What Teachers Really Want to Say!

I was on CNN.com and saw this article. It is a must read! I would love to hear your reactions!

What Teachers Really Want to Say!

I don't want you giving any more homework!

Do you check your student's homework? No, not check.... I mean give feedback on their homework. If you're not giving meaningful feedback on the work they've done and simply marking it as "done" than..... "I don't want you giving any more homework!"

The purpose behind homework is to give students the opportunity to try applying a skill that they've learned in school. For many this is a difficult task. So difficult that they often seek help from adults or peers. Many times the assistance they've received is unreliable compared to what you have done in the classroom.

....and now they bring their work back to school.

Some (few) students return with a confident understanding of what they learned and applied. The rest, without any feedback, haven't benefited from the activity. Without meaningful feedback (You know... the kind that goes beyond writing "good job" on the top of the paper) to add clarity..... the homework is pointless.

Your reaction?

Doodling about Education... A Perspective from Sir Ken Robinson

Please take a moment and watch this video created by Sir Ken Robinson. He details his opinion about the current state of our education system through a very unique and engaging presentation. My brain surely was jumpstarted by some of his comments.

I know he moved a bit quickly, but take a moment and reflect on any part of the video that may have resonated with you. You may comment below or send your comment via email. (if you comment below please make sure your name is included)

If you have trouble seeing this video please click the link below and watch directly from youtube.

Sir Ken Robinson

Lessons from a Dancing Guy.......

I have always found it amazing how we can derive meaning from sometimes the most simple moments in life. Take a moment to watch this 3 minute talk given by Derek Sivers on the topic of "How to Start a Movement." How can his apply to how you manage your classroom?

"How to Start a Movement" (Sorry for the commercial at the end....ignore it).

How you doin'?

As we look towards Spring and no doubt see Summer in the near future many of us have reached our threshold. Spring break often serves as a nice island of relaxation and recovery, which often carries us to the end of the year. Stress in our profession is unavoidable. Understandably, I am in part responsible for some of it (sorry!) and like arsenic building up in our system, there is no question that without a remedy we are bound to get hurt. Plan books, lesson plans, conferences, professional development, observations, curriculum, performances, school tours, faculty meetings, phone calls, incidents, duties, politics, blogs!....... How do you protect yourself from stress? What tricks do you have to manage your workload? Since we're all in the same boat I thought I would use this forum to check in and simply ask "How you Doin'?"

Screaming Eggs!

When do we loose perspective? I was with my son the other night and I often allow him to search widely (under supervision) through youtube. Since he's only 3, you can imagine the wild tour we usually take. This particular night I was struck by a video that got me to reflect on something I had witnessed while at work. I saw a teacher yelling at a student to get a point across. I know I didn't like this approach when I was that student. So, now I don't do it as an educator. I try to be aware of each perspective that I need to interact with. Watch the video below by clicking on play.

Screaming Eggs

Now that you probably think I'm crazy, try to imagine when you were that student (egg). How did you view school, learning and your teachers. Now reflect on your role as a teacher. Is it important to use our experiences as students to guide how we teach and manage our class? Do you use your experience as a student to guide how you deal with your students? Or do you just cook eggs?

Flying Blind

Each morning before I go to work I look at myself in the mirror. I'm certain I'm not alone in this practice. Without admitting all of the vanity behind why each of us stands there, we can all agree that is is some form of assessment. After that moment, I have found, that we very seldomly evaluate ourselves. The remainder of our days' are on autopilot. Is there a danger in flying blind?

The practice of evaluating teachers was not originated as a punitive process aimed at firing ineffective teachers. It was designed as a system of feedback to better are practice. Yet many of fear the day we are asked to be under the administration's microscope. There is a discomfort in having someone critique what we do. Why? Do we feel something bad will come of it? Are we afraid of the truth (Which by the way for all of you pessimists doesn't mean anything is wrong)?

On the flip side, our students walk into class everyday under our microscope. We evaluate and provide feedback on everything they do right down to calling out without raising their hand (someone just popped into your head). Do we give them the same consideration we want or need during our evaluations? As a mentor to student teachers do you give the same type of considerations when providing feedback? Do you provide feedback (seriously)? Aren't we just trying to better their practice?

The Power of Teaching tool and the Montclair Teacher Evaluation Form are just two instruments designed to provide feedback for your classroom behaviors. Many of your comments defined them as "very different", which is true. While many suggested that the Power of Teaching tool was "better", I feel the true worth of an evaluation tool is how it is used. You can own a top of the line hammer, but if your using it to turn screws you're not going to maximize its potential. I do however, agree with your additional comments which described the Power of Teaching evaluation process as "more specific and objective." Furthermore, you stated that the "Montclair tool is general, while the Power of Teaching instrument clearly defines positive and negative behaviors." It is this quality of spelling out what is an effective teaching strategy and what is an ineffective teaching strategy that makes it a powerful tool. It provides a vocabulary and a language for us to discuss teaching and nothing gets lost in translation.

I guess my point here is that we shouldn't mind stepping in front of the mirror more often. An evaluation of our practice should be a constructive practice which is targeted at bettering ourselves. Coaching even the best of us is necessary for growth. After all isn't that the philosophy behind enrichment?

I have the privilege of evaluating teachers because of my position. It makes me better at what I do to watch all of you. In my opinion, one of the best tools out there for training new teachers is to watch teachers and to be able to provide feedback. Let's not be scared to take off the blindfolds and start the conversations. What do you think?