At the beginning of the school year, we spend a lot of time and energy building class culture. And with good reason: once we get into the school year, having a positive classroom environment goes a long way.
But as you settle in with your new class or classes over the first few weeks, you begin to move away from community-building activities and spend the majority of your time teaching content. When that happens, it’s time to turn your attention to planning. Follow these five tips and get inspired to create engaging lesson plans.
“The only thing necessary for the triumph of evil is for good men to do nothing.”
This Won’t Be Easy
Important conversations never are. But our students — and colleagues — learn as much from what we do (or don’t do) as what we say (or don’t say). The events that transpired in Charlottesville, Virginia are likely weighing heavy on your students’ hearts and minds, just as they are on yours. You haven’t had the opportunity to learn their names, set up a structure, or lay the foundation for learning this year, but you can still create a space for your students to begin to unpack race, face history, and grapple with the lasting legacies of the past.
When events like those in Charlottesville, Virginia happen, we watch the news in disbelief and despair. We scroll endlessly through our Twitter feeds — tweeting, retweeting, sharing resources, and keeping abreast of the latest developments. Maybe what you saw invoked anger, maybe sadness, maybe fear.
The question that remains is, what are you going to do about it?
Teachers need to talk with their students about race, but before you begin to explore race, bias, and identity in your classroom, you’ll need to do a bit of work to be sure you’re prepared.
When you’re ready, the resources below can help spur discussions about implicit bias, privilege, and systemic racism, and empower students to work toward a more just society.
Have You Tried Number Talks?
What strategies are you planning for building number sense and problem-solving skills this year?
Check out our Number Talks collection to see a daily, short, structured way for students to talk about math with their peers.
Total Eclipse of the… Start?
Bonnie Tyler’s infamous tune has been resonating for months and the national solar eclipse on August 21st has been overshadowing conversations about the first week of school for many this year.
Even though The Great American Solar Eclipse is helping science educators start the school year off with the NGSS phenomena of a lifetime, there’s no need to throw shade at your science coworkers. The solar eclipse has the potential to be a bright spot all across the curriculum, and one that students won’t soon forget.
Before I ever set foot in a classroom, I knew what kind of teacher I wanted to be. I created a composite in my head of all my favorite teachers. You know them, those teachers who were exactly the person you needed at exactly the moment you needed them. I wanted to be warm, funny, and to encourage creativity. I wanted to protect my students and to advocate for them. I wanted to make them write both silly and serious things and understand just how clever Shakespeare really was.
I never anticipated how difficult it would be to keep that ideal version of myself alive. There were activities I had to fight for, actions I had to justify, and ideas I had to let go. It was exhausting to maintain my ideal teacher persona. There were nights when I was packing up to head home at 9 p.m., furiously apologizing to the maintenance staff for not leaving sooner. It wasn’t until my second year that I realized all of those traits I’d envisioned weren’t about the type of teacher I wanted to be. Actually, those traits embodied the classroom culture I wanted to create for my students.
Back-to-School time is the perfect opportunity to take a look back at some of your favorite Teaching Channel videos. Start your new school year off right by watching our most popular videos of 2017 (so far).
Thanks to YOU, Teaching Channel recently reached a milestone — One Million Registered Users!
We were so excited to celebrate all that you’ve contributed over the years, we knew we couldn’t let this moment pass without a little bit of fanfare. Our Tch Laureate Emeritus, Sarah Brown Wessling, penned a letter to welcome our One Millionth Tcher. But we also wanted to show our appreciation for all you’ve done — sharing your classrooms and your practice with one another and, ultimately, getting better together — with a giveaway and some great prizes for a few lucky winners.
And there’s no better time to celebrate our winners than as they head back to their classrooms to do what they do best!
Last spring, as I renewed my National Board Certification, I was struck by how much has changed in the landscape of public education since I was first certified ten years ago. In 2007, I passed the testing center components of the NBPTS process just fine, but I remember being concerned initially about the component related to teaching English Language Learners. As a regular classroom teacher, I taught EL students in my high school English classrooms, but I had no specific training for doing so. I reached out to colleagues for support and dove into any available resources in an era before Teaching Channel and other numerous resources now at our disposal.
The standards for National Board certification for ELA/AYA emphasize equity and fairness, and we understand that equitable and fair situations are those which ensure ALL students receive the support they need to be successful in the classroom. This includes instructional settings that promote rigorous learning for everyone. For me, this was one of the very reasons I pursued the NBCT process in the first place.
I want consistent equitable learning experiences for all students, as do most teachers I know. For those of us without specialized training for teaching ELLs, we rely on colleagues for co-teaching situations or for support in other settings. Jamie Ponce’s article about co-teaching led me to a slew of other Tchers’ Voice posts about how to meet the needs of EL Learners.
I read Lisa Kwong’s and Jacqueline Fix’s recent blog posts about how the San Francisco Unified School District (SFUSD) approaches instruction for ELLs with intentionality district-wide, through the Five Essential Practices for teaching ELLs. I also watched a few videos in the accompanying playlists demonstrating elementary and secondary ELL strategies.
Curiosity prompted me to revisit an instructional unit created by colleagues for a project I’ve been involved with for the past several years to explore if/how the work we created meets the guidelines suggested by SFUSD.
The noisy environment is filled with excitement and questioning. Designers create, collaborate, and redesign their models based on new information. Engineers discuss the strengths and weaknesses of their designs. Scientists conduct and evaluate experiments.
Sound like a wonderful place to work?
Well… it is!
Welcome to my first grade classroom, where six-year-olds make science and engineering seamless, and their teacher is learning so much along the way.
Last year, I used video to reflect on my practice and to grow as a teacher of science. I chose to record my students during a series of explorations that culminated in an engineering challenge.