Building Relationships

Excellence in Education: Building Relationships 

It's about relationships. At the heart of our mission are the relationships we create with our students. As a first-year teacher I remember being told to be a firm disciplinarian, to establish my authority as a firm dictator. Perhaps you were told, "Don't smile until November," "Don't let students see your weakness," or "Never show emotion." 

So on my first day, I listed rule after rule after rule. You can't do this, this or this. Then I laid out the consequences--well let's be real, the punishments. The endless listing of rules continued; the students were only saved by the bell. Of course, within days, students saw right by my facade. In due time I became more comfortable sharing personal stories, my enthusiasm with their learning, and at times my disappointments with their lack of progress. 

I know this isn’t rocket science, but science does prove that student-teacher relationships are one of the most important influences on student achievement. In Visible Learning, John Hattie’s research ranks student-teacher relations as #9 out of #138 influences.

Some simple every day steps:

•  Greeting students at the door
•  Pre-do now: As students enter your classroom post a picture or a message about you. Possible postings: Last night I went to...I made xyz for dinner last night...A personal goal of yours...I feel great about myself because I met my goal of losing 5 pounds last summer. 
•  Create activities that will help you relate to your students 
• 2x10 : Choose your most challenging student and talk to them every day for 10 consecutive days for 2 minutes each day. Make the talk about something non-school related. This one might take a little time away from “instruction,” but the rewards are worth it.

Most of these activities take away from class time. What they will do, however, is create meaningful and lasting relationships with your students. And isn't that why we became teachers? Soon students will seek you out after class to share their own experiences, their own success and failures and to simply talk. As you open up to them, they’ll open up to you.

So please ask yourself, "Do I know enough about each of my students to teach them?" 

Administrative Notes

Positive Referral Link: http://goo.gl/s0KXRB

Work Order Request Form: http://goo.gl/H7hFwK

Comment Box: http://goo.gl/forms/KAHNoGf5D2

Some upcoming dates:

April 18: Prom

April 30: Honor Breakfast (Top Decile)

May 17: Scholarship Banquet

May 18: Senior Picnic

May 26/27: Now sent in stone: Senior Exams

May 29 @ 6pm: Graduation

May 29 (full day) and  June 1: Exams (as it stands now)

Some upcoming edcamps (opt-out credit can be earned):

February 21: Edcamp NOVA (Ashburn): I’m registered but unable to go because I’ll be at another conference http://edcampnova.org/  Because of the snow, this event has been rescheduled! I’ll let you know the details as they become available.

March 21: Edcamp Arlington http://edcamparlington.org/

                    Edcamp RVA (Richmond)

April 18: Edcamp Delaware (Wilmington)

Still waiting for more info about Edcamp MetroDC and Edcamp95 (Virginia/Prince William maybe)

What I’m Reading

Marissa Meyer, Google VP, 9 Principles of Innovation : Not an education article, but a lot of this pertains to what we should strive for in our classrooms

Recent High School Grads Are Not Prepared for College or Career

Do Your Students Talk AT Each Other or WITH Each Other

 

Quote of the Week

Dylan Wiliam: If we create a culture where every teacher believes they need to improve, not because they are not good enough, but because they can be even better, there is NO limit to what we can achieve.

Brain Dump

Excellence in Education: Brain Dump

I’ve seen several teachers use Brain Dump, or some sort of variant, as a Do Now, a Sponge Activity, a Sponge Activity, or an Exit Activity. The more I see it used, the more I like it and cognitively it works!

Students are given a topic and are given several minutes to write down all they know about the topic without using any resources. Students can then work with a partner to share or add to their lists or they can be allowed to reference their notes or other resources.

Note: It’s important that students don’t reference their resources in the first step. Make them think to make learning more permanent.

Ideas for Education: Feedback from Grant Wiggins

According to Grant Wiggins effective feedback is:

• Goal-referenced
• Tangible and transparent
• Actionable
• User-friendly (specific and personalized)
• Timely
• Ongoing
• Consistent

 Administrative Notes

Flex starts tomorrow.

Positive Referral Link: http://goo.gl/s0KXRB

Work Order Request Form: http://goo.gl/H7hFwK

Comment Box: http://goo.gl/forms/KAHNoGf5D2

Some upcoming dates:

February 10: New Flex Start Date

February 13: Senior Trip

April 30: Honor Breakfast (Top Decile)

May 17: Scholarship Banquet

May 18: Senior Picnic

May 26/27: Now sent in stone: Senior Exams

May 29 @ 6pm: Graduation

May 29 (full day) and  June 1: Exams (as it stands now)

Some upcoming edcamps (opt-out credit can be earned):

February 21: Edcamp NOVA (Ashburn): I’m registered but unable to go because I’ll be at another conference http://edcampnova.org/

March 21: Edcamp Arlington http://edcamparlington.org/

                    Edcamp RVA (Richmond)

April 18: Edcamp Delaware (Wilmington)

Still waiting for more info about Edcamp MetroDC and Edcamp95 (Virginia/Prince William maybe)

What I’m Reading

The Neurochemistry of Positive Conversations: A great follow-up article to last week’s one-on-one conversations posting and a great reminder to me.

Toontastic, an ipad app, is now free. Some great opportunities for some creative student-created projects.  Google buys Toontastic  and an example of toontastic in education.  

19 Superpowers All Teachers Have

Chunk and Chew

Cougar Communication

Excellence in Education: Chunk and Chew

Over the past few weeks I’ve seen several great examples of interactive lectures or chunk and chew learning. Because students can be overwhelmed with too much information, it’s important to give students time to process and interact with content by giving it to them in manageable chunks and providing them with opportunities to chew on it. Just as importantly, while students were chewing on the content, teachers used that time to listen for misconceptions or misunderstandings (formatively assessing students) while providing feedback.

Some Chewing Activities I observed:

1. Turn-n-talk: Teacher provides a question and student partners respond and discuss.
2. Quick writes: Students are given a writing prompt or question and are given a minute or two to write answers. Students can then share answers with others or with the class. One possible quick write structure: Have students respond to I was surprised that…..I learned that….I wonder about…..
3. Creating questions: Students are provided with index cards and are asked to formulate questions or ask for clarification. After collecting the cards, the teacher can use the questions to close class. If students need help developing questions, you may simply ask, “What’s the most confusing thing?” or “What do I need to do a better job of explaining?”
4. Graphic organizer: At the beginning of the class, have students develop a graphic organizer strategy (different students chose different strategies: chart, web, skeleton notes and were grouped accordingly). The lesson was chunked and students were provided opportunities to add to their graphic organizer and share with their new partners (students who chose the same graphic organizer).

Administrative Notes

I’ll be attending the National Association of Secondary School Principals Conference on Wednesday – Saturday. Of course, I’ll be checking my email, twitter and phone.

Positive Referral Link: http://goo.gl/s0KXRB

Work Order Request Form: http://goo.gl/H7hFwK

Comment Box: http://goo.gl/forms/KAHNoGf5D2

First marking period ends on 2/17

Grades are due at 8 a.m. on 2/24

Some upcoming dates:

April 30: Honor Breakfast (Top Decile)

May 17: Scholarship Banquet

May 18: Senior Picnic

May 26/27: Now sent in stone: Senior Exams

May 29 @ 6pm: Graduation

May 29 (full day) and  June 1: Exams (as it stands now)

Some upcoming edcamps (opt-out credit can be earned):

February 21: Edcamp NOVA (Ashburn): I’m registered but unable to go because I’ll be at another conference http://edcampnova.org/

March 21: Edcamp Arlington http://edcamparlington.org/

                    Edcamp RVA (Richmond)

April 18: Edcamp Delaware (Wilmington)

Still waiting for more info about Edcamp MetroDC and Edcamp95 (Virginia/Prince William maybe)

What I’m Reading

These Are The Ten Best Teachers in the World

Before You Assign Homework, What Your Students Wish You Knew

“That’s So Gay,” From A Teacher’s Perspective

  

Image of the Week

First Day Reflections, Using Images/Pictures to Start Class

Excellence in Education: First Day Reflections

In talking to many of you, I heard 50 minutes seemed to be the perfect amount of time to get what you wanted to accomplish done. What was also interesting was the different approaches that were taken.

Some teachers used the opportunity to simply cover the syllabus, class rules and class procedures

Others did getting to know you activities

Others gave pre-assessment tests. A note from author Thomas Guskey on pre-assessments via twitter, “But formal pre-assessments start the learning unit with a failure experience for most students. This needs to be done very carefully!” Truthfully, I never had really given that much thought and by no means is he saying that we shouldn’t pre-assess.

No matter what was being done in the classroom, what I most enjoyed observing was your enthusiasm and active engagement with your students. For example, instead of sitting behind your desk or on your computers, you took the opportunities to walk around, monitor student progress, ask students questions, provide extra help, and get to know the students!

Excellence in Education: Using Images/Pictures to Start Class

Last term, I saw several teachers begin instruction with pictures or images. The pictures ranged from political cartoons focused on the day’s topic to picture with thought bubbles to works of architecture. This simple technique primed the students’ brains for the upcoming lesson by requiring them to decipher/decode information, to process and combine old and new information, and, most importantly, it engages the students. The pictures and student answers were then used to spark small group or whole class discussions.

Here’s an example:

Teacher displays several pictures of the Palace of Versailles with a writing prompt something akin to, “In your opinion, what  does this architectural work tell us about France’s political, social and economic structure in the late 1600s?” Or have students imagine themselves as French citizens during the 1600s and write from the different perspectives and then discuss, "How did the class divisions influence how the Palace of Versailles was perceived by French citizens?” 

Administrative Notes

Please update your class rosters and emergency lesson plans by January 15.

Term 2 Open House: January 15 (7pm)

Faculty Meeting: January 21 (afternoon) and January 22 (morning)

Positive Referral Link: http://goo.gl/s0KXRB Please take the opportunity to nominate and recognize a student from one of your first term classes!

Work Order Request Form: http://goo.gl/H7hFwK

Comment Box: http://goo.gl/forms/KAHNoGf5D2

Please evaluate me https://docs.google.com/forms/d/1_WBILQxqyJI0CJgc285RbbAXVI24UnQuJI96Ie_oWEs/viewform : If you could complete this by January 19, that would give me the opportunity to create my term 2 goals. 

Some upcoming—way down the road—dates:

February 3: Flex Begins

April 30: Honor Breakfast (Top Decile)

May 17: Scholarship Banquet

May 18: Senior Picnic

May 26/27: Probable Senior Exams

What I’m Reading

John Hattie, who’s book Visible Learning, is a must read believes “that teachers and school leaders who develop these ways of thinking are more likely to have major impacts on student learning.” Here’s a great little video discussing his eight mind frames for teachers.

Poor, Hispanic school focuses on test prep, sees huge gains. But can it be replicated? from the Washington Post

Edweek: Differentiation Doesn’t Work (Although I think you know where I stand on this)

Thought for the Week

“Fair isn’t the everybody getting the same thing, fair is everyone getting what they need to be successful.”

Tip of the Hat to You, Teacher Evaluation of Me

Excellence in Education: All of you!

With the first term behind us, I’d like to start off by commending each of you for your excellent work with/for our students. SOL scores—by no means a measurement of your greatness—were superb! More importantly, as I looked over the index cards that you completed in August (where you answered why you became a teacher and how to better engage students), I can honestly say that many of you met your “goals.”

As we start the new term, I’d like for you to take a second to reflect on your first term. Take a look at the index cards (they’ll be in your boxes soon) and set a mini-goal for next term.

I’m proud of each you and consider myself lucky to work with such dedicated teachers.

Turning the Tables

No, that last line wasn’t just me sucking up, I truly believe it. But it’s that time of year where I ask you to evaluate me. The form is the same as it has been in past years. As always, it’s totally anonymous and 100% optional.

https://docs.google.com/forms/d/1_WBILQxqyJI0CJgc285RbbAXVI24UnQuJI96Ie_oWEs/viewform : If you could complete this by January 19, that would give me the opportunity to create my term 2 goals. 

Administrative Notes

Grades are due January 8. 

Special Education progress reports are also due on January 8.

Please update your class rosters and emergency lesson plans by January 15.

Term 2 Open House: January 15 (7pm)

Positive Referral Link: http://goo.gl/s0KXRB Please take the opportunity to nominate and recognize a student from one of your first term classes!

Work Order Request Form: http://goo.gl/H7hFwK

Comment Box: http://goo.gl/forms/KAHNoGf5D2 I’m sure in your first term reflections or when you complete my evaluation, some things will pop into your mind J

Take a Risk

Cougar Communication

Excellence in Education: Teachers Dip Your Toes into the Shallow End of the Pool

Full Disclosure: The following was written by Mark Barnes and is from Brilliant or Insane,  a blog I write for. One of the things—there aren’t many—that I like about our semester block schedule is that it provides students and teachers with a re-start, one that can be quite invigorating. I used the new term to reflect on the prior term and asked myself, “What can I do better?”

As we continually strive to become the best, please know that it’s acceptable to take risks and to fail. I have 100% confidence in you! 

An insightful colleague once told me that many teachers are overwhelmed by major change. They are scared to death of the deep end of the pool. “That’s too much,” some say. “I could never do that.” The path to change for these trepidatious educators may start in the shallow end. They need to dip their toes, before they leap headfirst from the diving board.

When an education book or presenter suggests what you perceive as major, and frightening, change, consider one of the following ways to dip your toes into the shallow end.

Try one new technology–Years ago, I presented 10 web tools for the classroom at a major education conference. Several people approached me afterward, suggesting that they could never take on so many new things. “What if you tried just one?” I asked. One teacher considered the question for about five seconds before saying, “Sure, I suppose I could do that.” She tweeted me a week later, explaining how much she and her students enjoyed the shallow end of the pool and that they couldn’t wait to wade in deeper.

Replace direct instruction with video–For one lesson, spend 15 minutes searching for a video on Youtube or TEDEd or another service that you might use to replace your lecture or other form of direct instruction. Keep it short, and see how much your students love it. As an added bonus, save the video in Youtube archives or create your own cloud-based system. This way, you’ll have the video for posterity. As unorthodox as it might sound, education needs less from teachers, which leads to more from students.

Throw out homework for one week–For teachers who have relied on homework for many years, this one is tricky, but take a moment to ask yourself, “What if my homework assignments are a waste of time?” Try eliminating homework for an entire week. Spend more time in class on the concepts and skills your homework is built on, and see how your students do. Encourage them to find creative ways outside of school to extend the learning, but don’t make it mandatory. I’m guessing you’ll jump into the deep end on this one sooner than you believe, because after a week, you’ll see just how unnecessary homework is.

Make learning messy–If you believe in a quiet, controlled classroom, spend one day making things messy. Create some work stations. Cut instruction to a minimum. Allow students to choose partners or small groups. Encourage talking and movement. Scary? Remember, you’re dipping your toes into the shallow end of the pool for one day. If you find the water too cold, you can always return to your old way the next day. Observe carefully what messy learning looks like. Talk about it with students. What are the advantages? What barriers must be considered. This is how good teachers become great ones.

Throw out traditional grades for one assignment–Have you heard of the Teachers Throwing Out Grades Movement? Yes, it’s a thing, and it scares the bejesus out of some teachers; that is, until they try it. Pick one assignment that you would typically work on in class then collect and grade with numbers, percentages or letters. This time, tell students there will be no grade. Explain that you want to observe their work, discuss what they did and how they might improve. Then, allow them to rework the assignment as they like. If you need help, use the SE2R model, pictured above. This just might change how you assess learning forever.

Administrative Notes

Dec 15: Attendance Failure Sheets are due, begin textbook collection (please see memo regarding new procedures)

Dec 16 (4^th block): Recent grad forum. Teachers are invited to bring their classes to hear recent graduates talk about their transition to college and what they wish they knew while they were in high school.

Dec 18, 19: Final exams. December 18 is a full-day (schedule will be forthcoming). Exams for students in 1^st, 2^nd, and midterms for students in 4^th block A/B classes (whichever meets on that day). Dec 19 exams for 3^rd and 4^th, including midterms for 4^th block A/B classes that didn’t meet on Thursday.

EXAM BELL SCHEDULE – Thursday, December 18^th, 2014 – FULL day

                        7:25                             Warning Bell for 1^st Block

                        7:30 – 9:10                  Exam for 1^st Block (1 hour and 40 minutes)

9:10-9:20                     Break 

                        9:25 – 11:05                Exam for 2^nd Block (1 hour and 40 minutes)

                        11:10 – 12:40              Third Block/Lunch

                                                            11:10-11:30 – 1^st lunch

                                                            11:30-11:55 – 2^nd lunch

                                                            11:55-12:20 – 3^rd lunch

                                                            12:20-12:40 – 4^th lunch

                        12:45 – 2:35                Fourth Block/Exam for 4B Blocks (1 hour and 50 minutes)

EXAM BELL SCHEDULE – Friday, December 19^th, 2014 – ½ day

                        7:25                             Warning Bell for 3^rd Block

                        7:30 – 9:20                  Exam for 3^rd Block (1 hour and 50 minutes)

                                                            BREAK

                       

                        9:40                             Warning Bell for 4^th Block

                        9:45 – 11:30                Exam for 4^th (4A) Block (1 hour and 45 minutes)

Grades are due January 8.  Failure cards are due by Thursday (periods 1, 2) and Friday (periods 3, 4).

Special Education progress reports are due January 8.

Please complete the second term PD choice form   https://docs.google.com/forms/d/1KN8KBb4dWMu8PiA7ATeleXr3JVrpQ9_3e3bdus1RX6o/viewform  by Tuesday.

Positive Referral Link: http://goo.gl/s0KXRB

Work Order Request Form: http://goo.gl/H7hFwK

Comment Box: http://goo.gl/forms/KAHNoGf5D2

What I’m Reading

10 Signs You Have a Grading Problem in Your Class: A quick 10 countdown

Why Teachers Pay for Student School Supplies Out of Their Own Pocket

What’s the Best Teaching Method (an interesting article based on research) One take-away: The problem arises when teachers and teacher education academics privilege one particular approach to the detriment of all others.

6 Strategies for Working with Diverse Needs Students Some great suggestions for working with special education students and other students who traditionally struggle