Making the Most of Your Summer

Ah, it is almost summertime. Time to kick back, relax, and enjoy your time off, and yes, you should take some time off to relax! After all, you've made it through a school year and survived. Although some of you may have chosen to teach summer school or have a summer job, you still need to take at least a week or two off for a break. Otherwise, you'll be worn out and exhausted before the new school year begins. So, how can you enjoy your summer and also be ready for the new school year? Below are a few tips and ideas to help you get started.

1. Take a much needed break. Take the first week after you get out of school to simply relax and recuperate after a long school year of teaching. Go do something fun, vegge out on the couch, go see a movie or two, hang with your friends, and lie in the sun. If you had a particularly stressful school year, you might think about taking two weeks to recuperate.
   
2. Catch up on your reading. After the first week or two of reading adventure novels, romance novels, or magazines, you might change up your reading material and catch up on some professional books. You know the ones, they looked informative and interesting but you just didn't have the time to sit and read them? If you don't have any collecting dust on your shelves, go to Amazon.com and see what's out there. Think about a particular issue that challenged you throughout the school year or a concept/strategy you'd like to implement in your classroom. There are many fantastic books out there on classroom management, differentiated learning, brain-based classrooms, motivating students, positive discipline strategies and more. In my website, I have a list of authors that you might consider reading. http://www.inspiringteachers.com/development/authors.html They are organized by topic so that you can easily find an author on a specific subject.
   
3. Attend a summer conference. Education conferences are more than just learning opportunities, they are fun! You get to travel to a new city, experience the food and culture of that city, and learn some neat teaching strategies as well. If you go with some friends from school, you can also enjoy good company as well. I know that I always come back from an education conference fired up to try many different ideas. The best part about going to a summer conference is that you have the time when you get home to think through how you'll implement those ideas in your classroom.
   
4. Attend a professional workshop. You may not have the time or the funds to go away for a summer education conference, so try attending a professional workshop on a topic of interest to you. Again, it is nice to attend a workshop in the summer because you have the time to actually think through the information and figure out how you plan to implement it in your classroom. Usually when we have a staff development during the school year, we are already so busy with everything else, there is little time to actually implement any new ideas.
   
5. Review your curriculum and lesson ideas. Some of you are lucky enough to have a district that writes your curriculum and gives you daily lesson plan ideas. Others are not so lucky. Either way, take some time to look at the overall plan of what you teach during the year. Are there any areas that where you can be more creative? Do you see any boring places from last year that you can spice up with a different kind of activity? The summer is the best time to think about your lesson ideas because you have so much time. Once school starts, it will be a mad dash and a daily challenge to get everything done that needs to be done. Take the time while you have it to really think through what you want to do next year in your lessons.
   
6. Reflect, Collect, and Plan. Take some time to reflect on what went well and what didn't during this past school year. Collect your thoughts and collect different ideas and strategies for dealing with those issues that were challenges. Then take some time to plan out what you will do next year when you get a fresh start. Brainstorm ideas and put them on paper. Daydream about what you will say and how you will say it. Daydreaming is easy to do when you are floating in a pool or lying out in the sun! **This is also a perfect time to create a classroom vision (see Inspiring Teachers Weekly Teaching Tip Newsletter archives for June 11, 2010).

Lastly, don't try to do it all at once. Mix in some fun along with these strategies for professional improvement. "All work and no play makes Jack a dull boy" after all! Do a little work and then have a little fun. Having the summer to learn and play is one of the few perks we get as teachers. It is a time to refresh and rejuvenate ourselves. And although you may not believe it now, by the time August rolls around again you'll be ready to get back into your classroom and excited about starting a new school year. Until then, pack your bags and make the most of your summer!

Original column found on Education-world by Emma McDonald. Reprinted with permission.

**Statement added for this blog post.

Slow Down!

Do you feel like I do that we are rushing through each day and rushing through our lives? There are days where I just want to stop, take a deep breath, and rest a moment before returning to the hectic pace. But the question I'm asking myself and those of you reading this blog is – why aren't we slowing down and taking deep breaths every day and all through the day?

When we are rushed I believe we often make poor decisions, not necessarily bad, just not the best possible decisions. It's like when you're rushing down the street on your way to an important meeting that starts in five minutes. You are so focused on getting to the meeting that you may not notice you are cutting in front of cars, almost knocking down pedestrians, and making hairpin turns onto the street or into the parking lot. I think this happens to us in the school as well. We are so focused on getting to the next big milestone in the curriculum, in the testing, and in the school year that we react instinctually rather than thoughtfully.

Think about that for a minute. When we are rushed we react instinctually rather than thoughtfully. What does this mean for our interactions with students? Do we quickly hand out consequences rather than slowing down to find out exactly what happened? Do we label and lump students into an unofficial "group" based on first impressions? Do we offer vague praise or an absent-minded pat-on-the-back when offering feedback? Do we ignore individual student concerns and issues in our rush to address the needs of the whole class?

I believe very strongly that our interactions with students help each one to develop a sense of identity and self-worth. The time we take and the relationships we make send important messages and have lasting impressions on our students. What message are we portraying when we rush through our curriculum? What message are we portraying when we rush through our assessment? What message are we portraying when we rush through our interactions with students and parents?

I think these questions are something as teachers we all need to think about. Then we need to take a deep breath and slow down.

Teaching: What it Means to be a Professional

The other day in the grocery store I overheard two moms talking about their local school. As usual, being an educator, my ears perked up, and I guiltily admit that I started to eavesdrop on their conversation. One of the mothers was explaining to the other how she could never get in touch with her child's teacher to discuss concerns because the school was always closed so early. The other mom agreed and they earnestly began a diatribe against teachers. Steadily my ears got hotter and hotter and I threatened to step into the conversation when one of the mothers threw out, "Those people have the easiest job. They get there at eight and leave at three, take summers and all holidays off and get paid for it! No wonder education is going downhill."

At that point I had two levels of thought going on in my head. On the first level I was furious with these mothers who had not the slightest clue of what is really involved in quality teaching. However, at the same time, I had to remind myself that I did not personally know the teachers under discussion by these two. I can only speak for my own self and my level of dedication and professionalism. The two moms ended their conversation and headed off in two different directions. I, however, stood rooted to the spot as emotions and thoughts roiled around in my brain.

This conversation against teachers started a chain reaction of reflection for me in regards to teaching as a profession. Obviously these two mothers were of the opinion that teaching is merely a job and a part-time one at that. What gave them this impression? Also, why do so many in the community at large have these same feelings about teaching? Oh, anyone who hears I'm a teacher will say to me, "Teachers have the toughest job. I admire you for what you do." But everyday conversations, media reports, and even certain legislations, tend to belie that comment. Why is it that teaching is considered more of a job (or glorified babysitters) than a profession? As educators we consider ourselves to be professionals, yet others in the community rarely give us the same designation. Why is that?

Although historically there are many reasons for the current attitude towards teachers, I believe that it is in no small part related to our own behaviors and attitudes about teaching. How then, can we demonstrate that we are professionals? I believe that being a professional educator requires:

• A professional appearance and demeanor
  
• A sense of dedication
  
• Continued training
  
• Collaboration with others
  

 

What do you think?

Personal Best

Recently someone asked me a question about the quality of student work. "How can I get students to take their time and not just slap something down when I have them do creative activities?" My thoughts jumped immediately to the life-skill of doing your personal best. This is one of those skills I feel has been neglected in our rush to get through the curriculum. We have so much to teach and so many concepts that must be covered before the end of the school year that we end up rushing our students through their work. We tell them to do a good job and then we say, "Hurry up. Don't lag behind." There is a very fine line to be balanced between allowing students enough time to do a good job on their work and giving too much time that ends up wasted by students through dawdling and procrastination.

One way we can walk this fine line is by teaching, training, and expecting personal best from students. For many of them this is a life-skill that is not emphasized enough both at home and in the classroom. We tell students that we expect them to do a good job, but what does that mean? Also, is doing a good job the same for every student? It shouldn't be. Every student has differing ability levels, creativity, and ideas which mean that you will get a different level of work out of each. This is why I like to focus on the concept of personal best.

At the beginning of each year I go through a little spiel about my expectations and what I want to see from my students. I always take some time to talk about the life-skill of personal best. I read one of my favorite poems by Charles Osgood entitled "Pretty Good." If you are interested you can view the poem at http://www.inspiringteachers.com/classroom_resources/tips/beginning_of_the_school_year/discussing_personal_best.html. The gist of the poem is that there was a pretty good student in a pretty good school that doesn't make him work too hard. They'll take work that is pretty good. After a while everyone finds out that pretty good is really pretty bad. I use this poem to emphasize how important it is that we each do our personal best. I have to do my personal best as the teacher and I expect my students to do their personal best in all that they do.

What exactly is personal best? Well, it is going to be different for each student. If I feel that a student has given me a product that is not their personal best, I will ask him or her, "Do you believe this is your personal best?" Most of the time the student knows the truth of it and will either nod a yes or shake his or her head no. At that point I return the work to them and expect it to be done again. If it is a creative assignment, I will require students show me their product before turning it in. We talk about whether the final product represents the student's personal best. I'll probe and ask students what they think their personal best product should look like. This helps the student to see where he or she needs to improve the project or work completed. At first students are irritated with me and simply want to turn it in and get it over with. However, I stand my ground and continue the conversation and probing questions. After doing this process several times, I will start getting products that reflect each student's personal best from the start.

This same standard goes for me. If I don't do my own personal best in my teaching, how can I expect my students to put their personal best into their work? A large part of teaching is modeling. If we expect a behavior or attitude from our students, we need to consistently exhibit that same behavior and attitude ourselves. Our students know when we don't follow our own admonitions and expectations. I've even had students come up to me after a day where I "winged it" and say, "Mrs., that wasn't really your personal best today, was it?" Boy, that really gets to me. I'm rebuked and know that my students can tell when I haven't done my personal best in teaching. I feel honor bound to put my very best into the lessons and activities I plan so that students can see what personal best truly means.

If you feel you are getting substandard work from your students, take some time to talk to them about personal best. Get them to discuss what personal best looks like and feels like. Show your students some examples of work you've gotten in the past that showed personal best. Explain to them how you put your personal best into lessons and activities. Let them know that from now on you will not accept work that does not represent a student's personal best effort. They will have to work on it over and over until it is truly their personal best. At the same time, be sure you communicate the fact that each person has a different personal best. You are not looking for every project to be exactly the same. What you are looking for are students who strive to do their best, at whatever level that may be. Show consistency in expecting personal best from students and in doing your own personal best. Before long your students will catch on that it is better for them to take their time and do their best the first time around than to redo an assignment over and over. In thinking about our own classrooms, schools, and communities, we really don't want to be like the people in Charles Osgood's poem. Instead, let's strive for personal best rather than pretty good.

Become a Task Master

 

Time. It's something we have in limited supply. There are only 24 hours in a day, eight of which should be spent in sleep. The remaining hours must then be divided into work, personal time, and recreation/relaxation time. As a new teacher you'll find yourself overwhelmed with the number of activities and tasks that will fill your time. There are lessons to plan, papers to be graded, classes to teach, paperwork to fill out, meetings to attend, parents to call, colleagues to conference with, students to redirect, and more. At times it may even feel as though you are drowning. Then when you get home, for many of you, there will be laundry to do, meals to fix, shopping & cleaning to do, and families to care for. How can you manage all of these aspects of your life? That's where time management comes in. It is all too easy to let your tasks control you and your time. Instead, strive to be the master of your own time. Below are a few ideas to help you be a "Task Master":

Know your tasks. Our "To Do" list takes up much of our time and so often things get added to this list at odd moments. You may be walking down the hallway when the special education teacher stops you and says, "Oh, good, I caught you. Can you please fill out this referral packet on _____? I need it tomorrow morning." A little later you may realize, "We need more toilet paper at home." Then you walk into your classroom and get ready to teach the next lesson. It's no wonder that our "To Do" list can pile up on us with many items forgotten and left undone.

One way to keep track of all these items is to keep a small journal or a legal sized pad with you at all times. This is something I find helps keep me on top of all the different tasks I face – both personal and professional. Make two, three, or four columns on the page (depending on how many parts of your life require specific tasks). My list is divided into three columns of Work, House, and Family. In each column I then list the tasks I need to complete. If you keep this pad with you at all times, it is easy to jot down an unexpected task that comes your way. Put a star next to it to show higher priority, and a deadline date if one is given. I also mark down a day & time for specific items on my list. For example: Parent Meeting – Tues @ 3pm (office). That way if I don't have my calendar with me, I know what appointments are coming up. Keep the list for a week at a time. At the end of the week transfer any items not completed to the next sheet of paper on the pad.

Keep a calendar. This tool will be a lifeline when you begin ARD meetings, parent conferences, staff development meetings and all of the other appointments that will fill your time besides teaching. Outlook has a great calendar tool that will notify participants via email of appointments and changes to those appointments. You can even print out your calendar a week at a time and keep your "To Do" list as part of your calendar. Outlook also has a "Task Panel" where you can list all of your tasks to complete that week. As soon as you set up a parent conference/phone call, staff meeting, field trip, etc., mark it on your calendar. When you get memos from your administrator noting due dates, meetings, etc., mark it on your calendar. When another staff member requests your attendance at a meeting, mark it on your calendar. Then keep your calendar handy. Do not commit to any meetings until you have checked your calendar.

Allot specific amounts of time for tasks. If you get into the habit of using a calendar, you can then set appointments to complete certain daily tasks. For example, you might set an appointment each Wednesday afternoon to plan lessons for the following week. Go ahead and mark these on your calendar before school starts (don't forget to take into account weekly faculty meetings). Now when making appointments you won't accidentally over-plan your time and not have enough to grade papers and plan lessons. Also be sure to put in personal appointments on the same calendar. Keeping two calendars is simply too confusing with all of the tasks and appointments you'll have throughout the year.

Don't forget to allot time for those tasks that are important for your health and well-being. This includes time for exercise, personal reflection, and relaxation. Believe me, you'll find yourself so overwhelmed by work that these important activities will be left by the wayside. You need to take time for yourself each day and each week so that you don't burn out, which can happen easily in this profession.

Managing your time is all about allotting segments to accomplish the various tasks and appointments required by your job and personal life. Using a "To Do" list and a calendar are two ways you can keep track of all that is going on without getting overwhelmed. Don't forget to reward yourself when you've accomplished your major tasks and goals. Stop and eat a piece of chocolate or go out and watch that new movie. You see, when you are in control of your tasks, you can do these little things for yourself that make life more enjoyable. In essence, you become a "Task Master."

 

Column by Emma McDonald reprinted with permission from The New Teacher Advisor column on Education World found at http://www.educationworld.com/a_curr/columnists/mcdonald/mcdonald019.shtml

Tips for Using Journaling in Your Classroom

Journaling is not an activity just for English teachers. The journal is one of the best ways to assess student learning after a lesson as well as a great way to provide one-on-one feedback for each student. It is important, however, for you to know exactly how you plan to use the journal in your classroom. What is the purpose of the journal and how does it help you meet curriculum goals?

Journals can have a variety of purposes:

1) To unload thoughts and feelings before starting class. Writing often helps people work through issues they are facing.

2) To focus thought on a particular topic. Get students in the right "mind-set" by having them journal on the topic or concept you are currently studying.

3) To review prior learning. Help students to make the connections between prior learning and new learning by reviewing the concept or topic taught the previous day through a journal witing activit.

4) To encourage creative writing. Offer students a fun or wacky thought, sentence, or word and have them journal thoughts and ideas from that starting point. Another great idea, especially for young students and ESL or ELL students is to use pictures and have students respond to the pictures. Calendar pictures make great journal starters.

No matter what purpose you set out for your journal, it is important that you provide structure for this type of learning experience. Simply telling students to write in their journal isn't enough. In the beginning students will often spend the entire journaling time flustered and looking around aimlessly. Give your students a topic of some sort to help them get started. If you are looking for free flowing thoughts, then give them a word or picture to start from and allow them to continue from that point. Always make it clear, when asking for open-ended journaling, that students are free to write about whatever they want, but that you are providing a starting point for anyone having trouble.

If you are using the journal to focus student thought or to review prior learning, it is important to use your objectives or key elements/strands to help you develop a journal prompt. Be sure that your topic is meeting your curriculum needs and is not just another busy work assignment without meaning.

Math teachers can encourage students to explain various equations or math concepts through words rather than always using symbols. You might even think about prompts that ask students to apply previous learning to a real world situation such as purchasing groceries or clothing, or designing a structure of some sort.

Just remember two important aspects of journaling - 1) Purpose, and 2) Structure - and you'll find the journal to be a meaningful way to integrate writing into your class!

Frustration with Research Projects

Are you conducting a research project in your class? Do you find yourself getting more and more frustrated with student research abilities and the end product? This is not surprising. Many content area teachers get frustrated when doing a research project in class. Here are a few reasons why students may be having trouble:

1. The students have not been taught (or have forgotten) how to take notes from different kinds of sources.
2. The students have not been taught (or have forgotten) how to properly cite a source.
3. The students only have experience finding direct answers to direct questions.
4. The students only know how to regurgitate information located in the text.

So what you find yourself with is a group of students who, for the most part, don't write down citation information from their sources, copy word for word the information read in the source, answer research questions only if they require location of facts from a source, and are unable to develop their own unique synthesis of the information learned about the topic.

What can you do to help your students navigate through this process and ease some of your frustration?

1. Don't assume students know how to research - even if you are teaching secondary students.

If you are working with elementary or middle school students, take the time to walk through the entire process from start to finish. Model each stage of the research project and practice as a class before asking students to do their own. Take it one step at a time and create specific due dates for each stage of the project.

If you are working with high school students make sure to go over your expectations in detail. Provide a checklist showing each stage and the requirements for each. You still want to have specific due dates for each stage of the process to keep track of student progress.

Providing students with specific guidelines and walking them through the process is not cheating - it's teaching. When students only complete one or two research projects in a year they do not get sufficient practice to build good habits and retain knowledge of the process from year to year. As with everything, when you don't practice frequently you forget.

2. Teach or remind students how to take notes before beginning the research project. Practice as a class how to take notes using a book, periodical, and website at the very minimum. This is a good time to teach or review citation rules as well. Basic note-taking skills include identifying the main idea of the paragraph, page, or passage and writing down supporting details under the main idea. I always stipulate to students that they may only write down three words maximum for each line of notes taken. This forces them to clearly identify the main idea and supporting details from the reading. It also reduces the amount of plagiarism that occurs from copying information word for word during the note-taking stage.

Also, it is a good idea to review how to locate the main idea (both stated and inferred) and supporting details in class - especially if you don't normally teach this in your subject area classes. Don't assume the English/Reading teacher has recently taught or reviewed this skill or even that students remember the lessons.

3. Practice answering questions from print sources where the answer is not expressly stated. In other words, practice inferring answers from text. Students have plenty of practice answering Knowledge and Comprehension level questions where the answer can be easily located within the text. However, they do not have a lot of practice answering questions where they must infer the answer or reason it out from the reading because it is not specifically addressed.

For example, you may ask students to discuss mankind's affect on nature in a particular region. The source you read may describe depleted resources and changes in the ecosystem without specifically stating that this is a result of human interference in nature. After reading the text, "think aloud" with students to model how you would think through the meaning and inferences within this passage. Do this kind of activity as frequently as possible with textbook readings throughout the school year. These modeling practices teach students how to actively think about their reading and identify information that is not explicitly stated but rather implied.

4. Practice making opinion statements about a topic and providing support from a source. This is another activity that can be practiced throughout the school year and not just during a research project. When students read a passage or section in the content area textbook, ask them to form an opinion. Then have students support that opinion from the text. You should first model this to the whole class then have students work in groups to practice, then in pairs, and finally each student should be able to make his or her own opinion statement from a single or even multiple sources.

This is also an activity that should be taught and practiced in ALL grade levels. Kindergarten students are just as capable of forming an opinion and supporting it as a high school senior. Their opinions and support may be less complex, but you are beginning to build the dendrites in the brain for this important skill.

Students are less likely to regurgitate facts in a research project when they have been taught and have frequently practiced how to make opinion statements. The most important aspect of this skill is that students are able to locate support for their opinion from the text. Frequent practice will help students hone this skill and will provide more entertaining and enlightening reports for you.