my point is the average teacher makes 1,500 educational decisions every school day. In an average six-hour day in front of students, teachers make more than four educational decisions per minute (Busy Teacher.org, n.d.), and that is exhausting.
no wonder we're all running on Red Bull and love ;) This is just another reminder of why taking good care of ourselves mentally and physcally is so important if we want to be effective and regulated educators!
hen teachers examine student work, whether it is from a daily checking for understanding task or a common formative assessment tool, they can use that information to plan instruction and intervention.
I realize that we should be analyzing student work and assessments to chart our course of instruction as well as follow the rigor of the lesson schedule. I think that fitting all of this in every day is the biggest challenge with these newer time intensive math and literacy curriculums. I feel like it takes many years to get comfortable enough with all of the components and timing of these curriculums and then they change so frequently.
id the lesson ‘invite’ students to participate, engage, and progress? Were there sufficient starting points, given the various phases of prior achievement and learning of the students? Were there any unintended consequences of your teaching? How many students gained the criteria of success — and for those that did not, what is now needed to assist them to meet the criteria? U
These are all such powerful questions to ask during and after our lessons. I am trying to think about how I would incorporate these more into our library lessons since they are often only 30 min. including a read aloud and checkout.
summative.
I always remember this analogy when trying to remember which is which type of assessment. "Tasting the soup" throughout our lessons gives us the data to know how to move forward thoughtfully with our delivery and what we need to rework.
hey are exciting, rea eso between what we now know and what we could know; they are signs of opp etwe learn and they are to be embraced.
YES! I think if we talk about feedback opportunistically, it will be received more more positively by students.
most feedback given by teachers is to the whole class and most of this is not received by any student — because no single student believes that it pertains to him or her!
I agree that whole class feedback is not as powerful as individual feedback. I love that many digital tools make giving individual feedback easier like Book Creator and Adobe Express. Students can read teacher feeback and revise their work and reply to any feedback comments. As a DTL, this is helpful when working with all classes in the school.
Building clarity and shared language between and among students, fami- lies, and educators mobilizes commitment and action to develop the com- petencies that allow all students to flourish.
I feel like this is a forever goal of public education to communicate and build this clarity and shared language between students, families and educators. I feel like in our very transient, multi-lingual, Title-1 school environment where students enroll and unenroll every week, it is hard to maintain communication and build classroom & school community but we are always trying our best.
xperts p SSESS kn g' > y bine the owle €. OSSe: owled e that is ore integrated in that the com introduction of new subj : current lesson new subject Know!etee with students’ prior knowledge; they can rel uniquely their own by changin r su jects in the curriculum; and they make le elate students’ needs and their 0 — © combining and adding to the lessons according t “heb As a consequence of the oa eac ing goal
This is precisely why it is imperative that we have highly trained teachers in our classrooms so they have the expertise to make this instructional decisions and know how to change, combine and add to the lessons according to their students' needs and teaching goals. I think it is extremely difficult to be a natural at this just walking in from a different profession and trying to learn on the job.
But this three-phase model omits a truly vital component: stu- dents learning through collaboration with their peers—the you do it together phase.
My mentee is a STEM teacher this year and this phase of collaboration with peers is exceptionally vital and corresponds well with the engineering design process of researching, brainstorming, trial and error and improving results.
Humor comes in several forms and students will respond to it. They will enjoy coming to your class because they love to laugh and learn.
This is SUPER important to me and I naturally love incorporating humor and fun into my lessons. Students are so much more engaged and want to be around you when you can also laugh at yourself.
It is equally critical that students see that you follow through when boundaries are overstepped.
This is one of THE most important areas to focus on throughout the year but especially at the beginning when you are getting to know your class and they are getting to know you and your expectations. When you are consistent, caring but firm and follow through on the things you say, your students will know that you are true to your word and will follow expections better.
developing solid relationships with your students is paramount in fostering academic success.
I have experienced this for many years and know it to be very true. One of the things I miss most about being a classroom teacher is being able to really get to your your students and their families to build relationships and trust. As a Librarian with 450 students, it is harder to get to know students on that level. As I get to know students throughout the years and remember certain things about them, their behavior definitely improves for me as our relationships grow stronger.