I felt the blood rushing to my face. I was standing in front of a group of teachers presenting on a topic I was very familiar with and all of the sudden, I couldn’t for the life of me remember what I was saying. The teachers were very gracious, but I was cringing. I didn’t know what to do. I didn’t have the strategies to make my next move. I sure could’ve used some coaching in that moment.
I often have the opportunity to work with teachers as a professional learning provider or coach around the implementation and assessment of the three-dimensional learning expected from the Next Generation Science Standards. In this work, I’m expected to be the “expert” and the collaborator, but sometimes I need coaching too.
It doesn’t seem possible that my time in the classroom is over.
At the start of this school year, I accepted a position as a principal, after spending the last 15 years in the classroom. At some points, those years seemed to zoom by, but there were moments where time seemed to stand still, the daily struggles nearly overwhelming. Thankfully, the fulfilling days far outweighed the tough times.
While I’m enjoying the challenges and rewards afforded by my career shift, I have times where I’m nostalgic for my days in the classroom. As much as I enjoyed being a teacher, I also revel in discovery, and I expect to learn from each of my jobs. In reflecting on my teaching career, I realized that teaching has taught me… nothing.
Did I just say that… and do I really sound like that?
I’ve always been told I look and sound exactly like my younger sister, just with darker hair. I’m still not convinced we look alike, but after listening to my most recent presentation, it easily could’ve been my sister speaking. Scary!
Even more frightening is the wording I chose and the stammering that occurred throughout my delivery of the professional learning.
Those poor teachers.
Without the close vetting of this “unwanted” video, I’d never have realized how much I needed to improve. Sometimes “looking in the mirror” can hurt.
To be 100% truthful, I’m considered the “face” of our school district and I conduct numerous interviews that are then streamed on our local cable channel and on our district YouTube channel. How many of those interviews have I watched to see how I can improve on the next, you ask? ZERO!
It’s time to change my paradigm and realize that video self-reflection can be one of the most valuable tools we have as educators. Here’s my most recent glimpse of my reflection.
A few weeks ago, I made a stop at a local butcher’s shop and left with a cooler full of cow muscle, tendons, fat, and a kidney just for fun. I was prepping for a tissue engineering unit where students would research authentic tissues before tackling our big question: Can low-cost, synthetic tissues be engineered for use in under-resourced medical schools and research labs? This unit was based on the Tissue Engineering guide from Allen Distinguished Educators DIY Guides.
One of my goals is to increase peer observations and encourage a school culture where teachers open up their practice to others. This can be challenging, as teachers most often have to give up their own time with students to make these observations happen. So I fired up my Swivl, and decided to step out of my comfort zone to demonstrate another way to share our practice when time is short — through video! As part of my work with the Tch Next Gen Science Squad, I decided to focus on the implementation of engineering as described in the Next Generation Science Standards (NGSS).
I’ve long been curious about what’s underneath. The back story of the author, the inspiration for the music, the influences that created the athlete. It’s not just the history or the origin story I’m interested in, it’s the story wrapped inside the story that grabs my attention and makes me want to keep uncovering. And I know I’m not the only one because so many of you reach out to me, stop me at a conference, or after a workshop, and ask for all the details. Did you really mess up that lesson or did you plan to? How do you grade all of that writing? Did your students only do that stuff for the camera? How do you come up with your ideas? What happens next?
For as long as I’ve been making videos with Teaching Channel, I’ve had this idea that there should be a version where I get to pull back the curtain and tell the story behind the story. Even though our medium is video and everything seems visible, it’s not. There’s so much invisible work in teaching: the ideation, the planning, the “fake left and go right,” the careful attention and revision. With this in mind, we’re launching our new series, Tcher’s Cut, to give you an insider’s look at all that invisible work, to help answer the questions you’re prompted to ask.
A teacher can learn a lot by taking a close read of the classroom.
However, the pace of a typical school day doesn’t allow for much time to step back and take it all in. That’s why video is a great tool to help teachers understand what’s really happening in the classroom as students engage in learning activities.
In the videos I collected of students, I began to notice there was a pattern to their conversations. Based upon the task at hand, my role was to be a facilitator. As teachers embark into NGSS territory, it will become more obvious that students are highly engaged in their tasks. They’re excited and need help making sense of their thinking.
The National Board Certification process was one of the most effective exercises I’ve been involved in. The initial process, as well as my subsequent renewal, have proven to be invaluable to my development as an educator. The challenges presented to me have encouraged continued growth within this profession.
I found one of the most difficult aspects of the certification process to be the videotaped reflective piece. This component forced me to critically analyze virtually every aspect of my practice. Lessons learned through critical analysis of the recording have compelled me to find solutions to a wide variety of minor issues that were possibly hindering the success of my students. The videotaping has had such an impact on my classroom that I continue the practice to this day.
Welcome to The New Year!
A time to celebrate, reflect, and set goals. As teachers, we naturally set goals for ourselves in January. Even though it’s a midpoint in the school year, for some reason January feels like a fresh start. But what about our students? Do they use January as a time to reflect, reboot, and set goals for themselves? While hopefully reflection and goal setting are a natural part of your class culture (and if not, check out our Growth Mindset Deep Dive for ideas), January is a great time to ask students to reflect and set some larger learning goals to work toward over the rest of the school year. Here are four ways you can help:
Most of us realize the importance of a warm-up to get our bodies and minds ready, whether we’re talking about exercising, singing, or learning. But what about the cool down? How you close a lesson is just as important as how you open it. Yet all too often, we run out of time. Or, we look at the clock, see our students are still working hard, and think to ourselves, why interrupt their flow? But there are proven benefits to taking even just one minute to wrap up a lesson.
In those last moments, you and your students have a chance to check for understanding, reflect on what you’ve learned, tie up loose ends, or make sure everyone is ready for the next part of the day. You could even just take a moment to breathe! If you’re looking for new ideas on how to wrap up your next lesson, here are five things you can try.
As teachers, we all know the cycle. It seems just as our heads stop spinning from the end-of-year craziness and we have some downtime, we just can’t seem to help ourselves from reflecting, reading, learning, and planning for the upcoming school year. Not to say this reading, learning and planning isn’t mixed with a healthy dose of beach, pool and golf outings, but no matter how hard we try to relax, we just can’t seem to shake the teacher in us. Now that my head has finally stopped spinning and I have some relative downtime, I wanted to reflect on what has been such an incredible learning year for me.