I’d be very surprised to find a teacher that has fallen asleep at night thinking, “In what ways can I bore my students tomorrow?” However, school is changing — and with it, so are the roles of teachers and students.
Rows of individual student desks with a teacher in the front of the room are becoming a thing of the past. Collaborative and flexible workspaces with multiple teachers and support educators are the new norm.
The way we consume information has also changed, and teachers are no longer the sole sources of information with a duty to impart knowledge to our students. Students are consuming media and information every day — from the time they wake up until the time they fall asleep. They ask Google a question to be met with an instant response.
How might we adapt our roles as educators to facilitate learning and thinking in an impactful, purposeful way in this new learning environment?
A couple of years ago, the FIRST LEGO League robotics theme was “Trash Trek.” That was the year that I decided to coach not one, but two teams of middle school students… by myself. After thinking long and hard about the challenge topic, the teams came up with two original solutions.
Team 1 joined efforts with a local trash company to recycle lunchroom milk cartons.
Team 2 had read that mealworm larva could eat styrofoam. They decided to grow mealworms, measure their consumption, and develop a plan for landfills. They grew mealworms in my classroom for six months. Did you know those little buggers grow wings? I didn’t.
As Earth Day is quickly approaching, I’ve been thinking a lot about that robotics season and the initiative of those amazing students. They were motivated to make a change. They were obsessed with their efforts and even wrote songs about mealworms to quell the fears of the local elementary students — highlighting that while the worms could eat trash, they wouldn’t actually eat their house.
In the spring of 2017, our middle school experienced an eruption of racist slurs and hate speech, from swastikas drawn on the cheeks of unsuspecting students at lunch, to “KKK” mysteriously appearing on the Google image linked with our school’s website. And we were not the only ones. Newspaper headlines highlighting intolerance at schools were popping up all over the country.
Our school community felt broken, and we knew we needed to do something. One idea kept coming up: an all-school read, where every student, teacher, and staff member reads the same book at the same time. We already knew that stories help readers develop empathy. Having everyone read the same story at the same time seemed the perfect opportunity to build school community and promote understanding.
With only a couple months left in the school year, we set our sights on the fall of 2017.
There’s no doubt that expectations for student achievement have increased exponentially over the past two decades. To help students meet these expectations, schools have shifted to more evidence-based strategies, like peer teaching.
Peer teaching isn’t a single strategy — it is a full menu of learning techniques that can enhance student achievement, content knowledge, and student engagement. However, peer teaching can also be problematic for teachers, because employing this particular method means that students will be teaching each other.
You might be thinking…
- My students aren’t experts. How can they teach this content to one another?
- What if they teach and learn the information incorrectly? Even if they do get it right, will the learning be superficial?
- What if parents bristle at the idea of students learning from students when the stakes are so high for student assessment?
- What about my professional responsibility? I’m the teacher, after all. Isn’t teaching my job?
All of these are valid concerns and worthy of some debate. But equally valid is the wealth of research that shows peer teaching works.
Are you ready to explore peer teaching in your classroom?
Whether you’re ready for just a taste or a full menu of strategies, we’ve got something for you to try!
As a teacher myself, I feel your pain when a capable student chooses — yes, chooses — not to perform well academically. Cajole as we might (and do…) to convince kids like these on the merits of academic accomplishment, many of them look at us with that blank expression of adolescence that speaks volumes in its silence.
What they don’t say are things like these:
- “School is irrelevant to what I’ll eventually do in life, and we both know it. Tell me how linear algebra will help me become a better attorney.”
- “If you really cared to help me, you’d let me test out of what I know how to do so that I had time to pursue stuff that is important to me.”
- “The reason I don’t do the homework is that I’ve already proven to you through my class performance that I understand this stuff. Wouldn’t you be as frustrated as I am if you had to do such meaningless work every night?”
More times than not, smart students who choose to do poorly on purpose have very good reasons for being disillusioned with their middle and high school experiences. And these students may be on to something. Research on gifted students and other high achievers has shown that many of them know 50% or more of the grade-level curriculum before it’s “taught” to them.
Can teachers use spoken word poetry as a tool for literacy, empowerment, engagement, education, and community building across content areas?
Poet, performer, and educator Sarah Kay says absolutely, YES! Sarah is a founder and co-director of Project VOICE, an organization that uses spoken word poetry to entertain, educate, and inspire. Through Project VOICE, Sarah is dedicated to promoting empowerment, improving literacy, and encouraging empathy and creative collaboration in classrooms and communities around the world.
On this episode of Tch Talks, Sarah discusses the origin story of Project VOICE, her own introduction to spoken word poetry, and her work as a poet, an educator, and a bestselling author. Whether speaking from her heart or from her head, Sarah believes that spoken word poetry can be an important educational tool that will have a lasting positive impact on your students’ motivation, creativity, self-esteem, agency, and their desire to share their own stories and listen to the stories of others. Listen in to find out more.
So much science to know (Teacher, it’s cold outside.)
Why icicles glisten and glow (Teacher, it’s cold outside.)
What matter makes up snow? (Your students will want to know.)
Why is winter so cold? (Teacher, you’ll freeze out there!)
Teacher, it’s cold outside.
Students never seem to lose their sense of wonder when it comes to snow. The unexpected snow day, delayed start, or early dismissal has the potential to take student learning off the clear path you’ve carefully shoveled as schedules are rearranged and students are excited to play — no matter their age.
But play during the long, cold, and sometimes unpredictable months of winter doesn’t have to be limited to the outdoors.
What can you do in the classroom with students on short, cold, snowy, icy, and stormy days?
Create relevant learning experiences and increase student engagement!
We walk through our classroom doors and want to relate to our students. We want to understand their challenges, thought processes, motivations, and fears.
But how do we develop empathy for our students who may struggle with challenges we never experienced?
How can we understand their reactions, fears, and priorities if their childhood or adolescence is so incredibly different from our own or the one we’re creating for our children?
Good teachers understand that practicing and growing empathy makes us great teachers.
“Feel the rhythm, feel the rhyme, get on up it’s…” Olympics time!
~ Sanka Coffie, Cool Runnings
The Olympics are full of amazing athletes, but what keeps people watching night after night are the stories.
For two weeks every four years, households around the world tune in to watch. We cheer on Apolo Ohno, Lindsey Vonn, and Shawn White. We’re suddenly captivated by otherwise mundane tasks like sweeping (curling anyone?).
The stories of the athletes teach lessons of perseverance in which athletes train, and retrain, and retrain… until they reach their goal and the glory.
How can we provide students with analogous opportunities to embrace a process that leads them to overcome a challenge and improve upon a system?
What are the questions that your students carry inside of them but rarely ever discuss?
2015 National Teacher of the Year Shanna Peeples wanted to find out. What started as a small idea or strategy to help students build empathy transformed into nearly 15 years of work helping children — and adults — voice the questions they carry inside them. On this episode of Tch Talks, Shanna talks about why it’s important for both students and teachers to “Think Like Socrates,” to allow students to take ownership of their own learning through authentic questions, and to leverage student questions as learning experiences that develop critical thinking.
For Shanna, curiosity is key, and allowing students to own their learning through creating questions is the most fundamental change a teacher can make in their teaching practice. Listen in to find out more.