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 (4th 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 1st, 2nd, and
midterms for students in 4th block A/B classes (whichever meets on
that day). Dec 19 exams for 3rd and 4th, including
midterms for 4th block A/B classes that didn’t meet on Thursday.
EXAM BELL SCHEDULE – Thursday, December 18th, 2014 – FULL
day
7:25 Warning Bell for 1st
Block
7:30
– 9:10 Exam for 1st
Block (1 hour and 40 minutes)
9:10-9:20 Break
9:25
– 11:05 Exam for 2nd
Block (1 hour and 40 minutes)
11:10
– 12:40 Third Block/Lunch
11:10-11:30
– 1st lunch
11:30-11:55
– 2nd lunch
11:55-12:20
– 3rd lunch
12:20-12:40
– 4th lunch
12:45
– 2:35 Fourth Block/Exam
for 4B Blocks (1 hour and 50 minutes)
EXAM BELL SCHEDULE – Friday, December 19th, 2014 – ½ day
7:25 Warning Bell for 3rd
Block
7:30
– 9:20 Exam for 3rd
Block (1 hour and 50 minutes)
BREAK
9:40 Warning Bell for 4th
Block
9:45
– 11:30 Exam for 4th
(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
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
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