This entry is the third post in the series #TchWellness.
My career as an educator bleeds into every part of my personal life. While reading with my children, I often ask them open ended questions, requiring them to use claim evidence reasoning. One Thanksgiving, I began a clapping pattern, expecting more than 20 guests to match the pattern and give me their undivided attention. Sometimes it’s even challenging to go out in public. My students are seemingly everywhere. While pushing my cart down the aisle, I occasionally hear “Ms. Morey” echoing behind me, and I suddenly tense as I realize the spheres of my personal and professional lives are not all that separate, but intermingled components of a Venn Diagram with a vast area of overlap.
This overlap is most often recognized by my children. They’re sitting beside me as I work through the papers I bring home, prepare for the upcoming week, and strive to stay on top of email and social media updates. My ability to prioritize my role as mom is often compromised by the intense work I engage in at home. When it comes to creating a clear separation between work and home life, I admit, I find it a challenge.
Are you concerned about the health of our democracy? Do you feel like schools aren’t doing enough to prepare young people to fully leverage the potential of the digital age or to avoid the pitfalls? Do you wonder how to prepare young people to address the great challenges of our age from climate change to racism?
This is an election year for the ages. The rhetoric is at a fevered pitch, the sides are divided, and the issues muddied by inaccuracies, half-truths, lies, and innuendo. How do we help our students wade through the messages, see the purpose in participating, and become actively engaged with the presidential election? Find out during this lively conversation with high school teachers Janelle Bence of Texas and Chris Sloan of Utah, two teachers who are making the election a focal part of their work this fall.
You, the Teaching Channel community, have watched millions of minutes of Teaching Channel videos. You have responded, commented, and annotated them hundreds of thousands of times. You have tried, shared, pinned, and tweeted too many times to count. It’s because of you that this community continues to grow and flourish. It’s because of you that the way we talk about teaching and learning is changing. Yet, in all of this multimedia motivation, we still need to listen. To hear. It’s the hard work Madeleine L’Engle talks about when she says, “Part of doing something is listening.”
Teaching Channel is excited to launch its newest endeavor in meeting you where you hear: the Tch Talks podcast. When you listen, you’ll hear teacher stories and learning stories; stories of improving practice and sparking imagination. Teaching Channel invites you to listen. To learn. To do what this community does so well: get better.
Managing a class isn’t easy! Before you can teach content, you need to create a positive learning environment (check out our Class Culture Deep Dive for tips on how to do that). Building culture is a long process, one that eventually makes management easier. But what do you do when you need your class to calm down and focus? Or how do you deal with a student who is outright defiant?
Editor’s Note: The questions throughout this post are from the Rising Educators in Jennifer Wolfe’s course. We invite you to click on the questions to respond to them directly.
As a 20-year veteran high school social studies teacher, I don’t get nervous anymore when the first day of school draws near — I get excited. I wonder who my students are, what they’ll talk about, how they’ll take to the content, what challenges and celebrations we’ll have this year, and of course, if they’ll like and respect me.
I only just realized that I’m more excited in September these days than nervous, when I was hired to teach my first graduate-level education class, Foundations in Education 602, this past summer. I felt the butterflies in my stomach almost immediately after I was asked to send in copies of my degrees and was assigned a university faculty email address. Amazing, me, an adjunct professor. Awesome! Now what in the hell was I going to teach them? The university gave me some basic guidelines, but the course was mine to create. I could design a foundations course of my own.
I love the beginning of the school year because my classroom is a blank slate. A new start gives me a chance to take all the learning I experienced over the summer and put it to use. Some of my time this summer was spent learning with a group of teachers in the state of Iowa around the concept of coherence and phenomena-driven lessons.
National leaders in NGSS curriculum development, implementation, and training shared with the us immersion lessons that demonstrated how phenomena are used to generate student questions, which are then used to guide the learning in the unit.
Josh Parker started as a substitute teacher — and nearly quit. Now, a Maryland State Teacher of the Year, Josh talks with Sarah Brown Wessling about his first year of teaching, part of the launch of our Tch Talks podcast.
Thank you to everyone who joined us as we discussed Teaching Channel’s new Deep Dives.
Did you have time to explore these new collections of great resources, curated by experts, on a wide range of topics important to teachers? If not, dive back in, explore, and interact with the Teacher Leader in each space. And come back often because new resources will be added as the collections are updated.
If you have questions, reach out. And remember to follow the Tchers you connected with in the chat so we can continue the conversation and get better together!
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Science is important for students to learn. No, actually, science is crucial for everyone to understand the world and how we interact with it. Teaching Channel, alongside many educators, is working hard to communicate strategies and resources to improve science instruction and allow deeper understanding and broader access for all students.