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.
What if I told you there’s a new teacher out there struggling who needs you — would you share your story?
I remember my first year like it was yesterday. I accepted an interview for a permanent position on September 30th. I thought this was strange timing, given the new school year had just begun; however, to me, it was also serendipitous.
There was no question in my mind that I would take the chance to sit for an interview and teach a lesson to what would become my first class of students.
I was so excited to learn I would have a real job, I hardly took the time to wonder why several teachers left this position in the short month since the school opened its doors, or what it meant when a series of administrators and faculty characterized the group of sweet, cooperative adolescents I met as “challenging.” In fact, it didn’t even phase me that, after announcing what my new salary would be, my then-superintendent asked, “So, do you still want the job?”
Thank you to everyone who joined us as we discussed The Art of Engineering Practices and Creative Design in the K-12 Learning Space.
We discovered a lot of overlap between STEM, the arts, and design. In fact, engineers often use design to think outside the box, accomplish a task, or solve a problem.
Continue to think about ways STEM and the arts are complimentary and seek opportunities to collaborate with colleagues who can bring a different perspective to the conversation.
Don’t forget to check out our Storify below, because it’s jam packed with resources and ideas you can use in your classroom right now. 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!
Want timely reminders about #TchLIVE chats on Twitter? Sign up for our Remind class: remind.com/join/tchlive.
Tch Video Lounge 2.0 is open for business.
Last year, we opened the doors to Tch Video Lounge, a place where the Teaching Channel community can watch and discuss videos with each other. This past fall, due to the closing down of the player we were using, we unfortunately had to temporarily close the doors to the lounge. Now there’s great news! Thanks to our friends at PlayPosit, the lounge doors are swinging back open.
One thing we know for sure is that the world of the neatly compartmentalized content teacher has changed when it comes to teaching literacy. Whether tackling speaking and listening standards or student writing, many secondary teachers outside of ELA struggle with how to give appropriate and meaningful feedback to students through a literacy lens — which is not their specialty — and still meet the demands of their content area. The good news is most content teachers possess strong literacy skills. A few great strategies are all they need to feel more confident and help students grow as communicators and in content knowledge simultaneously.
Back in December, in what often seems like a long slog between Thanksgiving and Winter Break, we asked you to share how you “Tch It Real.” The idea was to inspire solidarity as we slogged towards a well-deserved break. And you certainly came through!
In this new series, in partnership with San Francisco Unified School District, we step inside classrooms where teachers are using strategies to engage and support all learners, especially their English Language Learners (ELLs). In Part One of the series, we visit two elementary classrooms to see how teachers use the district’s recommended five essential practices to teach their students during designated English Language Development (ELD) time, as well as to integrate ELD into content. For more information on these practices, read Lisa Kwong’s blog post about the district’s ELL work.
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.
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:
As we look back on 2016, we’d like to take a minute to turn an eye to our Tchers’ Voice blog.
In 2016, our community published 545 blog posts!
We think that’s an amazing accomplishment because we know our community of educators gives two of their most precious resources — their time and expertise — to make Tchers’ Voice a home for innovative, passionate ideas and a place where we can all get better together.