the survey in multiple languages and in multiple formats so that it is accessible in multiple formats. Once you have this information, USE IT! Don’t just file it away in their student folder…incorporate these gems into the learning environment.
    • Create a library of non-fiction texts that focus on student interests and make them available in different languages that represent the home languages of your students.
    • Create a “Netflix” playlist full of documentaries showcasing diverse people, cultures, and countries, historical events from around the world, nature shows that highlight plants, animals, and natural phenomenon in different continents.
    • Bring the community into the classroom – connect social studies concepts to neighborhood events and/or landmarks, explore science concepts taking place in their backyards or local parks, engage in learning walks to identify geometric shapes in architecture.
    • Play music during transition periods that reflects students’ heritage or favorite genres.
  2. Encourage cognitive routines that foster critical conversations- Ask students to think critically about the relationships and connections between concepts or phenomenon.
    • Have your students engage in word play that’s both cognitively demanding yet fun. Taboo and Scrabble are great ways to build vocabulary about concepts students are learning while simultaneously repositioning the student as a leader in the learning by developing student agency. You may choose to have students do this by sharing the vocabulary terms in different languages, by having them define the term used in their own words, or by connecting the terms to something that they have experienced in their life.
    • Engage students in literature analysis by comparing the central idea of traditional texts in ELA and Social Studies to popular music and poetry (there is a library of songs as well as other resources that can support this type of learning at Get Free Hip Hop Civics Ed).
    • Provide texts that share diverse viewpoints and experiences to spur discussion about socially relevant topics that effect our community. These texts should provide avenues for students to think critically about current and past events in a classroom environment that provides a safe forum to share sensitive and thought-provoking concepts.

A critically important aspect of culturally responsive teaching is that these experiences, methods, and strategies do not become a single activity that you check off a to-do list once a trimester…these practices should become routine and be practiced over and over again throughout the school year and across the campus. A culturally responsive environment acknowledges that everyone brings something to the learning table and that everyone’s voice and experiences are incredibly valuable.

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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.

Find these available at bit.ly/Pothbooks  

This is hard

Guest post by Deidre Roemer, originally posted on her site.

This is hard.  I was very tempted to have that be my entire post as that is how so many people, including me, are feeling these days.  I am always very solution focussed and generally very positive.  That hasn’t changed, but I am trying to adjust how I approach solutions and celebrations.  I am trying to listen to more, acknowledge that this is hard, recognize amazing work frequently, encourage everyone to take several deep breaths, and then offer as much support as I can to help. I have also been reaching out for help from my incredible support system. I need it. This is hard for everyone.

Our community has been asking questions about how we are supporting the mental health of our students right now.  It’s a question we should be asking every day all year long whether we are in a pandemic or not, but this time has undoubtedly brought the concern to the forefront more than ever.  As I compiled the list of what our team has done over the last several years to support learners’ mental health, it was staggering to see how much we have added and embedded across contexts.  We have added licensed therapists to each school site that see learners through their insurance and help families who don’t have access to insurance apply for it.  Some of those therapists also co-teach in classrooms and have office hours for staff so they can problem solve how to best help learners.  We have classroom teachers all over our district embedding social-emotional learning lessons and Mindfulness into daily instruction.  Our teachers spend a lot of time building relationships with our learners and offering them opportunities to build relationships with one another.  We have a school counselor, social worker, and/or a school psychologist at each school to work with staff, learners, and families.  We have Hope Squads at all our secondary schools so our learners have peer to peer support. 

Our professional development has also included training over the last several years in understanding trauma, culturally responsive practices, restorative practices, empathy and design thinking to solve problems, Zones of Regulation, Universal Design for Learning, innovative classroom practices, and many more.  The idea is that staff members (including teachers, administrators, secretaries, assistants, recreation staff, facilities, and food service) have a wide array of tools to use in our schools to understand and empower all learners.  They often get to choose sessions that are important to them or suggest topics on which they would like professional development as we want all staff to feel empowered in their work.  We have also tried to build a lot of support for our staff through coaching as they need to feel our support to make it all work.  

Now, we are trying to make education work in the middle of a pandemic.  Our learners are all virtual right now.  We are anxious to see them back in school and were optimistic a few weeks ago that we could start bringing them back a few days a week until our health metrics took a turn for the worse.  We meet regularly with our local health department to discuss safety and are furiously planning safety measures and logistics for the time when we bring our learners back into physical schools.  In the meantime, our recreation department has opened camps for elementary students and students with special needs that families who need care and/or support with virtual instruction can access.  The camps can be kept small and can spread out across large spaces while providing a needed resource for some of our families in the safest way possible.

Our teachers are more stressed than normal.  Our families are more stressed than normal.  Our learners are more stressed than normal.  Our administrators and coaches are more stressed than normal. Everyone is feeling disconnected from one another.  The unpredictability of the current situation is overwhelming for all of us.  The length of time this has gone on with no foreseeable end in sight is making it even more challenging.  We are also headed into the cold and flu season with the weather getting colder, which means fewer opportunities to be outside.  We have all had to adapt and do it quickly. It can be done, but this is hard.  It is okay to say that out loud and recognize it.  

I am really proud of the work we have done to shift the learner experience over the last several years, which is serving us well in virtual instruction.  It does not make this less stressful on our team, but many of them have been adapting and shifting for years so they have tools to do it. We have been very purposeful in finding ways to meet teachers and administrators where they are and encourage them to make small steps that add up to big ones.  As a district leadership team, we have tried to share the message that we are here to support our schools in any way we can to empower our learners to be ready to live life on their own terms when they graduate from our system.  We are now forced to make shifts at warp speed and shift more frequently than we would ever normally ask people to do. It means instead of just support to grow as professionals; we had to start thinking creatively about how to take some things off their plates.    

Our teachers have the option to teach from home or school during virtual instruction as we trust them to know what is best for them. We have built more planning time into the day at each level and shifted our professional development days to be planning and self-directed time for teachers.  Purposeful professional development with choice for teachers is still a key element of our strategic plan, but that needs to look different right now.  Instead of planning required sessions for all staff to attend, we shifted to self-paced courses that teachers could choose from and complete at their own pace and time. They could also choose not to select one at this time if they didn’t feel it was something they could take on.  We will circle back to those staff later and build professional development support for them when they are ready for it and as they need it throughout the year.

We have encouraged our administrators to give our teachers permission to engage learners differently and focus on their interests.  Academic content is an essential part of our work, but we can spend more time connecting and embed content as we go.  In a collaboration session during emergency remote teaching last spring, a staff member shared how a learner went to work with his dad each day and spent a huge portion of one day on Facetime with his teacher showing her his community and what he had learned about his dad’s job.  Others in that same session shared similar stories apologizing that they weren’t doing anything “academic”. My response was that what they were doing was building a sense of belonging and an academic mindset, which IS essential to academics and life success.  We worked all summer to be ready for virtual instruction that was more robust than what we were able to do in emergency remote teaching last spring, but that doesn’t mean it can’t still be focused on the whole child and embed time to connect as people.  Teachers can find a balance synchronous time with some asynchronous time to meet the needs of learners. They can use choice boards, complete planned activities, write reflections, or work on long-term projects during the time they are asynchronous.  They know their families and learners best, and we trust them to make the right decisions on finding balance.

We always want to hear feedback from our learners, staff, and community as it allows us to know what we are doing well and where we need to improve.  We have sent out an employee engagement and parent satisfaction survey twice a year and learners complete a social-emotional learning survey so we can gauge how they are feeling about the development of their own skills in self-regulation, social awareness, classroom effort, growth mindset, and curiosity for the last several years.  This year, we had the opportunity to offer different surveys that were much shorter for staff and families.  While we still needed their feedback, we also needed a quick and easy survey for them to complete that gave us fast results so we can adjust resources and support.  We added a wellness survey for our learners and do empathy interviews to ask them directly about how they are doing, if they are connected to adults and peers for support, and what they need to feel successful. 

We have encouraged our principals to think about a shift in teacher evaluation as well.  Our teacher evaluation process is intended to be one of self-reflection wherein the teacher sets a student learning objective for the year and a professional practice goal.  The observations should be an opportunity to collect evidence towards those goals with time to check-in with the teacher to help them celebrate success and adjust the goals throughout the year.  We have not always approached teacher evaluation that way but have been trying to move to a more reflective process over the last year.  We get to take this unusual year to accelerate that process so observations can be done in short one-on-one meetings during which teachers can share the evidence they have collected about their own their own practice to share with us.  We want to take the pressure off the formal nature of teacher observation but still get at the intent of the cycle of self-directed, continuous improvement in a way that also gives us more time to connect individually with each staff member.  We have some schools trying this out in the next couple of weeks. I am anxious to hear how it goes and to find out if the change alleviates some stress for administrators and teachers.

Our teachers also had the opportunity to meet as grade levels and departments before school started to share ideas and create lists of resources they thought they would need to make this all work.  We have ordered thousands of whiteboards, music kits, art kits, sensory tools, apps, and online subscriptions. We want our learners to have access to instructional materials in addition to technology and hotspots at home.  We trade reading books and give out learning kits once a month in a drive-up system at most of our schools. We also added many supplies to schools as students won’t be able to share materials with one another as easily in classrooms once we are back.  We’ve added some new and adaptive resources for teachers that all still align with our strategic plan but make the work more doable in a virtual or distance learning.  Teachers continue to send us requests regularly as they plan engaging activities to do at home in the next few weeks.  Sometimes the requests make me wonder what will come next, but mostly they make me excited that our learners are still having interactive, hands-on opportunities in our virtual world.  

This is hard.  Saying so doesn’t make it any easier, but it does create space for us to rely on each other to get through it.  I want all our staff, learners, and families to know that we see them.  We see the efforts they are putting in each hour of the day.  We see that they sometimes need us to support them in new and different ways.  We see that they may feel overwhelmed by the world right now and sometimes need some space to feel that.  We see that we need to find even more ways to connect and listen to them.  Mostly we see that they are all doing the best they can each day, despite everything that is thrown at them, to always keep what is best for children at the forefront.  I love this quote by Todd Whitaker, “The best thing about being a teacher is that it matters. The hardest thing about being a teacher is that it matters every day.” Not only does teaching matter, but the people who do it each day matter too.

I am a proud mother, wife, and educator dedicated to creating experiences for all learners that are authentic and connect their time in school to what and who they want to be well beyond high school. I serve as the Director of Leadership and Learning for the West Allis- West Milwaukee School District in West Allis, WI. The thoughts I share here are my own and my reflections on our work. View all posts by Deidreroemer

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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.

Find these available at bit.ly/Pothbooks  

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What if Students Designed Their Education?

Originally published on Getting Smart, updated

In education today, there have been a lot of discussions in regard to what skills students may need for the future. We hear conversations about “21st century skills” and how to best prepare students for life and work in the 21st century. Often these 21st-century references are followed by reminders that we are well into the 21st century.

According to Alan November, keynote speaker and international leader in educational technology, there are certain skills that students need and that teachers need to promote within the classroom. Students need to be taught “how” to learn and prepare for more than knowing the content, by developing skills that are transferable to multiple areas of life and work. During a keynote presentation, November stated: “I think we should begin to move more and more toward the skill side, because if we teach you to memorize and regurgitate content and your job is wiped out by technology, you’re not well prepared to reinvent yourself if you didn’t learn how to learn.”

November’s message reinforces the importance of students developing skills such as being able to communicate, collaborate, problem-solve, think critically, to name a few. These are some of the key skills that will enable students to be adaptable to whatever type of work they ultimately find or whatever the next steps are once they leave high school, whether enrolling in college, seeking employment, pursuing specialized training.

With changes in technology and in the capabilities when it comes to learning and the future of work, we don’t know skills will be needed years down the road. The best we can do is to provide students with access to the right tools to equip themselves with not only the content that we are teaching, but infuse the curriculum with choice through independent learning and exploration of interests that students have.

Changing the Look of Schools and Learning

We’ve heard about the “gig economy” and how students need to have the capability of working in different industries and with different types of work. In a gig economy, each job or work assignment is comparable to an individual “gig” or temporary employment.  We need for students to do more than simply consume content, we need for them to create and beyond just creating with the content we have given them, they need to come up with their own questions and problems to be solved. Students need to be the designers of their learning journeys.

So what can we do to help our students become part of Generation DIY?

Students need space to design their own learning path and to take charge of their education. There are instructional strategies that lend themselves to this “generation do-it-yourself” such as a genius hour, project-based learning, service-learning, experiential learning, and makerspaces, among others. As educators, what can we do to ensure that all students have an equal opportunity to explore and have access to whatever it is that they might need? How can we truly know what they will need in the future to enable us to help them? We can best prepare by giving and being open to options that diverge from the traditional look of schools and learning.

Schools around the country have started to offer more courses based on emerging trends and what the “predictions” are for future-ready skills. Some courses or components of courses available in schools, including my own, are entrepreneurship, web design, sports and entertainment management, and other courses with content and opportunities to help students develop the skills necessary to design their own learning journeys. Students need more real-world opportunities to engage in that connect them with their community and develop the skills to assess needs in the community and globally, and brainstorm ways to offer services that will be beneficial for others. It happens that educators often assume that students have certain skills, for example, they know how to use and leverage technology effectively because they have grown up in a technology-infused era. However, the reality is quite different. Students need time to learn to adapt and be flexible and move beyond the traditional format of school and move into more learning that does not necessarily have clear-cut specifications.

Options for Generation DIY

You might wonder what options exist for students in the Generation DIY. Here are a few ways for students to explore different choices after high school that would promote some of the skills they will need as they prepare for the uncertainty of the future of work and learning.

  1. Schools can consider creating more opportunities for students through Career and Technical Education (CTE) programs. Through these programs, students can explore careers and work on building skills that are transferable to diverse types of work. When students have access to  CTE programs, they get to look into emerging trends in the workforce, explore different careers and walk away with certifications that can increase their marketability in the workforce. For students who may be unsure of the next steps after graduation, CTE programs can offer them time to be curious by exploring possible career options, while developing their skills in high school.
  2. Place-based education gives students the opportunity to explore their communities, learn about the geography and immerse more in authentic learning by stepping out into the “real-world” for more meaningful ways to develop skills in math, social studies, science, language arts, and other content areas. There are six design principles in PBE, which are not required as part of the place-based education, however, when they are included, lead to more authentic and higher quality experiences. The Place Network is a collaborative of rural K-12 schools which provides a wealth of resources for learning more about PBE and becoming a PBE school.
  3. Service learning programs give students an opportunity to learn by exploring real-world issues, even investigating on a global scale and then taking action in their own community. Educators can implement methods such as project-based learning or inquiry-based learning to engage students more by addressing problems or challenges identified in their local environment. Involving students in service learning programs gives them the chance to build skills for the future and learn about their own interests in the process.
  4. The Generation DIY Campaign is aimed at giving students the chance to “chart” their own course through high school and college by exploring different careers and developing diverse skills that are transferable to multiple areas of work. The Generation DIY toolkit provides information and resources for educators and students to get started and also includes personal stories about the process and impact of Generation DIY.
  5. Artificial intelligence (AI) is a growing area in which students can design their own technologies to address issues they identify in the world. AI use is increasing and students can become the creators of AI that can possibly change the way students learn, by creating things like chatbots, or learn how to code and create a virtual assistant. There are many tools available for students to explore how AI is used in everyday life and design their own project based on  AI. These technologies help students to build skills in problem-solving, critical thinking, collaboration, and creativity, to name a few, which are essential skills for whatever the future holds for them.

In the end, it comes down to the different choices that we make available for students in schools today. While we certainly cannot predict the jobs that will exist in 10 years, when the current kindergarten students will be entering their high school years, the best way to prepare is by having options in place and connecting school and community.

**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.

Find these available at bit.ly/Pothbooks  

 Also check out my THRIVEinEDU Podcast Here!

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Explore New Ideas and Learning With Buncee

Explore New Ideas and Have Fun Creating With Buncee!

Now that the school year has started and for many, some are moving toward the end of the first grading period, you might be looking for some new ideas to try. Don’t worry, once he definitely has you covered when it comes to finding new ideas to use in your classroom. Whether you check out the many visually engaging tweets of Buncees created and shared by educators from around the world. Educators are posting how they are using Buncee in their classrooms with their students or in their roles as administrators and tech coaches. You should also explore the many templates available or ideas in the Ideas Lab, you can find exactly what you need.

Join the Buncee Educator Facebook community Check out some recent Idea o’clock live sessions that were held. The past couple of weeks had Shannon Miller, Amy Storer and Karina Q sharing ideas for journaling and time capsules, tips for instructional coaches and interactive Buncee journals and OneNote.

Sometimes we just need a few ideas to get started with and then before you know it, we come up with a bunch of ideas and what I find even more often, our students come up with many of their ideas as well. One that I start with in my Spanish and STEAM classes is creating an About Me. I love creating a new one each time with them! We are just getting started this week and I cannot wait to see what they create!

More Ideas to Try

With many schools looking to hold events for families virtually, why not try using some of the templates available within Buncee. It would be fun to have students create their own Buncee to share what they have learned and how they are enjoying their class. Students can add in a video of them talking about their experiences so far and add 3D objects, animations, stickers, emojis and more! All of the student Buncees can then be shared on a Buncee board to share with families. Imagine how fun it would be to see and get to know classmates and post comments even!

Perhaps create your presentation to share all of the information about your class and design your virtual classroom choosing from many the templates available. Why not also include your bitmoji and then record audio and video to go along with it. It’s very important for our students and their families to be able to see and hear us and our excitement for teaching and working with the students. What better way than to create a Buncee virtual classroom

Love these ideas shared from Buncee! Find the templates available in the Buncee library:

Meet the teacher flyers

Virtual classrooms

Daily remote learning journals

Time capsule activities

Digital citizenship lessons

Social media profiles

Record a video for genius hour

So many choices!

Get involved in the upcoming Global Write with Buncee and help to connect students with students from around the world. Daily prompts are provided for students to create and share stories. Learn more about this amazing collaborative project and get involved today!

Check out the many ideas that have been shared by Holly Clark. Look how many great ideas are listed in this graphic! Check out what teachers and students can do with Buncee and see which apps you are using that integrate with Buncee too! My students love using Buncee with Flipgrid and I love being able to share Buncees through Microsoft Teams and even schedule meetings! The possibilities are endless!

Explore the many new templates and have students create vision boards and more with Buncee! Virtual lockers, class schedules, organizers, newsletters, About me Buncees and so many other options to get started with here.

Learn about how other educators are using Buncee in their classrooms. Read about how Teresa Liu is using Buncee to engage special needs students in this blog post.

Updates and training!

If you’re looking for some help in getting started with Buncee, don’t miss out on the daily live training that is offered throughout the week. Each session is focused on helping educators get started with Buncee by showing some of the many possibilities and where to find all of the amazing graphics and the options that are available within Buncee. There really are endless possibilities when it comes to creating with Buncee and there is something in it for everyone.

I love taking courses through the Microsoft educator program, check out the Buncee course on Creative Expression & SEL with Buncee.

Buncee is always adding new features and expanding all that they provide for educators and for student learning. Recently they had a partnership with Flipgrid where now you can find many Buncee templates available to use in combination with Flipgrid, especially some for promoting SEL and also for organization. Stay tuned for some new updates coming with Buncee’s partnership with Microsoft.

Get involved!

Buncee is currently taking applications to become part of their Ambassador program. Applications are due on October 9th and if you’re looking for a supportive network to become a part of and to learn more about the power of creating with Buncee, I definitely recommend that you check out the ambassador program and see what is happening in the community. Especially at a time like now, where we are working through a lot of challenges in the world and an education, we need to have a supportive network to learn and grow with, especially one that is focused on promoting student voice and choice!

One of the ambassadors, Ilene Winokur has been telling the story of Bunceeman’s adventures! Bunceeman is visiting all of the Buncee ambassadors and this is a fantastic way to collaborate and learn about people and places from around the world! Check out his adventures here!

Global Events Coming up!

DigCit Summit happened on October 14th and Buncee was a sponsor of the event. See all of the digital citizenship templates and graphics available in the Buncee library! One of my first Buncees was a digcit lesson! Add in links, videos, audios, questions and more to create a lesson for students and then have them create their own digcit PSA! Join in the #Usetech4good Buncee challenge!

Global Maker Day is coming up on October 20th! Sign up to join in this day of amazing learning opportunities! Looking forward to seeing some Buncees created and shared throughout the day!

What’s Your Green Sauce?

Guest post By Brent Coley, @brentcoley

Principal, Alta Murrieta Elementary School, Murrieta, CA

#EduInfluence

Most people have a favorite restaurant. Ask 20 people to identify their favorite and you may get 20 different answers. Some may name a fine steakhouse like Ruth’s Chris or Morton’s. Fans of sushi might select as their favorite a local establishment serving up this Japanese delicacy. Ask a small child to name his or her favorite and you may get McDonald’s or Little Caesar’s as the answer. To each his own.

What about me? What’s my favorite restaurant? If you hadn’t already read the title of this blog post, the answer may have surprised you. My favorite? El Pollo Loco.

That’s right. El Pollo Loco.

Seriously, Brent? El Pollo Loco? Out of all the restaurants you could choose, your favorite is a drive-thru fast food restaurant serving a variety of inexpensive chicken meals? That’s right. El Pollo Loco.

I love this restaurant. It’s affordable. It’s relatively healthy when compared to other fast food options that serve up only burgers and fries. And there’s a location only a mile down the road from my school. I’m not ashamed to say I order lunch here multiple times a week. I get the same thing every time. A $5 Pollo Bowl Combo with flour tortillas and a large tropical iced tea. Mmmm. My mouth is watering just thinking about it.

But it’s not the taste of the food that keeps me coming back, though I do enjoy the combination of chicken, beans, and rice. It’s not the value either, though being able to fill my stomach for under six bucks is a fact my budget definitely appreciates. And it’s not the comfortable ambience I used to enjoy before COVID-19 forced the closure of all restaurant dining rooms in my community. So what is it? What pulls me to this restaurant like the Millennium Falcon caught in the Death Star’s tractor beam? (You’re welcome, Star Wars fans.)

It’s the avocado salsa, what I affectionately call “green sauce.” I absolutely love it. Seriously, can’t get enough. It’s flavorful with just the right amount of kick. I could drink it like water (which I actually did one time to win a bet, but that’s another story). I love smothering each bite in this liquid slice of heaven.

If I hit the drive-thru and discover upon returning to the office they forgot to put my green sauce in the bag, my mood turns grumpy. The birds stop singing, and the day seems darker. The meal just isn’t the same. I go to El Pollo Loco for the avocado salsa. I go for the green sauce. If the restaurant stopped serving it, I can honestly say I wouldn’t eat there as frequently as I do. I’m not sure I would go at all. It’s that important to me.

​It’s salsa for crying out loud. A side dish. No, it’s not even a side dish. A condiment. It’s a condiment, something extra the restaurant gives away for free, but it’s what keeps me coming back over and over. And over.

So let’s tie this into education. Ladies and gentlemen, my question to you is this — “What’s your green sauce?”

What is that extra something that keeps your students wanting to come back to your classroom, to your school? What is it that, figuratively speaking, makes their mouths water when they think about getting to spend time with you?

While this question focuses on the “extra,” let me be clear. The main dishes we serve in our classrooms, lessons in reading, writing, math, or whatever subject you teach, are important. Very, very important. It’s imperative we provide our students with rigorous opportunities for learning, that we fill their “stomachs” with nutritious “food.” But my point is this — the main dish may not be what gets your students up in the morning. It may be that something extra you provide, that cherry on top. It may be the green sauce.

So I ask you once again, “What’s your green sauce?”

  • It may be your smiling face that greets students each day when they enter your classroom or the front gate of your school.
  • It may be the high five, fist bump, or hug at the door each morning (current physical distancing restrictions aside).
  • It may be the smelly stickers you put on your students’ exams when they do well. That’s right. A smelly sticker may be making a student’s day, may be what he or she is looking forward to. And this is not just limited to the elementary grades.
  • It may be the instrumental music you play in the background as students are working, or the upbeat music you have playing in the room as students enter each day.
  • It may be the corny dad jokes you tell every day. You know, the ones at which the students outwardly roll their eyes, but inwardly look forward to hearing.
  • It may be the class Instagram account you created to share the great things taking place in your classroom. Or maybe you’re on TikTok, creating funny videos, making you “cool” in your students’ eyes.

In the grand scheme of things, these are all actions or gestures that could be considered small. These may not have been the things upon which your professors focused when you were studying to be a teacher. But that doesn’t mean they can’t and don’t make a big difference in the lives of those we serve. Don’t underestimate the power of the little things, because more often than we may think, it’s that little something extra, that green sauce, that our students are thirsting for and what keeps them coming back for more.

​What’s your green sauce?


Want to hear more? I devoted an entire chapter of my book Stories of EduInfluence to the topic of how small actions can make a big impact. Click/tap here to listen to the Audible version of “Chapter 8: The Power of the Little Things.”

If you’d like to purchase a copy of the book, available in paperback, Kindle, and audio versions, head over to Amazon.

**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.

Find these available at bit.ly/Pothbooks  

************ Also check out my THRIVEinEDU Podcast Here!

Join my weekly show on Wednesdays at 4pm EST on Learningrevolution.com THRIVEinEDU  Join the group here

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