As the school year is approaching its second semester, I’ve started to both reflect on the progress I’ve made as well as look ahead to the standards that need to be addressed by the end of the school year. As a STEM teacher within Greenon Local Schools, my primary focus is on Science and Engineering Practices. Something that has always been a major challenge is how to accurately take inventory of the standards and then develop an outline that ensures the needs of my students have been met by the time they leave my classroom.
Last April, a group of colleagues and I applied to the New York Teacher Leadership Summit (powered by Teach to Lead). It was billed as an opportunity to:
- Develop the skills to design and advocate for a teacher-led initiative
- Network and build relationships with critical national thought partners
- Connect with teacher leaders and administrators from across the NY Metro region
Driven by our love for our south Bronx public middle and high school students, we aspired to improve our practice. To do so, we wanted more professional learning opportunities and a structure to help us share what we learned with each other. We submitted a proposal that would allow us to do just that. Our proposal was one of twenty selected from across New York State, and we were excited to join other teams working to create opportunities for teacher-led learning and leadership at their schools, in their districts, or across the state.
In math class, we often see students pull numbers out of math problems and operate on them without thinking about the context. Many students arrive at an answer, but don’t realize their answer doesn’t make sense within the context of the problem.
When this happens, we’re left wondering many things that are extremely important in our future planning:
- Are they struggling with the math?
- Are they struggling with comprehension of the text?
- Are they making sense of the problem as mentioned in SMP1?
After reading Brian Bushart’s blog post, I’ve found that taking the numbers and questions out of the problem itself engages students in making sense of contexts. Students are then able to notice and wonder about the context without the worry of having to solve for something.
This entry is the sixth post in the series #TchWellness.
Every September, my desk and office space begin as blank canvases. As I purchase supplies and create materials, I place each item in an organized location. However, as the year progresses, I’m often overwhelmed by paperwork, post-it notes, books to read, projects to complete, and more. Somewhere in all of this, my desk becomes a space for my expansive educational collections and to-do lists rather than a clean, organized retreat where I can mentally focus and be creative.
This entry is the fifth post in the series #TchWellness.
This year, as I continue to focus on issues that impact teacher wellness, I had the opportunity to interview an expert in how we build trusting relationships: Nan Russell, author of Trust Inc.: How to Create a Business Culture That Will Ignite Passion, Engagement, and Innovation. My goal for the interview was to better understand the concept of trust and then work to increase the development of trust in my professional relationships.
Why do I trust some people and not others? As I pondered this question, I initially thought the answer may be connected to likeability. Do I trust people whom I like more? Yet, thinking back to coaches who challenged me during my days as an athlete, I realized I often trusted the coaches who pushed me the most, even if this was at the expense of a more comfortable, lighthearted relationship. I knew it had to be more complex than likeability.
As I interviewed Nan, I asked how teachers could build trust in a world that focuses heavily on performance evaluations that so often work from a deficit model, focusing on what needs to be fixed in our instructional practices.
Last Wednesday morning, before the school doors opened for our middle and high school students, Mr. David, our principal at Bronx Studio School for Writers and Artists in New York City, announced over the loudspeaker that we’d have a short faculty meeting in the library. A few of my colleagues and I had already gathered in a classroom, hugging one another, checking in, and reflecting on the results of the previous night’s election.
We weren’t sure how we’d talk to our students about the results and were seeking ideas from one another. When our principal’s announcement came over the loudspeaker, I was relieved. I wanted to come together with my peers to process and talk about what we’d just experienced as a nation.
This entry is the fourth post in the series #TchWellness.
As part of Teaching Channel’s #TchWellness series, I’m connecting with a series of authors who are helping me — and you — understand issues impacting teachers. Our first, Nan Russell, author of Trust, Inc.: How to Create a Business Culture That Will Ignite Passion, Engagement, and Innovation, recently sat down with me for an interview. Her work, not limited to education, explores how trust is developed and sustained.
As students walk into school every fall, I focus on routines and procedures emphasizing classroom management. I have students repeatedly practice these expectations to effectively maintain a safe and engaging classroom. However, over the past few years, in addition to focusing on routines and procedures, I’ve become increasingly interested in the intentional and sustained engagement of students in critical conversations and curious thinking practices. Once students are engaged in the core of my content area, procedures make more sense and become embedded in the learning foundation already established.
The following strategies represent 5 ideas that will help to create engagement while also focusing on a sense of community in your classroom.
We’ve found collaboration with one another to be an invaluable component of our professional learning. In every conversation we have around the math, the lesson, and student work, we learn so much. Since we know it’s not always easy to find the time to meet, especially living on opposite coasts, we’ve found ways to be creative in our scheduling, planning, tools, and technology to make it happen.
We were fortunate to begin our journey together over two years ago when we worked on a project supported by Illustrative Mathematics, Smarter Balanced Assessment Consortia, and Teaching Channel. The project connected educators from around the country in a planning, teaching, and reflection cycle unlike anything we had ever experienced. Recently, NCTM’s publication Teaching Children Mathematics, published an article on this work and hosted a Twitter chat that generated an energetic conversation about collaboration that sparked a new idea for us to try.
This is something that often eludes me as I work through my day. Where does the time go?
One of my all-time favorite pieces on Tchers’ Voice is Sarah Brown Wessling’s blog post, A Letter to My Children: What it Means to be a Teacher. Throughout the post, Sarah shares the struggles and sacrifices that we all make as we attempt to meet the needs of not only our biological children, but also all of the smiling faces that walk through our doors every day. As a single father, coach, and teacher, this piece really hit home. Being a teacher is a balancing act. And that’s especially true if you’re a teacher leader.
Whenever I’m asked why I became an educator, my answer is short and sweet: “Because I want to change the world.” Not that I’m naïve enough to believe that my work will achieve world peace, but I have faith that there are enough like-minded souls spread throughout the globe to make a significant difference. Some of us are blessed with the opportunity to possess a leadership role within our profession. And it’s tough! Not only do we have to ensure a quality education to our own students, but we also have an obligation to provide support and resources to our colleagues.
So how do we find balance? Well, when you figure that out, please let me know!
While I do joke about it, there is truth to my previous statement. Even those of us that have lived a dual life for several years struggle at times. That being said, I’d like to share some of the lessons I’ve learned with you.