I have long been skeptical of the “One Word” promises made at the turn of the new year.
On one hand, I totally get it; it’s an efficient way to stay focused on personal improvement. And like any goal setting, focus is essential to success; we often try to do too much with our goals — personally and professionally. In that respect, I see the value. However, the scope of one word seems, in some ways, too focused. I’ve struggled to see how a one-word focus would truly help me become a better me, a better teacher. But with this said, I also had no suggestion for a different approach.
So, as 2017 faded into the cold and dreary new year backdrop of 2018, I sat down to do my usual new year reflection and goal setting, resigning myself to this seemingly too-narrow approach for lack of a more effective strategy. It was while I scribbled in my writer’s notebook, jotting down key words and phrases that captured elements of my personal and professional growth that I hope to see improve in 2018, when the music in the background, which is always playing when I write, shuffled to a different song, grabbing my attention in a way it never had before. Having heard this song well over 100 times already, I couldn’t believe the way it was now inspiring my goal setting.
It was the 11th school shooting in the United States this year — and it happened on January 23rd.
Pundits and politicians alike suggest that we, as a nation, are becoming numb to school shooting incidents — that we have become desensitized. However, nothing could be further from the truth for educators, their students, and school communities — tragedies like these are personal.
Although this most recent school shooting has been notably overshadowed by continuously breaking news, and it’s not a trending topic on Twitter, the tragic events at Marshall County High School in Kentucky this week are front and center in the minds of teachers, students, and parents across the nation.
Earlier this school year we published a post in the aftermath of the California wildfires that touched upon what teachers can do to support their students in times of tragedy. While the tragedy differs in type and scope, many of the tips for teaching in times of tragedy can help in the aftermath of gun violence — whether it happens in your own school or your community is feeling the anxiety that follows watching an event, like the one that played out in Kentucky, from afar.
But when it comes to something so important, teachers can never have too many resources to help them help students with resilience and, most importantly, healing.
As teachers, we’ve all dealt with days that are particularly tough in the classroom. Unfortunately, we seem to be increasingly faced with teaching in the days and weeks that follow a local or a collective tragedy. For nearly two weeks, Northern California has been ravaged by devastating wildfires — the deadliest in California history. For many at Teaching Channel, the Bay Area is home, and we’ve been thinking a lot about how we can help our friends and neighbors. From making a donation to volunteering your time, if you’re looking for a way to help, you can find a number of great ideas here and here.
Whether local, national, or international in scope, times of crisis can have a significant impact on our students and our classrooms. While the impact is more obvious when students are in direct proximity to the event or personally involved, large-scale national crises, often accompanied by heavy media coverage, can be equally difficult to navigate. The resulting stress and anxiety students — and teachers — bring into the classroom in response to a crisis can affect teaching and learning.
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.
50,000 words by high school graduation.
That’s the challenge English Language Learners (ELLs) face if they want to catch up to their native English-speaking classmates. That’s almost 4,000 new words a year if a student begins school as a kindergartner!
But what about the English Language Learners who don’t enroll until middle school or high school? For these students, the vocabulary challenge is even more demanding. To meet it, teachers must learn and use the most effective strategies. Over the years, I’ve tried many different approaches and techniques and compiled the following list of my top five favorite vocabulary strategies for ELLs.
Teaching Channel and the San Francisco Unified School District have partnered to share practices for engaging and supporting all students, especially English Language Learners (ELLs). In the first part of this series, we visited two elementary classrooms to watch teachers put the district’s recommended five essential practices into action (For more on these practices, read Lisa Kwong’s blog post).
In the second part of the series, we visit San Francisco International High School, a small school that serves recently arrived immigrant youth and is a member of the Internationals Network for Public Schools. There is so much to learn about teaching ELLs, especially newcomers, from stepping inside the classrooms in this high school.
I learned a new word: kuleana. It’s a Hawaiian word that means one’s personal sense of responsibility.
I accept my responsibilities and I will be held accountable.
As an educator, having a vision is important. We have a great responsibility to our students and to society. I’m privileged to be an educator, and part of my vision is to teach children not only academic skills, but social-emotional skills that will prepare them to master this concept of kuleana and use it throughout their lives.
This same personal sense of responsibility is naturally embedded in the work I do every day. I’m part of a community of educators who believe in the principles of the Responsive Classroom, a K-8 approach to teaching and learning which includes specific tools, strategies, and practices to help teachers provide a high-qualityeducation to every student, every day. It’s not an add on nor a stand-alone program. These principles, woven into everything we do, how we speak, and how we model behavior, are based on research that shows a strong link between academic success and social-emotional learning.
A few days after the November election, I had a meeting with Angie Estonina and Lisa Kwong, two talented educators who lead professional learning efforts on ELLs for San Francisco Unified School District.
With our webcams on, the mood was a bit somber — the election talk of deportations, walls, and targeted registries hung in the air as the rhetoric suddenly became more real. In fact, it felt a bit suffocating. In education, we all have days when we feel weighed down by how much needs to be done and by our professional and personal puzzles, but the unknowns of impending political shift pushed on us from the sides, making us feel the squeeze of change.
I even started wondering if an upcoming presentation I was about to do in Canada on ELLs with school districts from Ontario/Montclair, California, and Yakima, Washington, was even relevant. In retrospect, it was incredibly sad to even think this. But this was my state of mind. It was easy to go there when the personal and professional intersects — my nine-year-old son who is of half Mexican descent asked if he was going to be deported. This was not a question I had at nine years old.
Editor’s Note: This post is sponsored by GoFundMe.
As a 1st grade teacher in an urban Boston public school, I know that summer can be a challenging time for many of my students who have parents working long hours.
I wanted to do something to help my kids and their families have resources for fun, healthy activities to keep them busy and engaged while out of school, so I came up with the idea for “summer baskets.” I just needed a way to raise the funds for the baskets, and that’s where GoFundMe came in.
Super reader teaches her mom how she uses pointer power when she reads
The classroom is filled with parents, siblings, and grandparents eager to learn from kindergarten super readers. All around the room, students dressed as their favorite reading superpower are sitting alongside their their families, immersed in stacks of books, teaching their families how to use superpowers as they read.
When they get to challenging “kryptonite” words, students demonstrate how they use picture power to study the picture and think about what word might make sense. This is how we celebrate reading. It’s an opportunity for students to demonstrate their growth and for families to learn about how they can continue to support their child’s reading at home. It’s a bridge from school to home. This is one of the many ways that we engage families at our school.
Engaging in meaningful school-family partnerships is foundational to improving student outcomes. Families are an essential resource as we strive to work together to best support our students. Over the past few years, our school has grappled with this question: How do we build meaningful school-family partnerships? While our practices are always evolving, I’ll share some of the ones that have successfully enriched our school-family partnerships that you might try in your own school: