tag:blogger.com,1999:blog-5758703671066857112024-03-05T19:43:40.413-08:00Teacher Excellence: Passion. Planning. Perseverance.middlegradesteacherhttp://www.blogger.com/profile/13774507143785426206noreply@blogger.comBlogger211125tag:blogger.com,1999:blog-575870367106685711.post-53591443326202987762023-06-04T04:21:00.003-07:002023-10-04T17:58:06.790-07:00Developing Community in the Classroom and in Life: What Matter Most<div>I woke up at 5 am this morning and made coffee. As it percolated, I peered over to my bookshelf and grabbed an old cookbook that my mom wrote based on interviews of my grandmother (her mother-in-law). My grandmother spoke of her mother (who was born in the late 1800s) as a person who exuded kindness and generosity. </div><div><br /></div><div>How did she do this? </div><div><br /></div><div>First, she called everyone, "Love." She would say, "Love, could you move this table for me?" If someone came to her in need, she would respond by saying, "How can I help? Or even better than that she'd say, "Let me fix this for you." In truth how many of us (when we are hurting) know what we want? When we are hurting, we just want the hurt to go away. When my great-grandmother knew someone was hurting, she just evaluated the problem and did something to help fix it. People loved her for it. She lifted burdens. </div><div><br /></div><div>Now upon reflection, I want the answer to the question: </div><div><b><i>How do I develop that sort of community in my classroom? </i></b></div><div><br /></div><div>The answer: <b>I can model what I expect from others. </b></div><div><br /></div><div> a. <b>Less distraction.</b> Quit things that don't matter. (Like Social Media) In truth no one really appreciates social media posts. They can illicit feelings of competition, envy, and resentment. Also, you are giving your time away to other people who (for the most part) are not even thinking about you at all.) </div><div> b. <b>Don't give way to envy. </b>There are times when things don't work out. I had a goal I was working on all year, but in the end, I put my family first, so the goal didn't work out. In some ways, my personal ego was hurt, but I would not change my decision. As John Wooden would say, "Character before reputation. Character is who you really are- not what you are perceived to be." Therefore, if someone else wins that's okay. I will cheer that person on and continue with a positive attitude because that is who I choose to be in life. </div><div> c. <b>Be a solution for others.</b> As John Wesley would say, <b><i>"Do all you can.. for everyone you can.. as long as you ever can." </i></b>We were put on this planet to serve and not to be served. Our bodies should stay in motion in honor of God. To be a solution, a help, and to take burdens off others. We are to do this work with a heart of humility- not brag, put others down in the process, or be a martyr. No one likes people who complain about all their good works. (That is the worst.)</div><div> d. <b>Celebrate others and make them feel special. </b>This does not mean liking social media posts. I have found that this is one of the weakest ways to keep and maintain friendships. Just show up for people. Send a card on their birthday instead of a Facebook like or message. Call or text them. Start small-- maybe with two or three people and expand as you are able. Look for ways to help. </div><div> e. <b>Don't complain all the time.</b> Students love to complain. Teachers love to complain. Everyone complains these days. Although complaints need to be said from time to time- think before you speak. Think about how you are phrasing the complaint. My great-grandmother would always begin with, "Love... I wish you would.. Love, can you help me with..." Begin in a kind way can make a positive difference in others and that creates a call to action. Now, I will admit that this feels foreign and uncomfortable to me. However, I will try it for two weeks and see how it goes. (Meaning I don't usually start with - Love - or similar pet names - but I will try it!) </div><div> f. <b>Know the dangers of a social media account.</b> I have a classroom social media account, but I am thinking about dropping it for next year. Here is why: Students think that you have favorites. There are always those kids who love a picture, and those who don't. The problem lies in that students who don't like to have their pictures taken are still envious of you taking pics of all the same kids. Also, if you post a kid's work that you think is amazing- other kids feel bad. This to me is all just unnecessary classroom distraction. It's does more harm than good. </div><div> </div><div><b>To sum it up, how can we create more community in our life and classroom:</b> </div><div>1. Less computer time. (Find other ways to learn, review, and communicate)</div><div>2. Don't be jealous of others. (You will win some and lose some. Remember your purpose.)</div><div>3. Be a solution for others. (Find ways to help-- even if it's inconvenient.)</div><div>4. Celebrate others and make them feel special. (In person-- SOCIAL MEDIA DOES NOT COUNT.)</div><div>5. Find the joy. (Keep complaints to a minimum)</div><div>6. Skip Social Media. (Have a website or a blog. 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My daughter inspired me yesterday by sharing a video with me on human connection, something that seems to be quickly vanishing among many modern families. Although technology has brought great advances, it has also brought a void in the hearts of many. Social media has gained in popularity, but will never be a replacement for true friendship, real communication, or connection. These videos touch on our human needs for connection, gratitude, and service. </div>
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Human Connection: I see many of my students who come to school hungry for attention and affection. This need often comes out as misbehavior in the classroom, but what they really need is love, direction, and connection within their own families. Strong families are the basis for stronger communities and schools. As parents, we need to start paying attention and realize the toll modern medias are taking on our kids. Our children need us more than they need their phones, game systems, or televisions. Also, as parents we need our children. We also need friendship, family, and love, too. None of this can be obtained through a device, but through real actual human connection. This includes family dinners, nightly story time, bike rides, walks, and just conversation. It's a process, but well worth the effort. I know that I am striving to strike a deeper balance this school year in the classroom and at home. </div>
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This video illustrates the need for children to have deeper connections with their parents through dinner conversations and spending quality time together. </div>
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I love this video. The oldest teacher in America never tires of teaching her students and she truly finds ways to connect with them. As one of her students states, "No, you can't taste love, but you can feel love." It doesn't matter how old we get, our children and students need love most of all. </div>
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The importance of real human connection. We remember our own humanness when we stop and really notice another person. This video was truly inspiring to me! </div>
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Gratitude: Many times we seem to forget to be grateful. God has given us so much. We are surrounded by beauty every day. There are wonderful people in our lives who want only to love us. We need to be grateful for that and look for opportunities to thank them. Sometimes, we feel that we may not deserve the love of others or maybe aren't sure how to show our gratitude. This video challenges us to call one special person who has helped us on our journey. Someone that has made a difference in our lives. I can't think of anything better to do on a Sunday afternoon. What a wonderful thing it would be to wake up in the morning and praise God for at least one thing in our lives. The fact we woke up is a miracle in itself. The third video I've used in my teaching in past years. These children inspire me by their gracious attitudes. What wonderful examples they are to us all! </div>
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Service: Service helps us to forget who we are, which is actually a good thing. Sometimes, we get so caught up in our own agendas, our own to-do lists, our own goals that we forget that a huge part of being fulfilled as human beings is service to others. Just get so busy serving others, there's no time to think about ourselves or criticize others. That would be pretty awesome! </div>
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Thank you for reading, and I wish you well in these areas. I know that I will be working on them this week. </div>
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middlegradesteacherhttp://www.blogger.com/profile/13774507143785426206noreply@blogger.com0tag:blogger.com,1999:blog-575870367106685711.post-16972792415066562332015-06-09T14:05:00.001-07:002015-06-09T16:48:48.311-07:00Communication: The Importance of Connection Between Teachers and Parents<div class="separator" style="clear: both; text-align: center;">
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This quote speaks volumes to me, "Without communication, there is no relationship. Without respect, there is no love. Without trust, there is no reason to continue." Communication is the starting point to all relationships, especially those with the parents of children that we serve every day in the classroom as teachers. Communication is an art and also a journey. It's never easy, but the investment of time is well worth the effort. Today, I would like to illustrate why communication is important for teachers to master, and steps that can be taken to become effective communicators. <br />
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<strong><em>What is the downside of ineffective classroom communication?</em></strong> <br />
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Parents love information. They want to know they have partners in their children's education. Lack of communication creates confusion, abandonment, and feelings of vulnerability on the part of the parents. This leads to a lack of respect between parents and teachers, which eventually erodes trust. Eventually, the lack of trust propels parents to reach for help outside of the classroom such as going directly to administration, the school board, or other teachers and parents for help. At this point, the relationship is at the breaking point. School life is difficult and burdensome. <br />
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<em><strong>What is the upside of effective classroom communication?</strong></em><br />
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Parents love your classroom! They spread the word to other parents and the administration of the wonderful things happening every day. Parents will volunteer to come in and help tutor, work with special projects, or even co-lead events with you. They will listen during conferences, knowing you have their child's best interest at heart. School life is uplifting and inspiring. <br />
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<strong><em>As a teacher, which scenario would you choose?</em></strong> <br />
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Both situations may be led by highly competent teachers who strive to do the very best for their students. The problem lies in that one decided not to invest the time in parent relationships and communication, while the other did. This is the defining difference--time and commitment. Relationships and the communication needed to develop them takes time, and to get the highly rewarding results, teachers must be willing to invest the time into it. However, one of the largest factors is also consistency. Finding consistent methods of communicating, and then marketing those methods to ensure parents are informed. <br />
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<strong>Steps to Effective Parent Communication!</strong> <br />
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Please be warned that I use several strategies, because that is what it takes. Why? Because 100% of parents will never have all of these technologies at the same time. To ensure continuity, you must have a few different strategies. <br />
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<li><strong>Daily Shout--Out:</strong> </li>
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<li><strong>Remind 101</strong> is a great way to send a daily text and reminders to parents. </li>
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<a href="https://www.remind.com/">https://www.remind.com/</a><br />
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<li><strong>Group E-mail:</strong> I send a daily e-mail to all parents with homework and assignments attached. Get the e-mails of parents at the beginning of the year, and set up a group mailing. </li>
<li> <strong>Twitter:</strong> Many school systems prefer Twitter as a social media source due to the nature of it's design. It is designed as a newsfeed. Therefore, it's great for sending out quick updates on the happenings of the classroom. This can be done during the day. My previous parents, especially younger ones, loved my Twitter updates and pictures of the happenings in the classroom. </li>
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2. <strong>Weekly</strong> <strong>Updates:</strong> <br />
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<li><strong>Design a weekly newsletter</strong> with what is coming up. This can be digital or hard copy. In today's world though, digital seems more effective. Students often lose the hard copies. Therefore, a digital copy can be e-mailed, tweeted, texted, or placed on your teacher website, or edmodo page. This year I'm going to use the website <a href="https://www.smore.com/">https://www.smore.com/</a> to create my weekly digital flyers. </li>
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3. <strong>Monthly/Yearly Outlook:</strong><br />
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<li><strong>Website</strong>: If your school offers you a teacher website, it would be a great idea to keep it updated. It is more effective not to have a website, then to have one that has outdated or no information on it. That will only cause stress and irritation with parents. However, a website can be an excellent resource for sustained communication for the year. It can hold resources, monthly calendars, classroom syllabus, and updates. </li>
<li><strong>School Newsletters</strong>: Most schools create a monthly newsletter. Make sure to review them carefully, and remind parents on a weekly or daily basis of upcoming events. </li>
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<strong>Other reminders:</strong> <br />
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<li>Send a postcard to all upcoming students before the school year begins. Introduce yourself, and highlight some important events in the coming year. </li>
<li>Call or e-mail parents when things are great! Call and send e-mails for no reason other than to praise a student for doing something great or for just having such fantastic parents!</li>
<li>Call when things go bad. This can be uncomfortable, but it must be done! If anything goes awry call the parents--don't e-mail in these cases. </li>
<li>Get business cards. This past year I created business cards, and passed them out any chance that I got. It had the school information as well as my e-mail address and twitter handle. Go to <a href="http://www.vistaprint.com/">http://www.vistaprint.com/</a> to create. I did not spend more than $10, and had more than enough for the school year. </li>
<li>Get Feedback: Send out a monthly or bimonthly survey using websites like <a href="https://www.surveymonkey.com/">https://www.surveymonkey.com/</a> to parents and get their input. Make adjustments where necessary. </li>
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Finally, sit back and relax. Meditate and think what it's like to be a parent. What kind of communication would you want from your child's teacher? Brainstorm the answers that come to your mind, create a plan, and stay consistent. <br />
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Consistency is the key that unlocks it all. Parents, like our students, desire predictability. If you need help, ask a parent volunteer to help you. <br />
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Effective communication does require effort, but the rewards are wonderful. Happy parents make for happy teachers, which in turn creates happy students. All of this equates to a highly rewarding year for all.<br />
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<br />middlegradesteacherhttp://www.blogger.com/profile/13774507143785426206noreply@blogger.com0tag:blogger.com,1999:blog-575870367106685711.post-77797449001152065332015-06-02T14:09:00.000-07:002015-06-04T07:23:43.398-07:00Want to be a Teacher Leader under TKES? Here are 8 Simple Strategies!Through my conversations with teachers, I've found many become frustrated at not receiving exemplary ratings on their teacher evaluations. Currently, under TKES (Teacher Keys Effectiveness System) teachers in the state of Georgia must demonstrate teacher leadership to obtain an exemplary rating on their teacher evaluations. The frustration often ends up an issue of semantics. <i><b>What is the true meaning of teacher leadership according to TKES? </b></i><br />
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Currently, I'm headed into my third year as a teacher under the TKES evaluation system. In the last two years I've received exemplary in professionalism (2 years) and communication (1 year) on my end of year summative evaluations. In these years, I've studied the TKES handbook extensively, and was intentional in the direction of teacher leadership that I wanted to take each year. I believe this intention was imperative for me to receive an exemplary rating (level four) on my summative evaluation, because the demonstration had to be <i>continual throughout the year</i> with documented proof of leadership. </div>
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<i>So, first let's look at what teacher leadership is not, under TKES? </i></div>
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Teacher leadership is NOT demonstrating mastery of a skill in the classroom only. </div>
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<i>(A teacher may be a master teacher in the area of assessment, but if that knowledge only impacts the students in his classroom, he is not demonstrating teacher leadership, only mastery of the skill.)</i></div>
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That understanding is what upsets most teachers. Although, frustrated with this new knowledge, take heart, there are avenues to demonstrate that mastery, and demonstrate and document teacher leadership for TKES. </div>
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(Warning to all potential teacher leaders! You will have to step out of your comfort zone. You will have to make the time. You will have to document. Above all--you can do it--<i>if you want it!</i>)<br />
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<i>Next, how can teacher leadership be observed and obtained?</i></div>
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The goal of teacher leadership: keep it simple. </div>
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<i>(I would suggest focusing on one area of teacher leadership in the upcoming year. Stay focused, and keep the goal simple. That is the surest way of completion for a year of teacher leadership.)</i></div>
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Here is a list of simple (but takes commitment) ways to demonstrate teacher leadership. </div>
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<b>1. Lead a Teacher Book Club</b>: If there is a book that you love, then speak with your principal on hosting a book club. This may be face-to-face weekly meetings or on a forum such as Twitter or an educational wiki or blog. Just plan, communicate, and make it work. Find a teacher and partner up to keep each other accountable. Also, if a PLU is in order, work with the administration to ensure the proper steps are taken to obtain it. It is a team effort.</div>
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<b>2. Lead a Professional Development Session:</b> Do you love a new type of technology? Are you the guru of formative assessments? Well, don't keep it to yourself. Ask the principal for time during a staff meeting or department meeting to share your discoveries. Have someone take notes or record it for documentation. </div>
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3. <b>Lead a Twitter Chat for your classroom, school, or district: </b> This school year, a principal in the county asked several teachers who might be interested in beginning an edchat on twitter for the system. I jumped on it because as a new teacher in the county I felt it would be a way for me to demonstrate my skills in leading projects. Initially, it took considerable work, no doubt about it, but it served as a continual demonstration of Level 4 teacher leadership in the area of professionalism. From the beginning, I invited teachers, educational authors, and speakers to host each week. This added more dimension to the chat, and also allowed for other teachers to demonstrate their teacher leadership, which could be documented for their TKES evaluation. Currently, #CowetaEdChat is still going strong, and I love coordinating opportunities for other teachers to showcase their skills and talents. </div>
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<b>4. Mentor a Teacher:</b> This is a great way for veteran teachers to recharge their batteries. Find a new teacher and develop a rapport. Know that yes, new teachers are passionate, and may like their own ideas, but budding teachers can learn so much from veteran teachers who have witnessed the ebbs and flows of policy in education. Meet once a week, and document the discussion and progress. </div>
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<b>5. Get Published: </b>Write an article on your area of expertise and submit it to educational blogs such as Edutopia and TeachThought, or try for an academic journal in your field. Writing creates something that others can learn from, and no other documentation is necessary. It's all there in black and white! </div>
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<b>6. Start a Blog and Share:</b> Make a commitment to write once a week or twice a month on issues pertaining to education. As a teacher leader, write posts that will inform, guide, and lift up. Share your posts with teachers in your school, and your principal. Ask for their feedback. Encourage other teachers to write as well. </div>
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<b>7. Present at an EDCamp:</b> Edcamps are sweeping the nation. Currently, I'm working with several edcamp organizers and fellow teachers to co-host an edcamp for the West Georgia District on Saturday, August 1st. Edcamps are teacher-driven and teacher-led on topics decided by the teachers who are presenting. What an amazing way to showcase your expertise in a face-to-face collaborative environment with other teachers. Again, have someone take notes, document the experience. </div>
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<b>8. Present at a Conference:</b> Find a conference and present. You don't have to have years of teaching experience to present at a conference. If apprehensive, I suggest pairing up with someone to take the pressure off. There are so many conferences, and all it takes is finding a niche, creating, and presenting. </div>
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Remember, that in obtaining an exemplary rating of teacher leadership, it often means going above and beyond the call of duty. Serving on leadership teams are often just part of the job description, and may or may not reflect exemplary status in the eyes of your administrator. It is best to make a plan for the year, or at least highlight some goals, and then speak with your principal about them, making sure your visions are aligned. In that way, your administration will understand what you are striving for, and they can help you along the way to achieve your goals. </div>
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Finally, take heart! Teacher leadership is achievable by anyone who wants it! Just remember to create a plan, communicate with your administration, and carry it out throughout the year documenting and uploading to the TKES platform along the way. It takes commitment, but it's worth it!<br />
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Side Note: The following is a post that I wrote around this same time last year. Looking back it's funny that I did receive exemplary and mastery in the areas that I wanted to focus on for this past school year. This only supports my own belief in the importance of the written reflection to obtain personal growth. As they say, "goals that are not written down are just wishes." Here is the link: http://middlegradesteacher.blogspot.com/2014/07/tkes-proficient-vs-exemplary.html</div>
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middlegradesteacherhttp://www.blogger.com/profile/13774507143785426206noreply@blogger.com0tag:blogger.com,1999:blog-575870367106685711.post-64898212841990261582015-05-26T19:28:00.004-07:002015-05-27T12:14:50.854-07:00Returning to a Writer's Life<div class="separator" style="clear: both; text-align: center;">
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As a writer, I feel pretty dried up right now. This year I decided to do more, and write less. I wanted to try and just do--not think or over analyze too much. I believe I succeeded in that attempt, but may have lost my voice in the process. But, no worries. Life is an adventure, and I'll get my groove back.</div>
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I'll also be returning to the classroom next year as a 6th grade ELA and Reading teacher, and thrilled about this change. So thrilled in fact that my stresses have all but escaped my body entirely. My goal will be to write at least once a week, so that I might continue to demonstrate the importance of writing and reflection to my students, so that they will grow as writers, as well. </div>
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For tonight, as I procrastinated on what to write about, I found some quotes on writing that I enjoyed. So, I decided to reflect on them...hope you enjoy. </div>
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Snoopy begins his masterpiece, only to find himself wondering, "What comes next?" </div>
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A writer who isn't able to write feels trapped inside two persons--one that says, "It's okay take a break...and the other that says, "This must be written, now!" Who does the writer believe?<br />
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All blooming writers should study poetry first, because it is the foundation for all excellent writing. However, all beginning writers must be willing to take risks and fail...and fail again...until their words penetrate the reader's mind. </div>
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Yes. Many wonderful stories are lost every day due to the writer's fear of failure, or what other people think of his writing. <em>What if we all told our own stories, instead of tweeting everyone else's?</em> Be brave, be bold, and be original. Tell <em>your </em>story. Create.<br />
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As a writer, you will fail. The first draft is never the final draft in deep, thoughtful writing. This blog post is not an example of that. However, I've written other pieces, poems that have never been published that I've written again and again to find the perfect words. Writers will face rejection. It's just part of the journey. <br />
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Beware of being friends with a writer or related to a writer--we use everything around us as pieces in our writing lives. My grandmother wrote a column in the local paper for over twenty years. My own mother was often afraid to speak lest her own words end up in my grandmother's column! Writer's use everything around them. <br />
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Be a courageous writer! Just write at first. Whatever comes. Then, revise, revise, revise....finding those perfect words to create the story that will capture your audience. Write from the heart. Inspire. Keep going.<br />
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For my upcoming sixth grade writers, I will say, "Don't try to be perfect, for what is perfection ? Don't try to be normal, be amazing!" That takes risk. Writing is not just a perfect five paragraph essay or constructed response. Yes, they will learn these well, but deep writing fosters belonging, communication, and identity. </div>
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Some quotes to meditate on. I look forward to a deeply satisfying year of slowing down and growing at the same time, maturing as a teacher, and as a writer. Going deep. middlegradesteacherhttp://www.blogger.com/profile/13774507143785426206noreply@blogger.com2tag:blogger.com,1999:blog-575870367106685711.post-80305181378087678452015-04-10T15:16:00.000-07:002015-04-10T15:16:16.298-07:00I'm that Crazy Teacher--And I'm Good with That..One night, as a high school student I sat across from my best friend Melanie in a local Chinese restaurant in my hometown of Fayetteville. Captivated by the teen conversation, I hardly noticed when one of my favorite teachers, Mrs. Harrison (changed name) strolled in casually with her husband. My eyes brightened when I heard her voice. I wanted to run up and say hello, but not wanting to intrude, I refrained. As I sat with my friend, I couldn't help but listen to her conversation. What was her conversation about? Well, her students, the classroom, the joys, the struggles, everything. Her husband sat and patiently listened. <div>
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I couldn't help but think at the time, "Man, she really loves teaching. She even talks about us during her off hours! There was this other part of me though, that said, "Geez, please never let me that crazy teacher. I would like to have a life outside of my job one day." </div>
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Now, fast forward about ten or eleven years. Again, I'm sitting in a restaurant, this time with my parents and my two girls (babies at the time). As I enjoyed the conversation, I hear a familiar voice approaching behind me. Yes, it was her! Mrs. Harrison. She sat engrossed in conversation with her husband. I did not approach her, but I listened. Again, she spoke of her students--all these years later she spoke with love, passion, and excitement of her classroom and her students. I smiled, knowing yes, this was one crazy teacher. Although appreciative of her love for the classroom, I still wondered, "Doesn't she have a life outside the classroom? Please, don't let me be one of those crazy teachers!" </div>
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Little did I know at the time, that several years later, I'd classify myself as one of those crazy teachers. What I also didn't realize at the time--when you love what you do, being crazy is part of the job description. So, you may be wondering what classifies a teacher as being one of the crazy ones--I'd mention the following: </div>
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1. The number one topic of all conversations is teaching! This could cover a range of topics: pedagogy, research, latest headlines, politics, student stories, writings, collaboration with others--this just touches the surface. </div>
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2. All leisure reading material surrounds teaching! If it doesn't pertain to the craft of teaching or child development--it is basically not worth reading. </div>
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3. People who do not teach or those maybe who don't find it so interesting anymore...don't like to hang with you. They're like, "Oh, please...." </div>
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4. Everything is a miracle, a discovery, or fascinates the crazy teacher. This may be for the new teacher. But, I would say this is for the passionate teacher, too. The years never jaded my favorite high school teacher that I spoke of earlier. Mrs. Harrison spoke with as much enthusiasm ten to twelve years after I graduated as when I sat in her amazing class. </div>
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5. The crazy teacher likes being around other passionate teachers. The crazy teacher will seek this connection out in any way possible (Conventions, book studies, blogging, social media). Twitter is a great outlet for the crazy teachers. This is the place--the hangout if you will for the passionate who need a venue to express their excitement about the classroom. The cool thing is--take it or leave it--you choose whether to listen to the crazy teachers. </div>
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6. The crazy teacher never changes. The passionate aren't broken easily. Bad days--of course. Sometimes, emotions get the best of the passionate. But, when you love what you do, this is bound to happen. Why? Because the crazy teachers care. They care so much, and they want the very best for their students. So, please don't think the crazy teacher will all of a sudden see the light. Truly, the crazy teacher has found the light, and they're not going to let it go. </div>
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7. The crazy teacher rehearses lessons on her children and family members. Every member of a crazy teacher's family is part of the teaching world. There is no escape! </div>
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Yes, at one time, I thought, "Please...never let be one of those crazy teachers." </div>
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Now, I see it as the greatest honor, and I hope to remain a crazy teacher for the rest of my days. Because, at the end of every day, I realize teaching is more than a job, it's life.</div>
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So, all you crazy teachers...stay crazy....and be good with that!</div>
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middlegradesteacherhttp://www.blogger.com/profile/13774507143785426206noreply@blogger.com2tag:blogger.com,1999:blog-575870367106685711.post-54454238127599182992015-02-17T17:22:00.000-08:002015-02-17T17:27:50.464-08:00Teachers: What is Your Learning Legacy?<div class="separator" style="clear: both; text-align: center;">
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I<span style="font-family: Times, Times New Roman, serif;">'ve always liked a good debate--not a fight--not bullying--just two minds looking at both sides of an issue in hopes to discover the best way to move forward. By challenging one another, we find alternatives, various solutions, and hopefully an eventual agreement or at the very least an understanding on a topic. </span><br />
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<span style="font-family: Times, Times New Roman, serif;">Recently, I've been thinking a good deal about my purpose as an educator. With so many varied thoughts and opinions out there, it can be easy to get caught up in the hot topic of the moment, and lose focus. </span><br />
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<span style="font-family: Times, Times New Roman, serif;">Then, I just happened to read this article by Grant Wiggins, who always gets me thinking, and it just so happened that the theme of this piece rung true to my own inward debate. Check it out here: http://www.teachthought.com/teaching/why-you-teach-developing-teacher-mission-statement/</span><br />
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<span style="font-family: Times, Times New Roman, serif;">Grant urges teachers to clear away the classic egocentric thoughts on the importance of making a difference or offering hope to the next generation, but rather the end goals. I would argue that they are in many ways one in the same, but let's dive in a little deeper. </span><br />
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<span style="font-family: Times, Times New Roman, serif;">Wiggins asks: </span><br />
<em style="background-color: white; color: #222222; font-size: 14px; line-height: 1.5;"><span style="font-family: Times, Times New Roman, serif;">"What do you aim to accomplish as a teacher? What is your goal for the year, for all the years? What kind of a difference in their thinking and acting are you committed to?"</span></em><br />
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<span style="color: #222222; font-family: Times, Times New Roman, serif;"><span style="background-color: white; font-size: 14px; line-height: 21px;">As an educator, I've always been an advocate for the backwards design model. So, these are my aims. </span></span><br />
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<span style="color: #222222; font-family: Times, Times New Roman, serif;"><span style="background-color: white; font-size: 14px; line-height: 21px;"><b>Goal 1: My students to be leaders of integrity. </b></span></span><br />
<span style="color: #222222; font-family: Times, Times New Roman, serif;"><span style="background-color: white; font-size: 14px; line-height: 21px;">(I am committed to them in every way--mind, body, and spirit). </span></span><br />
<span style="font-family: Times, Times New Roman, serif;"><span style="color: #222222;"><span style="background-color: white; font-size: 14px; line-height: 21px;">In the mornings, I have an inspirational quote of the day, and students </span></span>write a quick morning reflection. During the moment of silence, I pray for each of them silently. I pray for my past students every morning. I pray for my current colleagues and previous colleagues. I do this in silence, but my goal is to demonstrate to my students the importance of prayer and respect. It also makes me feel better and happier. Additionally, the morning reflections bring us closer together, and we are able to check in with each other, without being rushed. It takes all of about fifteen minutes, but it has made all the difference. The students treat each other better, and they work more as a team. </span><br />
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<b><span style="font-family: Times, Times New Roman, serif;">Goal 2: My students discover their way/approach to learning which allows them to develop into life-long learners.</span></b><br />
<span style="font-family: Times, Times New Roman, serif;">(I am committed to fostering their personal learning style)</span><br />
<span style="font-family: Times, Times New Roman, serif;">All humans are unique, and our uniqueness is what makes us beautiful. My goal is to tap into the uniqueness of all my students so that they are able to achieve their greatest potential. This goes beyond teaching the standards and the curriculum. It's the development of the confidence within that it's okay to be different. I often tell my students (almost daily)--difference doesn't make you any more or any less--just different--and different is beautiful. So, I offer choices. Lots of choices. Choice in process. Choice in product. The result is that all students can master the standards in the way that suits their needs. This allows my students to own--their way--of learning, and see themselves as achievers, which fosters a drive for learning. </span><br />
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<b><span style="font-family: Times, Times New Roman, serif;">Goal 3: My students to be self-directed learners. </span></b><br />
<span style="font-family: Times, Times New Roman, serif;">(I am committed to developing learners that seek solutions to their answers--developing idea rebels.)</span><br />
<span style="font-family: Times, Times New Roman, serif;">I like my students to challenge my thinking. Yes, does that seem odd? I hope not. I actually worry when a student tells me, "Just give me a packet of stuff to do, and I'll do it." Yes, one student told me that this year. Why? Well, because that was easier. There isn't much thinking involved in a pile of worksheets--no riddles to be solved--no debates--no thought. Anyone who ever truly made a difference in this world didn't comply--they changed things--they pushed past the status quo--they asked, "Why?" Those are the types of learners that I want to develop. As a teacher, I never want to be afraid of that challenge.</span><br />
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<b><span style="font-family: Times, Times New Roman, serif;">Goal 4: My students to find their voice. </span></b><br />
<span style="font-family: Times, Times New Roman, serif;">(I am committed to challenging them to speak out as communicators.)</span><br />
<span style="font-family: Times, Times New Roman, serif;">As a painfully shy high school student, I was placed in a debate class my ninth grade year. I thought at the time, "Oh, no! What have they done to me!" I could not get out of the class, so I carried on, and did well, all due to the amazing instruction of my teacher ( who has been more instrumental to my life than any other I've had since.) I went on to major in Speech Communications in college, and moved quickly into a public relations position. </span><span style="font-family: Times, 'Times New Roman', serif;">I know first hand the gift that my instructor gave to me, so I now want to pass that same gift onto my students. Although, a standard according to the Common Core, it is also a life changing skill that helps my students develop confidence and achieve greatness. In addition to speaking, I want my students to find their voices in the written word. They write as learning in every subject: math, science, social studies, reading/writing. It's fluid--not a dry process. Writing in this way teaches all the uses of writing and how this form of communication is instrumental in finding confidence in our beliefs, thoughts, and individuality. </span><br />
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<span style="font-family: Times, Times New Roman, serif;">These are the big goals I have for my students, and my instruction is developed around these end goals in all the contents that I teach. The content is covered. The standards are met. And above all leaders, thinkers, and communicators are born. This is the learning legacy that I want to leave every year. </span><br />
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<span style="font-family: Times, Times New Roman, serif;">I hope that this post made you think of your own learning legacy. I would love to hear yours? Please comment and share. </span><br />
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middlegradesteacherhttp://www.blogger.com/profile/13774507143785426206noreply@blogger.com0tag:blogger.com,1999:blog-575870367106685711.post-8166189155634584382015-01-15T17:25:00.000-08:002015-01-15T17:47:17.382-08:00My 5th Graders Reflect on LeadershipWriting gives every student a voice. As a writing teacher, it's vital that I read, respond, and share my students' work. Reading and sharing each other's work motivates writers more than any bit of red ink on a page.<br />
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Today, my students wrote private responses to a quote by Truett Cathy on motivation as part of their morning work. I read the responses tonight and selected my favorite parts of their writing. In essence, I quoted each of my students'work.<br />
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Tomorrow, my students will read their quotes as part of their morning work, choose the one that speaks to them the most, and write a response to that quote. Finally, we will share as a class why that quote was meaningful to them personally before we begin our day.<br />
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My hope is that my class is inspired by each other, and grow together as writers.<br />
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<b>"You need to be a good example, because people are watching you, and are depending on you."</b> <b><i>~Amy</i></b><br />
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<b>"If you set a good example, and are kind, people will follow you--instead of you following them."~<i>Preston</i></b><br />
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<b>"If a person who helps others, says he is a follower. I would say, "No, you are a leader.'"</b>~<b><i>Erin</i></b><br />
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<b>"You have to push yourself and try, but you also have to help in the right ways." <i>~ Daniel</i></b><br />
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<b>"You need to inspire yourself, and push yourself." <i>~Anya</i></b><br />
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<b>"Optimism means to not give up. To strive, To persevere. And to help others do the same." <i>~Garrett</i></b><br />
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<b>"You have to motivate people--like, LeBron James. He elevated his teammates' skills."<i>~Aleczander</i></b><br />
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<b>"Keep trying and don't give up in what you do, and tell others to not give up in what they do." <i>~Annissa</i></b><br />
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<b>"You have to reach your goals in order to succeed!" <i>~ Daniel</i></b><br />
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<b>"Little kids look up to us. We are leaders to them." <i>~Chase</i></b><br />
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<b>"Don't follow the wrong people. Just because they look nice doesn't mean they are nice."<i>~Grace</i></b><br />
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<b>"Be a leader, not a follower."<i> ~Eva</i></b><br />
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<b>"If you do something good for someone, something good will happen to you." <i>~Gunner</i></b><br />
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<b>"Do your best, and help others to do their best."<i> ~Logan</i></b><br />
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<b>"You have to push yourself to do great. You can't just think about yourself either, sometimes we have to motivate others. But, remember only they can make themselves do something. So do your best and strive." <i>~Mackenzie</i></b><br />
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<b>"We need to know how to self motivate and tell others WE CAN DO IT!" <i>~Demetria</i></b><br />
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middlegradesteacherhttp://www.blogger.com/profile/13774507143785426206noreply@blogger.com0tag:blogger.com,1999:blog-575870367106685711.post-58618409901837964132015-01-03T16:00:00.002-08:002015-01-03T16:02:51.628-08:00Reflection: Creating a Culture of ExcellenceThe following is from a training on culture given by a local Chick-fil-A operator in my community. Throughout the session my fellow teachers and I received wonderful insights into creating a strong culture within an organization. I took copious notes, and am now going to extend this learning to you as the reader. I hope you gain as much strength from the following lesson as I did listening to it.<br />
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My hope is to extend these values to all stakeholders within my own school as this school year continues.<br />
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<span style="font-family: Arial, Helvetica, sans-serif;">**Proverbs 22:1**</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span class="chapter-2" style="-webkit-font-smoothing: antialiased; background-color: white; box-sizing: border-box; line-height: 24px;"><span class="text Prov-22-1" id="en-NIV-17017" style="-webkit-font-smoothing: antialiased; box-sizing: border-box; position: relative;">A good name is more desirable than great riches; </span></span><span class="indent-1" style="-webkit-font-smoothing: antialiased; background-color: white; box-sizing: border-box; line-height: 24px;"><span class="text Prov-22-1" style="-webkit-font-smoothing: antialiased; box-sizing: border-box; position: relative;">to be esteemed is better than silver or gold.</span></span></span></div>
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<span class="indent-1" style="-webkit-font-smoothing: antialiased; background-color: white; box-sizing: border-box; line-height: 24px;"><span class="text Prov-22-1" style="-webkit-font-smoothing: antialiased; box-sizing: border-box; position: relative;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span></span></div>
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<span class="indent-1" style="-webkit-font-smoothing: antialiased; background-color: white; box-sizing: border-box; line-height: 24px;"><span class="text Prov-22-1" style="-webkit-font-smoothing: antialiased; box-sizing: border-box; position: relative;"><span style="font-family: Arial, Helvetica, sans-serif;">**Value brings honor, dignity, and respect to others!**</span></span></span></div>
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<span style="background-color: white; line-height: 24px;"><span style="font-family: Arial, Helvetica, sans-serif;"><b><i>How do you get there?</i></b></span></span></div>
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<span style="background-color: white; line-height: 24px;"><span style="font-family: Arial, Helvetica, sans-serif;"><b>1.</b> Honest Evaluation- Tell yourself the truth, hear the truth from others, humility</span></span></div>
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<span style="background-color: white; line-height: 24px;"><span style="font-family: Arial, Helvetica, sans-serif;"><b>2.</b> What type of person are you? </span></span></div>
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<span style="background-color: white; line-height: 24px;"><span style="font-family: Arial, Helvetica, sans-serif;"> - <b><u>Pay Grade Person:</u></b> Extract value from the business. Do the least amount that is expected to receive the pay check.</span></span></div>
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<span style="background-color: white; line-height: 24px;"><span style="font-family: Arial, Helvetica, sans-serif;"> - <u><b>Value Grade Person</b></u>: You come early and stay late, not worrying over paycheck, but more about how you affect others.</span></span></div>
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<span style="background-color: white; line-height: 24px;"><span style="font-family: Arial, Helvetica, sans-serif;"><b>3.</b> Humility launches us to seek the truth.</span></span></div>
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<span style="background-color: white; line-height: 24px;"><span style="font-family: Arial, Helvetica, sans-serif;"><b><i>Look at your team. What needs to be changed to make it work?</i></b></span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;"><span style="background-color: white; line-height: 24px;">(Although impossible to have all value-grade people, <b>the goal is to have</b> <b>more value-grade people then pay-grade people.)</b></span></span></div>
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<span style="background-color: white; line-height: 24px;"><span style="font-family: Arial, Helvetica, sans-serif;"><b>1.</b> Don't compare yourselves to others, which distorts the truth. </span></span></div>
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<span style="background-color: white; line-height: 24px;"><span style="font-family: Arial, Helvetica, sans-serif;"><b>2.</b> Excellence comes from being the best person that you can be against your own personal standards, not other people. </span></span></div>
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<span style="background-color: white; line-height: 24px;"><span style="font-family: Arial, Helvetica, sans-serif;"><b>3</b>. Be solution oriented: Ask the right questions. </span></span></div>
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<span style="background-color: white; line-height: 24px;"><span style="font-family: Arial, Helvetica, sans-serif;"> **Bad questions=pointing fingers**</span></span></div>
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<span style="background-color: white; line-height: 24px;"><span style="font-family: Arial, Helvetica, sans-serif;"> **Good questions= creating solutions**</span></span></div>
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<span style="background-color: white; line-height: 24px;"><span style="font-family: Arial, Helvetica, sans-serif;"><b><i>As a result, change begins to happen, which in turn creates synergy or unity.</i></b> Teachers begin to say, "Hey, maybe we can do this...or what about that idea?" This enhances value creation. </span></span></div>
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<span style="background-color: white; line-height: 24px;"><span style="font-family: Arial, Helvetica, sans-serif;"><b><u>Unity=</u></b></span></span></div>
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<span style="background-color: white; line-height: 24px;"><span style="font-family: Arial, Helvetica, sans-serif;"><b>1.</b> Believe the best in each other!</span></span></div>
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<span style="background-color: white; line-height: 24px;"><span style="font-family: Arial, Helvetica, sans-serif;"><b>2</b>. Want the best for each other!</span></span></div>
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<span style="background-color: white; line-height: 24px;"><span style="font-family: Arial, Helvetica, sans-serif;"><b>3. (Most Importantly) <u>Expect the best from each other!</u></b></span></span></div>
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<span style="background-color: white; line-height: 24px;"><span style="font-family: Arial, Helvetica, sans-serif;">++The team must know what the <u><b>EXPECTATIONS</b></u> are from the bottom to the top and from the top to the bottom++</span></span></div>
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<span style="background-color: white; line-height: 24px;"><span style="font-family: Arial, Helvetica, sans-serif;">To achieve unity, reflect on, <b><i>"Where am I failing, and how can I take control of my circumstances?"</i></b></span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">++ <b>Task</b>: <b><u>Write things down that are bothering you, or stressing you, and those are your areas of failure</u></b>.++</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Also, reflect on your areas of strength, In this sense ask yourself,<b><i> "How can I leverage my strengths to add value to others and my organization?" </i></b></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">For school leaders, <b><i>"How can I leverage the strengths of people on my team to compensate for my own personal weaknesses?"</i></b> For example, if I struggle with developing organizational systems, then put together a team of teachers that can carry out this vision. Delegate to the right people to ensure goals are met. Then, inspect for growth.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">All of this will translate into a strong culture. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>++</b>The opposite of unity or a bad culture is the result of <b>rationalization of poor behavior </b>among team members, which creates alienation and non-engaged employees.<b>++</b></span></div>
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<b><span style="font-family: Arial, Helvetica, sans-serif;"><u>!!Create Raving Fans!!</u></span></b></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">The definition of raving fans are people who are willing to serve your entire school. </span></div>
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<b><span style="font-family: Arial, Helvetica, sans-serif;">Be "REMARK"able</span></b></div>
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<b><u><span style="font-family: Arial, Helvetica, sans-serif;">1. Execute Operational Excellence: This must be here first!</span></u></b></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Example: Student Safety, Respect for all stakeholders, Communication w/stakeholders</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Others: High Contact, Smile, Enthusiasm, Speak to Guests</span></div>
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<b><u><span style="font-family: Arial, Helvetica, sans-serif;">2. Deliver: Go the second mile! Do things that people don't expect. Be Genuine.</span></u></b></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Examples: Greet kids and shake hands in the morning/throughout the day, Support students at sporting events, look out for student/family needs, take care of employees, learn people's names, be proactive-anticipate needs of others (be a lady/be a gentleman).</span></div>
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<span style="background-color: white; line-height: 24px;"><span style="font-family: Arial, Helvetica, sans-serif;"><b>3. Emotional Connections: </b>Find ways to make emotional connections.</span></span></div>
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<span style="background-color: white; line-height: 24px;"><span style="font-family: Arial, Helvetica, sans-serif;">Example: Write uplifting personalized notes to teachers, students, or families. </span></span></div>
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<span style="background-color: white; line-height: 24px;"><b><span style="font-family: Arial, Helvetica, sans-serif;">Remember: Everyone is a LEADER!!</span></b></span></div>
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<span style="background-color: white; line-height: 24px;"><b><span style="font-family: Arial, Helvetica, sans-serif;">++What Happens When Everything Goes Wrong?++</span></b></span></div>
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<span style="background-color: white; line-height: 24px;"><span style="font-family: Arial, Helvetica, sans-serif;">Implement the H.E.A.R.D. principle.</span></span></div>
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<span style="background-color: white; line-height: 24px;"><span style="font-family: Arial, Helvetica, sans-serif;"><b>H</b>ear the person's uninterrupted story.</span></span></div>
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<span style="background-color: white; line-height: 24px;"><span style="font-family: Arial, Helvetica, sans-serif;"><b>E</b>mpathize with the person.</span></span></div>
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<span style="background-color: white; line-height: 24px;"><span style="font-family: Arial, Helvetica, sans-serif;"><b>A</b>pologize.</span></span></div>
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<span style="background-color: white; line-height: 24px;"><span style="font-family: Arial, Helvetica, sans-serif;"><b>R</b>esolve quickly. Speed is critical and gives power to your people. </span></span></div>
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<span style="background-color: white; line-height: 24px;"><span style="font-family: Arial, Helvetica, sans-serif;"><b>D</b>iagnose. Seek perfection- settle for excellence. Remove any personal guilt, and examine the process that led to the failure.</span></span></div>
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<span style="background-color: white; line-height: 24px;"><span style="font-family: Arial, Helvetica, sans-serif;"><b><i>How can you as a leader one up the problem? Solve and then one up. How can you go the second mile?</i></b></span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="background-color: white; line-height: 24px;">Remember <b>Matthew 5:41</b> "</span><span style="background-color: white; line-height: 24px;">If anyone forces you to go one mile, go with them two miles."</span></span></div>
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<span style="background-color: white; line-height: 24px;"><span style="font-family: Arial, Helvetica, sans-serif;"><b>Character+Development= Personal Growth</b></span></span></div>
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<span style="background-color: white; line-height: 24px;"><span style="font-family: Arial, Helvetica, sans-serif;">Serve others and enrich other people's lives.</span></span></div>
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<span style="background-color: white; line-height: 24px;"><span style="font-family: Arial, Helvetica, sans-serif;"><b><u>Summary or take away from this training:</u></b> Strive always to be a value grade person, go the second mile for others because it is the right thing to do, look for opportunities to serve those around you, and have the courage and strength to do it no matter what, be objective--don't take things personally, take actionable steps to correct areas of failure, create a unified team- expect the best from yourself first, but also expect the best from those on your team (hold each other accountable).</span></span></div>
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<span style="background-color: white; line-height: 24px;"><span style="font-family: Arial, Helvetica, sans-serif;">Excellence takes humility, honesty, and above all--accountability. </span></span></div>
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middlegradesteacherhttp://www.blogger.com/profile/13774507143785426206noreply@blogger.com1tag:blogger.com,1999:blog-575870367106685711.post-19722632351161112312014-12-22T17:39:00.001-08:002014-12-22T18:16:52.371-08:00Reflection on Crash Course by Kim Bearden: A Must Read!Yesterday, I read one of the best books ever written for educators, <i>Crash Course</i>, by Kim Bearden, Co-Founder of the Ron Clark Academy. As a passionate teacher, my educational library is quite extensive, having read dozens of texts, but none of them hit my heart like <i>Crash Course. </i><br />
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Reading Bearden's work brought me back to a moment in the halls of my own school not long ago....<i> </i><br />
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A few weeks ago, as I sprinted down the hallways to my room, a fellow teacher caught me in the hall. "Good morning!" I stated enthusiastically. "Are you ready for a great day with your students?"<br />
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She was silent for a moment then almost in a whisper stated, "That is what I like about you. You always put the kids first."<br />
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"What do you mean?" I asked a bit puzzled.<br />
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"What I mean is..it's not about you, " she bluntly replied.<br />
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I smiled and continued walking on, thinking on this morning greeting. All that came to my mind was, <i>"How could it be about me?"</i><br />
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Call me naive, but education is about the kids, isn't it?<br />
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As an educator, I've found that when I keep students at the heart of all I do, certain attributes float to the surface. These attributes were among some brought to life in Bearden's book, which lead me to this reflection. <br />
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1. Courage- Knowing our students is everything. By fostering relationships with our students, we develop courage to create educational experiences in which students thrive academically and emotionally. We know when to push, and when to back off. Most importantly, we can reach the needs of all students in our charge by bringing out the best in them, so they can achieve greatness!<br />
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2. Optimism: Children want to believe! What wonders they are to behold and work with every day! All it takes is a smile, a happy attitude, and an excitement toward learning and students are right there with a smile! What wonderful energy to be surrounded by daily! Their faith and optimism helps me to let go, and enjoy the ride. No need to stress!<br />
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3. Tenacity: When as educators we are working for the true betterment of our students, we grow as tenacious individuals! Nothing but the best will do! We continue the fight--not to make our lives easier--but to make their lives better. This may be a guest speaker, a field trip, a service project, or lesson that seems impossible at the start, but realizing the positive impact it will make for our students, the work becomes fun, almost like a scavenger hunt, if at first we don't succeed- try, try, again! Why? Because the reward is so amazing! Seeing the positive impact on students' lives is worth every hardship or setback! <br />
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4. Creativity: I never considered myself a creative person, but placing students at the center of my lessons drives my creative abilities to the surface. I'm not sure how some educators can handle a long day of disconnected students, but it is something I can't handle for more than a couple minutes! I want them engaged and learning! I've learned that creativity is at the heart of engagement. But, this doesn't have to be a hardship. In fact, it can be as easy as asking the students sitting right in front of us--they are wonderful idea makers!<br />
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5. Gratitude: Not everyone can be a teacher. It is a special calling, and one that should be celebrated. I am so grateful for the lessons that my students teach me every day, and the parents that entrust me with their children's education. It is a true blessing, and I am eternally grateful for each and every day that I can step inside my classroom. <br />
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These attributes are just a few that came to the surface of my mind and reflected on as I read, <i>Crash Course.</i> Bearden illustrates many more throughout the book, but the glory I found in reading her work is that every one of these attributes has--the students--at the heart of her work.<br />
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Bearden's journey is one that all educators should reflect on...Because, it is all about the kids, isn't it? <br />
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http://books.simonandschuster.com/Crash-Course/Kim-Bearden/9781451687705#video-3655361766001</div>
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After the Christmas break, I'm starting a teacher book club with a fellow teacher friend. Bearden's work will be at the top of our must read list! I hope all educators take the time to read her beautiful journey! It's worth every minute!<br />
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<br />middlegradesteacherhttp://www.blogger.com/profile/13774507143785426206noreply@blogger.com0tag:blogger.com,1999:blog-575870367106685711.post-54721754932450268172014-11-15T03:13:00.002-08:002014-11-15T03:21:09.399-08:00Reflection: Make Magic Happen!This morning I opened a gift from a parent that I'd failed to open for several weeks. Call it getting caught up in the whirlwind of life. However, as I read the letter, I felt terrible for waiting a single moment!<br />
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As I read, I couldn't help but feel thankful. It stated,"Please accept this book as a gift from my daughter in appreciation of the "magic" you have given her this year in the classroom. I have never seen her so happy to come to school."<br />
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Wow! What a blessing that was to me!<br />
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This led me reflect a moment on the word "magic". Why this word?<br />
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I've had a couple of articles published, but each of them focused on creating sparks in the classroom.<br />
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Check them out here.<br />
http://www.teachthought.com/teaching/creating-spark-middle-grades-classroom/<br />
http://nerdybookclub.wordpress.com/2013/10/18/reaching-the-reluctant-reader-by-laura-farmer/<br />
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So, why do I always gravitate to this, and why is it so often that the feedback I get from students and parents surrounds the following words-- energy, sparks, magic, inspiration?<br />
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Not sure of the answer to this, but I do know....<br />
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1. Our time with students is limited. For about nine months we're given an opportunity to make a difference, to create memories that will last a lifetime. As educators, we can never be naive to the fact that our words, actions, and deeds leave a memory footprint that lasts a lifetime. That memory can be positive or negative, it's our choice.<br />
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2. I love sparks! This comes through my own experiences with learning, and why I became a disengaged learner as a teen. I know...I hear the argument all the time that it's the duty of the child to be engaged in his or her own learning. I agree that it's a partnership. Students must bring their best, and I've always had one or two students that seem to struggle with engagement no matter what lessons I create, But, as teachers, we must also ask ourselves every day in the classroom, "Am I bringing<i> my</i> best? Am I stretching <i>my </i>teaching to reach all learners? Am<i> I</i> bringing a positive, uplifting attitude to my work?" I ask these questions to myself daily. I believe it's the responsibility of my practice to ask these vital questions, and be honest with myself in order to maintain those sparks.<br />
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3. Every child does matter. I know that I can't save every child, but it won't stop me from trying! Going the extra mile with tutoring, differentiation, or engaging lessons takes time, energy, and most of all determination. The daily attempts can get taxing, but I've found at those moments, I need to take a step back in ways that will keep the motivation and learning going without negating what has been built throughout the year so far, I focus strategically.<br />
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Now, on another note, I've pushed this year to create a rigorous climate, but weaved it in such a way that allows students to believe it's more play than work. I've spent time collaborating with my school's gifted teacher, as well as the media specialist to find ways to create those higher order thinking tasks for all students, not just the gifted students. This is a passion of mine. There is no teaching to the middle in my class.<br />
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This collaboration has led to more project based, student centered learning. My students produce! Many going above and beyond their traditional daily and homework assignments. The work is meaningful, engaging, and rigorous. As a result, the students are happy.<br />
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Amazingly, the year is almost half way complete! So, the goal now is to keep it up! Take vitamins, get rest, exercise, do what it takes to keep the momentum going in the classroom. Make magic happen every day!<br />
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<br />middlegradesteacherhttp://www.blogger.com/profile/13774507143785426206noreply@blogger.com0tag:blogger.com,1999:blog-575870367106685711.post-87702519825048596662014-10-07T19:04:00.000-07:002014-10-07T19:29:42.841-07:00Teachers: Why Cultivate Dreams?<div class="separator" style="clear: both; text-align: center;">
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I didn't delve into heavy study of American literature until my English graduate program. I instantly fell in love with Langston Hughes' writing, and the entire time period of the Harlem Renaissance. <br />
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"Dreams" by Hughes struck my heart deeply, and I know why. Not worth mentioning for this post, but why Hughes, above all?<br />
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I'd like to take a moment to take you, as the reader through the process of my instruction of this poem, and what its development reveals to my students. <br />
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Every new class I've taught, I've started by teaching this poem. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTc2_LjQhcm97j1KrA9GJA49CbVlvc5bo684G8HravuG7qsyM9xZbJmUQGqQ88xgl6lf3OaI3XVLu2REnH3QTXA24oBCU5hLRf-ZChf3TsFyoEsP67UqoxjPrJ8-lzmOsFSLGICwYtUn8/s1600/dreams.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTc2_LjQhcm97j1KrA9GJA49CbVlvc5bo684G8HravuG7qsyM9xZbJmUQGqQ88xgl6lf3OaI3XVLu2REnH3QTXA24oBCU5hLRf-ZChf3TsFyoEsP67UqoxjPrJ8-lzmOsFSLGICwYtUn8/s1600/dreams.jpg" /></a></div>
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We discuss the metaphors. </div>
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What is being compared directly, and how is that different from a simile? </div>
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<em>"For if dreams die</em></div>
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<em>Life <strong>is</strong> a broken winged bird</em></div>
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<em>That cannot fly."</em></div>
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Notice the emphasis on <strong>"is".</strong> How is that different from <strong>"like"?</strong></div>
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What if the poem had been changed?</div>
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<em>"For if dreams die</em></div>
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<em>Life is <strong>like</strong> a broken winged bird </em></div>
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<em>That cannot fly." </em></div>
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<em><strong>Which version hits the reader more deeply?</strong></em></div>
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If your dream dies, life <em>is</em> a broken winged bird that cannot fly. </div>
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Have you ever seen a broken winged bird? </div>
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What do they do?</div>
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(Hobble around, whimper, quiver, shake, stunted--unable to fulfill its destiny)</div>
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What do you think of when you see a broken winged bird?</div>
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(sad, lonely, unhappy, brokenness, loss of spirit)</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjaLn9IRq8j2-no1gPDoC5Ut_H_PtVsduzd3lddrCpHQZaW4x3l6QOo4swcVPUyXCtwGIlEE6tDTVQ7Mh5CylbWn8RgtcWNndGQndWvHYHPBdyLpRl0X7YvB54BVEpwHnIiTLh2iJI3yG4/s1600/broken+bird.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjaLn9IRq8j2-no1gPDoC5Ut_H_PtVsduzd3lddrCpHQZaW4x3l6QOo4swcVPUyXCtwGIlEE6tDTVQ7Mh5CylbWn8RgtcWNndGQndWvHYHPBdyLpRl0X7YvB54BVEpwHnIiTLh2iJI3yG4/s1600/broken+bird.png" height="90" width="200" /></a></div>
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<strong><em>So what is it then?</em></strong></div>
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A life void of a dream is sad, lonely, unhappy, broken, and spiritless. </div>
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That's a strong statement, and one that Hughes' declares in this poem. </div>
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Hughes continues...</div>
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<em>"Hold fast to dreams</em></div>
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<em>For if dreams go</em></div>
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<em>Life is a barren field </em></div>
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<em>Frozen with snow."</em></div>
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With the loss of a dream, life is not <em><strong>like</strong></em> a barren field, but <em><strong>is </strong></em>a barren field. </div>
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Have you ever seen a barren field, frozen with snow?</div>
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Take a moment to picture it. </div>
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What do you imagine?</div>
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A never ending vast flatland. No trees. No vegetation. Ice. Frozen. Cold. </div>
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So what is it then?</div>
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A life void of a dream is flat, cold, no growth, fruitless, vast hopelessness.</div>
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<strong>What a strong image Hughes creates with this brief poem!</strong></div>
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Students begin the year, not only studying this poem, but breaking it down-piece by piece, internalizing every element. </div>
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They write about their hopes and dreams. </div>
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I read them and respond to them. I cultivate them. </div>
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Why?</div>
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Because, above all, teachers serve as inspiration to every child, and every child has a dream to cultivate. Yes, it's important for students to do well on the standardized tests. Yes, they must learn the content. But, above all, they must have a dream, a reason to love life, a reason to strive, because I guarantee the assessments are not what gets them coming to school every day. </div>
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What does keep them inspired?</div>
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It's the dream. It's the hope of possibility, knowing that their teacher knows them, has faith in their abilities, and values them as people above all else. </div>
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This is why I love Hughes' work. He creates that spark within me, so that I might pass that on to my students. </div>
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Currently, I'm helping one young student get funding to build a computer for his Science Fair project. That is his dream. I told him I would help him, and he was so thrilled that he went home, and on his own created a tri-fold board display, writing the reasons why he should be sponsored.</div>
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On the display, with no prompting from me, he included Hughes' poem. </div>
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It blew me away. </div>
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That is what teaching is to me. That is what makes it so wonderfully rewarding. </div>
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Dreams. </div>
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middlegradesteacherhttp://www.blogger.com/profile/13774507143785426206noreply@blogger.com0tag:blogger.com,1999:blog-575870367106685711.post-7162528446260371142014-09-01T16:25:00.000-07:002014-09-01T16:34:13.350-07:007 Qualities of a Great Teacher<div class="separator" style="clear: both; text-align: center;">
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I am a teacher, and as such I reflect often on my teaching. I'm always asking myself, "Am I doing what is right for my students? How can I make more of an impact on their learning?"<br />
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Often, we, as educators, look at the teachers around us, or maybe following the "teacher greats" (on Twitter, Pinterest or their blogs) all in the hopes of emulating their pedagogy in our own classrooms. That is not a bad thing to do, and is quite edifying in many ways. However, it's also important to look back on the teachers who made an impact on our own lives as students, and examine what they did that was so different from the rest. <br />
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So, I would like to highlight seven qualities that I believe from my own personal experience as a student, made up a great teacher. <br />
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<strong>1. They believed in me.</strong> That is the key to student achievement. <br />
If I knew that my teacher believed in me, I brought my absolute best, studied hard, and always went that extra mile. If that connection wasn't there, I floundered. That is not utopian teacher optimism, that is the truth.<br />
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<strong>2. They loved what they did.</strong> Loving what you do creates energy. It's just there, and you can't fake it. That energy feeds into the classroom, and the students respond from the drive it creates. <br />
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<strong>3. They held high expectations</strong>. I've had fun enthusiastic teachers who could light up the world with their smiles, and I've had hard nosed teachers who never hardly cracked a smile. However, if their heart was in the game of learning, and I knew that they had my best interest at heart, then I brought the goods. I strived for excellence, knowing that they brought the same for me every day. <br />
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<strong>4. They were innovative:</strong> From my high band director to my high school debate coach, they all found ways to experiment with their instruction, and develop different ways of approaching the learning. They didn't settle in offering the same instruction year after year. They challenged themselves in order to challenge the students. <br />
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<strong>5. They always were improving their craft:</strong> The best teachers I ever had were always working toward advanced degrees, certifications, or held distinguished honors for their content area. Their desire to be better every day spilled out into the classroom, and brought momentum, which always led to student academic/performance excellence. <br />
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<strong>6. They beat to their own drum:</strong> They did not worry about fitting in, and they would never lower their own personal expectations just to make friends. They had a mission, and they were going to fulfill that mission to the absolute best of their abilities in order for their students to soar to greater academic heights.<br />
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<strong>7. They never wavered:</strong> Any of the greats I had as a student remained great. These teachers continued to win awards, develop students of excellence, and stayed energetic/innovative well passed their retirement date. All my great teachers have now retired, but many are still teaching in private schools! They just love what they do!<br />
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So, I would say that if you believe yourself to be a teacher of excellence, or maybe you just aspire to be one, than I would hold fast to your heart these qualities. Be great--your students need you!<br />
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<br />middlegradesteacherhttp://www.blogger.com/profile/13774507143785426206noreply@blogger.com0tag:blogger.com,1999:blog-575870367106685711.post-90530812262283138002014-08-30T04:18:00.001-07:002014-08-30T14:19:38.937-07:00Ten Ways to Establish a Reading Culture<div class="separator" style="clear: both; text-align: center;">
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This year I'm teaching 5th grade, and I enjoy developing the curriculum for all the subjects. I feel like it's my second chance to deepen my understanding of certain content areas such as math or science. However, as a former 6th grade content teacher of Language Arts and Reading, I take my greatest joy in transforming my classroom into a reading and writing room. <br />
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There are certain strategies that work with both contents so I will focus on each. Let's begin with reading for this week's post.<br />
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First, I'll say that I love Donalyn Miller's work, and she has influenced me a great deal, or maybe it's just that she affirms everything I already believed about reading. I'm always surprised though at how many teachers have never heard of her work. Visit <a href="http://bookwhisperer.com/">http://bookwhisperer.com/</a> to learn more. The following are some fundamentals I've found effective in creating a reading culture.<br />
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<strong><em>1. Develop an awesome classroom library.</em></strong> : Many teachers have classroom libraries, but they are sad....very sad. They are sad in the sense that their shelves contain outdated, dusty, torn books that wouldn't entice the most avid of readers. Why have a classroom library if no one wants to read the books in it? Money can be an issue. However, the answer to that is strategic thinking. Every summer I've worked to get exciting novels of all reading levels that my students will read by visiting garage sales, consignment stores, the dollar tree, and calling on recently retired teachers. I require certain standards for the books I purchase or take even for free. The books must not be damaged or smelly. Also. beware of buying books in a series. Make sure it's a series that students will connect with, and is appropriate for their age. Then, create a great way to display your books that will appeal to students in the classroom.<br />
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<strong><em>2. Get a book in their hands on day one.: </em></strong>In most schools, the school library does not open until two-three weeks into school. This is bad news for developing a reading culture. So, on day one, discuss what you as the teacher are currently reading, and check out a novel to every student from the classroom library. Then, find a time to read together, only fifteen minutes is needed. Finally, discuss as a class. Beyond having a book in their hands on day one, it's also important to discuss what they read in those fifteen or twenty minutes. As a teacher, there will not be time to get to every reader. But, you can hit a few readers, and then ask throughout the day, when moments of transition arrive or as an extension activity. <br />
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<strong><em>3. Introduce an author and his/her work:</em> </strong>I've learned that one of the most motivating ways to grab potential readers is to show a video of an author discussing his books, then pass around some copies of the author's works. Just enjoy the discovery of learning about someone new together as a class. This is a great thing to do right before going on library trips. By doing this, the students get pumped! They want to read that author's work! I believe this connection demonstrates the humanness of reading, and our desire for connection to the writer.<br />
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<strong><em>4. Set Visual Goals:</em></strong> I am encouraging my students to read 40 books this year. That on average is four books a month. Students have their own chain link at the back of the room, where every link represents a book they have read. Now, I've instructed that this is not a race, and forty books means different things to different readers, so I determine who has met their goal on a case by case basis. Students do read in class, so I know who is really getting it done. Some areas are up to the teachers discretion. The point is that the goal is there, and we must encourage each other to make it happen. Once a monthly reading goal has been met-- Celebrate! <br />
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<strong><em>5. Keep the Reading Going Despite Obstacles:</em></strong> I've found that once I've established momentum in student reading, it's time that I must let go a bit. Some students are faster readers than others, and will need to go to the library more often to check out a new book. This can be overwhelming! However, if I suddenly say, "No!" I've just killed their motivation. The solution is to have a certain time that works for you as the teacher to send students for a new book. Also, as the teacher, you will know who's truly read their book, and who's just trying to get out of class. Make judgements accordingly. <br />
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<strong><em>6. Discuss Reading Daily:</em></strong> In my experience, nothing creates more accountability than classroom discussion of books. I do believe reading logs as an accountability measure are effective to a point. (I do utilize reading logs w/daily comprehension question) However, nothing is more effective than asking random students about their current book in front of the classroom. They must discuss what they read. I know whether they are reading, and being accountable in front of the entire class keeps them on their toes. <br />
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<strong><em>7. Create a Reading Instinct:</em></strong> From day one it's important to teach students to read as their backup activity. As soon as their done with an assignment they should be reading. This is a great habit to form, and it gets them that much closer to their reading goals.<br />
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<em><strong>8. Conduct Read Alouds:</strong></em> Find ways to include picture books to introduce subjects across content areas. There are many wonderful books on math, science, and social studies contents. Students love to be read to at any age. Honestly, I love to be read to, and I'm pretty old. (Ha!) It's a comforting and loving act. It creates less tension and stress. Many students will grow closer to you as their teacher and the content by incorporating read alouds. It becomes part of the classroom culture of learning.<br />
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<strong><em>9. Never Fear About Wasting Class Time:</em></strong> All of these ideas actually take a small amount of time. It's about sprinkling it in over the school day, and establishing routines. All this effort is needed though if you, as their teacher, want to create a classroom reading culture. It's never too late to create and foster a love for reading. It will always be necessary in life, and the more joy students get from reading the more sophisticated they'll become as readers, which will lead to greater achievement and lifelong prosperity. <br />
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<strong><em>10. You Can Still Teach the Classroom Novel:</em></strong> I'm not against the classroom novel. However, it does hinder individual reading goals. After all, there is only so much time in the day. The ideal situation would be a novel for every child, so that they could read at home, and be prepared for daily discussion in class. Until that happens, I'd say continue the classroom novel if desired, just make sure to find time to sprinkle in personal reading discussion, and continue trips to the library. Keep talking to kids about their reading.<br />
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Reading enriches lives, and it's magical to see students fall in love with reading. It's worth the effort to make what is hopefully a lifelong impact. <br />
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<br />middlegradesteacherhttp://www.blogger.com/profile/13774507143785426206noreply@blogger.com0tag:blogger.com,1999:blog-575870367106685711.post-83884935968602646092014-08-22T18:58:00.002-07:002014-08-22T19:13:16.855-07:00Reflection: Staying Fearless in the Midst of Change<div class="separator" style="clear: both; text-align: center;">
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The first weeks of school are always challenging. There are ups and downs. It's funny because exactly this week last year I wrote the post, "New Teachers: What Happens When the Honeymoon Ends." Read it here: http://middlegradesteacher.blogspot.com/2013/08/new-teachers-what-happens-when.html. </div>
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Ha! I have to laugh at myself a little bit. At the time of that post, I truly felt that my passion for education was suddenly waning. I feared I'd be unable to connect with my new students as I had with my previous ones. So, I woefully cried out upon the blogger page only to soon learn that it was nonsense. I went on to have a fantastic and fulfilling year with my students full of passionate teaching!</div>
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<b><i>However, with every new year comes new challenges....</i></b></div>
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Outside of new students, new curriculum, and an entirely new grade level of standards I'm learning this school year, there's also a new teacher evaluation system and standardized test coming down the pike for teachers within the state of Georgia. All this change has left many teachers (me included) feeling a bit cranky, uncertain, or off balance at times. So, for my reflection this week, I'd like to highlight a few ways in which I plan to stay fearless in the midst of change in the school year ahead. </div>
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<b>1. Stick to My Personal Mission:</b> I promised myself when I began my career as an educator that my students would always come first! I would never become so absorbed with worry over my students passing the standardized tests that I'd lose total focus on the fact that I'm teaching humans, not robots. That doesn't mean I avoid preparing students for success on the test. It's just not the central motivation for what I do in the classroom. </div>
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<b>2. I Won't Quit When the Going Gets Tough!:</b> There are teachers I've met who've decided to leave public education due to their frustrations over the strong emphasis on standardized testing. They're fed up. I understand their concerns, but at the same time, I wonder, "Who's left to teach the kids?" I REFUSE to throw away my life's mission as a public educator due to frustrations over a simple test. What is the worst case scenario of students not doing well? I assume it would be losing my job. I've lived through job loss within my family, and although tough--there are worse things in life. I'm confident I'd find gainful employment elsewhere. In the meanwhile, I'll stay fearless, and teach on!</div>
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<b>3. I'll Be Consistent and Do Things the Right Way:</b> I'll strive for excellence every day. That means: offering units, lessons, and assessments that will prepare each student for academic success which will lead to strong yearly growth; collaborating with teachers within my grade level, across grade levels, and with other schools; pushing students to reach their academic goals-teaching them not to quit; tutor--provide scaffolding outside the normal school day; communicate with parents consistently and help them to be partners in their child's education; continually learn--attend conferences; be a positive force every single day with my students, colleagues, and parents; help other teachers to feel safe; reflect on my teaching weekly; daily professional dress; and always help someone else's day be a little bit brighter. Excellence is about doing the right things even when you're tired. It's about bringing--it--every day. Did you notice I repeated--every day--several times? Excellence only comes from being consistent. </div>
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I know that if I do these things with integrity, I won't have to worry about the end of year test results. Strong scores will be there, because I took the steps to ensure the success of every student in my classroom. As a result, I will have happy, successful students, and a fulfilling and gratifying school year. </div>
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Wishing all educators an excellent and passion filled year ahead! </div>
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<span style="font-size: x-small;"><i><b><span class="bqQuoteLink" style="font-family: Verdana, Arial, Helvetica, sans-serif; line-height: 26px;"><a href="http://www.brainyquote.com/quotes/quotes/c/confucius119275.html" style="color: black; text-decoration: none;" title="view quote">The will to win, the desire to succeed, the urge to reach your full potential... these are the keys that will unlock the door to personal excellence.</a></span></b></i></span><br />
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<a href="http://www.brainyquote.com/quotes/authors/c/confucius.html" style="color: #0000aa; text-decoration: none;" title="view author"><span style="font-size: x-small;"><i><b>Confucius</b></i></span></a></div>
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middlegradesteacherhttp://www.blogger.com/profile/13774507143785426206noreply@blogger.com1tag:blogger.com,1999:blog-575870367106685711.post-27272909391767596052014-08-09T05:28:00.001-07:002014-09-09T12:27:44.553-07:00Collaboration: A Recipe for Excellence<div class="separator" style="clear: both; text-align: center;">
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Teacher collaboration conjures up different emotions in teachers. Some teachers thrive with it, and some find it a bit stifling. However, I believe the best teachers know that by working together everyone achieves more.<br />
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For today's post, I'd like to explore the benefits, and possible challenges of teacher collaboration. <br />
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<strong>Benefits:</strong> <br />
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<strong><em>1. You are NOT alone:</em></strong> Requiring teachers to collaborate, to work as a team offers the individual teacher a feeling of connectedness. If the instruction falls flat, the team evaluates and redirects. Discussions surrounding the curriculum, the student learning objectives, and the standards all fall on the shoulders of the team, not the individual teacher. That builds reassurance, confidence, and purpose. <br />
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<strong><em>2. Quality of Instruction Improves:</em></strong> I love the saying, "feedback is the breakfast of champions". If the majority of feedback you receive only comes from students, you may find yourself floundering. Working collaboratively with a team of teachers allows opportunities for giving and receiving feedback about your instruction, and student performance. This is vital, because it offers a different kind of feedback than you might receive from students or administrators. As a result, the instruction develops depth. <br />
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<strong><em>3. Effective Use of Time:</em></strong> Planning together opens up more time, and takes a bit of the weight off. Delegating jobs, and then having everyone bring his or her piece to the table creates a constructive use of time, which allows for more work and life balance. A vital necessity for any teacher. <br />
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<strong><em>4. Role model for students:</em></strong> Students who witness teachers working together, seeking their personal best, will emulate and feed off that momentum. Team is not just for students, but for the school as a whole.<br />
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<strong>Struggles:</strong> <br />
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<strong><em>1. Keeping Teacher Relationships Strong:</em></strong> Passionate teachers believe in their practice, and their ways of offering instruction. Working as a team, can feel like a bit of a constraint at times when passions or visions collide. However, there is give and take in any relationship. There may be times when letting go of the reigns is best, while there may be other times in which it is necessary to hold your ground. As long as there is a mutual understanding and respect for each other's contributions, then teacher relationships can stay strong, and the students benefit as a result. <br />
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<strong>Conclusion: Collaboration is a recipe for excellence.: </strong><br />
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The benefits of teacher collaboration outweigh the struggles. As a developing teacher, I'm blessed to learn from the seasoned teachers that surround me every day. Everyone bringing their personal best, working together as a team, produces the necessary ingredients for a successful student, a happy teacher, and a school of excellence. <br />
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<strong><u>The following are some videos that highlight the importance of teacher collaboration.</u></strong><br />
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When a Lesson Goes Wrong-- Teaching Channel<br />
https://www.teachingchannel.org/videos/when-lesson-plans-fail<br />
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Reflections on Practice from the National Teachers of the Year<br />
https://www.teachingchannel.org/videos/teacher-practice-growth-reflection<br />
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Collaboration Generation--Edutopia<br />
http://www.edutopia.org/collaboration-age-technology-networking<br />
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middlegradesteacherhttp://www.blogger.com/profile/13774507143785426206noreply@blogger.com0tag:blogger.com,1999:blog-575870367106685711.post-55323748917070419772014-08-01T15:41:00.002-07:002014-08-01T15:46:27.186-07:00 For Everything There is a Season<div class="separator" style="clear: both; text-align: center;">
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<em>For everything there is a season, and a time for every matter under heaven: a time to be born, and a time to die; a time to plant, and a time to pluck up what is planted; a time to kill, and a time to heal; a time to break down, and a time to build up; a time to weep, and a time to laugh; a time to mourn, and a time to dance; a time to cast away stones, and a time to gather stones together; a time to embrace, and a time to refrain from embracing;</em> <a class="bibleref" href="http://www.biblegateway.com/passage/?search=Ecclesiastes+3%3A1-22&version=ESV"><span style="color: black;">Ecclesiastes 3:1-22</span></a><span class="note"> </span><br />
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<span class="note">Today, I completed my first week of pre-planning in a new school, as a 5th grade teacher. I've spent time this summer reflecting and preparing, but nothing truly prepares someone for a new undertaking, you just have to get in there and do the work. However, this week did bring to mind this one important scripture: "For everything there is a season." It's important to know what needs to be planted, what elements need healing, breaking down, or building up. That's why reflecting is so important. It offers the writer an opportunity to clear up the muddled thinking that often comes with change. </span><br />
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<span class="note">The following are some questions that I will reflect on as I begin my new journey:</span><br />
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<span class="note"><strong><em>1. What needs to be planted?:</em></strong> Above all, setting the foundation for strong relationships with students and parents. The students are why we strive for excellence. As educators, we want more for them. We work diligently to build them up to greater heights with the hope that they avoid some of our own past bumbling failures. We need to know them, and make that connection. Parents need to make that connection, too. We do this through personal phone calls, letters, and face to face interactions. Planting these seeds will lead to greater academic heights and overall school success as the year progresses. </span><br />
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<span class="note"><strong><em>2. What needs to be healed?:</em></strong> Relationships. It may have been with a student or fellow colleague, but if there is an unsettling feeling, then find a way to work it out. Just as an example, have you ever seen two parents who were not getting along, and always seemed to be bickering? Did you notice that their children seemed to be stressed out, tense, or quick to fight as well? This dynamic can happen in a school, too. If teachers are not getting along, and fighting with each other, the students feel it, and stress heightens. Don't harbor resentment in a new school year. Find ways to work well together, and everyone will excel as as result. </span><br />
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<span class="note"><strong><em>3. What needs to be broken down?</em></strong> Anything and everything. Sometimes, we need to go backwards to move forwards. It may be that for certain areas, you need to learn and grow, while other areas need your leadership. It's important to think on your strengths, and look at what you've been called to do by your administration. Personally, I know there are areas in which I've been asked to lead, but there are other areas of my instructional growth that I need to breakdown in order to build back up. As teachers, we can be models for our students, demonstrating to them that there is no straight line to success in any worthy endeavour. It requires constant learning, growing, and patience with the process. </span><br />
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<span class="note"><strong><em>4. What needs to be built up?</em></strong> As educators, we all have areas in need of growth. Once I step back and realize I may be slipping in a particular area, I think on it, knowing this area needs to be recognized. At that point, I can go to others who I know are strong in those areas, and ask for help. We are all beginners at something. It's important to know when to follow and when to lead, while understanding and believing that you are doing your personal best each and everyday. </span><br />
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<span class="note">I'm looking forward to this school year. I know there is tremendous growth ahead. I wish all educators a successful journey, knowing that <em>for</em> <em>everything there is a season.</em> </span>middlegradesteacherhttp://www.blogger.com/profile/13774507143785426206noreply@blogger.com0tag:blogger.com,1999:blog-575870367106685711.post-3582487019708535312014-07-20T13:36:00.001-07:002014-07-20T13:36:36.342-07:00Teacher Excellence: Always Take the High Road<div class="separator" style="clear: both; text-align: center;">
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<strong>Wouldn't it be great if we all took the high road? It's not easy, but to pursue teaching excellence it is essential. The following are five suggestions that help me in my own pursuit.</strong><br />
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1. <strong><u>No blaming:</u></strong> Just don't do it. No matter what the feedback is, take it for what it's worth from your viewpoint, make changes where deemed necessary, and just keep moving. <br />
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2. <strong><u>Don't Hold Grudges</u></strong>: People can hurt us, maybe it's on purpose, maybe it's subconscious, who knows why? However, just because we are hurt that does not give us permission to lash out, be vindictive, or hold a grudge. It doesn't do any good to hold in a bunch of toxic energy. Let the person know of the hurt or just let it go, forgive, and wish them well.<br />
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3. <u><strong>Take criticism like a man or woman:</strong></u> Listen, listen, and listen. Pause. Think. Then reply with a thoughtful response. Let the other person know that you've heard them. Validate their concerns. Take the necessary steps for improvement. Thank them for their willingness to express and care. <br />
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4. <strong><u>Keep Bringing Your Best</u></strong>: Be proactive. Just keep smiling and do the hard work. Be the best version of yourself, and let the rest go. <br />
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5. <u><strong>Enjoy the Ride:</strong></u> Focus on family first, focus on health, and giving back to others. Get outside of yourself. Set life goals and work to achieve them. Have fun.<br />
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Above all, remember that good can come out of every situation, even the challenging ones. Taking the high road isn't easy, but it's the best way to persevere and be a teacher of excellence. <br />
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middlegradesteacherhttp://www.blogger.com/profile/13774507143785426206noreply@blogger.com4tag:blogger.com,1999:blog-575870367106685711.post-24883285885705291642014-07-10T13:31:00.001-07:002015-06-02T13:30:34.824-07:00TKES: Proficient vs. Exemplary <div class="separator" style="clear: both; text-align: center;">
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Quickly, I would like to highlight a few differences today between proficient and exemplary ratings. If you are like me, then you like the idea of getting an A+. I want to be excellent. However, I will tell you that I've discovered that striving for an exemplary rating under TKES may be counterintuitive to becoming a true teacher of excellence. <br />
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Under TKES, an exemplary rating should only be afforded if you demonstrated teacher leadership in that performance standard. If you recall, there are a total of 5 domains with 2 performance standards under each domain. <br />
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Teacher leadership in its most basic definition is to demonstrate leadership outside of the classroom. To strive to be an example to others. This may be to share your discoveries through technologies such as a professionally focused blog or twitter account. It may also be leading teachers in some way or starting a new initiative within the school that may help teacher development. It might also include getting published in academic journal or news magazines. Basically, it is reaching out of the classroom to help improve the work of other teachers. <br />
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Now, remember the goal is proficient. You are still a great teacher if you receive proficient ratings in each domain, and it might even be in your best interest, and the best interest of your students if you concentrate on making greatness happen in just your classroom. There are seasons for all things, and leadership that is outwardly focused may ebb and flow with different times in your life as a teacher. <br />
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In addition, if you do desire to reach for exemplary, I would focus on one, two, but not more than three areas for the upcoming school year. <br />
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Recently, I've been studying the work of Steven Covey, the author of The Seven Habits of Highly Effective People. I have gained great strength from the study, and the awareness that although most of us like to think that we are superhuman, it is a fact that we can not handle more than two or three goals at a time with any real amount of excellence. Basically, the more we take on, the weaker our performance overall. <br />
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So, focus on your teaching, and your students first. Be the master of yourself first. Once you feel that you have accomplished that, and you feel called to reach outside the classroom to lead in some way, I would suggest choosing no more than two or three domains. Also, go ahead now, before the year starts and brainstorm or outline how you believe you could lead in a particular area. Remember, the point of teacher leadership is to serve. What service would you like to provide to your fellow teachers to enhance their practice. How much time are you willing to devote to it? How will teacher leadership in that area affect your classroom performance and student learning gains? Why do you want to lead in that area? Who specifically will gain from your above and beyond contribution? These are all important questions to ask and reflect on before reaching out and trying to lead.<br />
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My hope is that all teachers choose at least one area in which they can be teacher leaders. It would be a wonderful service for us all. Just remember that it's important to master the teaching first. No one is more important than you and those students in your classroom. They need you most of all. <br />
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Personally, I'll be focusing my teacher leadership within the Professionalism and Communication domain of TKES, but I want to really master two domains this year, which are Planning and Assessment for Student Learning. <br />
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<strong><em>What will your focus this year?</em></strong><br />
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The following is a video that I found helpful in reflecting on my own practice. Remember that great teaching is about striving for excellence not perfection. Focus on two-three important goals this year, anything more just won't create excellence. I hope that is a relief to you, because it is to me. <br />
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<a href="http://youtu.be/BpUW4-iLxys">http://youtu.be/BpUW4-iLxys</a><br />
<br />middlegradesteacherhttp://www.blogger.com/profile/13774507143785426206noreply@blogger.com0tag:blogger.com,1999:blog-575870367106685711.post-91446491078087202012014-06-30T13:59:00.002-07:002014-06-30T14:06:51.051-07:00Go Big or Go Home: Why I Ditched My Teacher Desk....<div class="separator" style="clear: both; text-align: center;">
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"The key to this classroom, if you look, there is no teacher's desk in here. Desks are for sitting, and I'm not paid to sit," Esquith says. <br />
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Teachers need to stretch themselves to keep things fresh, to mix it up, and get a little out of that all too familiar comfort zone. I am still a new teacher, and I will say that I haven't slowed down since my career began a meager two years ago. <br />
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Right now, I'm about to start a new teaching position in a new school closer to home, and that change alone is a rather large stretch. Plus, I'm teaching three additional content areas beyond what I'm used to teaching, not just ELA and reading, but also math, science, and social studies. Again, another stretch.<br />
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However, I love the philosophy of Kate White, author of the book, <em>I Shouldn't Be Telling You This: Success Secrets Every Gutsy Girl Should Know</em>. She states, "To me, a gutsy girl is willing to go big or go home. Often, that means doing not exactly what you've been told to do, but do a little bit more." <br />
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<em>With this thought process in mind, what is one clear way that I can "Go Big" this upcoming school year?</em> <br />
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To me, the teacher desk is the answer. Get rid of the desk.<br />
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I think desks risk becoming crutches for teachers, and also a bit of a worry. Teachers exclaim, "Oh the principal caught me at my desk! What if I'm in trouble?" So, why not get rid of the worry?<br />
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Beyond the politics of whether it is appropriate to sit at the teacher desk during the school day, I also will point out that two of my favorite and dearest educators don't use desks in their classrooms. <br />
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<ol>
<li>My mother-- My mom is one of the most dedicated teachers I've ever known. She actually changed her bulletin board daily, just to entice her students into the lesson she was going to present. Her students would try and peek into her classroom just to get a glimpse of her board, "What is the lesson about today?" they wondered. They could barely stand it! My mom had her teacher desk for just a couple years when she realized, "This big clunky thing is just taking up my teaching space. It's outta here." The custodians cautioned my mother that she would never see a desk in her classroom again. She responded, "Good riddance." She never missed it. </li>
<li>Rafe Esquith-- Rafe is a mentor to all teachers. He spends every minute totally engaged with his students. He doesn't want the distraction of a desk. "The key to this classroom, if you look, there is no teacher's desk in here. Desks are for sitting, and I'm not paid to sit," Esquith says. Rafe is up on his feet connecting with his students. He's not staring at his computer, checking e-mail, or planning tomorrow's lesson. He's engaged with the kids. </li>
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Now, this is one way in which I am stretching myself for the new school year. I've got plenty of space to stay organized and keep files, etc. But, I feel that this decision will keep me on my toes, and focused in the right ways. I stopped in my classroom today, and it was gone. "Wow, this is it. Go big or go home."<br />
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So, fellow teachers, I'd love to know, what is one way that you are stretching yourself for the upcoming school year? How can you "Go Big" this year? <br />
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Check out the artcle on Rafe Esquith at <a href="http://www.cbsnews.com/news/teacher-inspires-kids-to-love-learning/">http://www.cbsnews.com/news/teacher-inspires-kids-to-love-learning/</a><br />
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<br />middlegradesteacherhttp://www.blogger.com/profile/13774507143785426206noreply@blogger.com1tag:blogger.com,1999:blog-575870367106685711.post-5454480850193615722014-06-28T05:49:00.000-07:002014-06-28T05:49:40.593-07:00For Every Student; There is a Teacher" <a href="http://www.quotationspage.com/quote/39862.html" title="Click for further information about this quotation"><span style="color: black;"><em><strong>A rocket won't fly unless somebody lights the fuse.</strong></em></span></a><span style="color: black;"> " ~ Homer Hickam, author of <em>The Rocket Boys.</em></span><br />
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"Well, how do you think the year went for you Hope?" I asked hesitently as I drove our old blue minivan down the neighborhood street. <br />
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"I think I did good," she replied in a soft, timid tone. <br />
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"But, do you think you improved under her style of teaching, did you like that she was tough on you?" I asked firmly, determined for an answer.<br />
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"Yes, but my teacher made me a better person," Hope stated matter of factly. <br />
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Happy with her honest answer, I left her alone and kept driving. <br />
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I will tell you that Hope, my now nine year old daughter, persevered through the most rigorous school year of her educational existance (at least, from my point of view). Given two to three hours of homework every single night, she cried and became frustrated by the work often. My husband and I would argue, because she was crying, and we all almost came totally unglued. However, her teacher kept explaining that this amount of work was needed to get Hope on the road to success, so we, as a family, kept going. <br />
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I'm happy to mention that by the end of the year Hope made strong academic gains, and her organizational skills improved tremendously. Most of all, her scores on the end of the year standardized tests, skyrocketed from the year before, having exceeded in three content areas. (She failed two content areas by a small margin the year before and we were thinking of holding her back a grade). In the end, Hope appreciated her teacher, and now speaks of her often, never shedding a tear. The success in the end was worth the pain of the journey. <br />
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What kind of teacher did my daughter need? She needed a teacher who was well-organized, strict, and would push her to the limits. She needed someone to believe that she could master the concepts, and not let her slide. Hope's teacher held her accountable, knowing that she could do it. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEii5lVBNf8pzaJjhiqcEb9myn67zurew3rx4LETOslONBJsB5ng2BobM0v3jSiPOb_5a7QlQ602e5GagHO0nAFUKvYFYYAH9r8TWm172SIDQIKVJFaxgTXNe5NmEEb7wqgeO1Deh00ukUo/s1600/walls.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgt1eBM9adWpY1WpOpymUiC9O-aHGeYmhgD0OF8IITRO0syJj7qDQwFzcBhJx4sClXYPa8cePLwCgGZh4NwG16Azs07F6ST-yTOQMtGHAIkQW47918TRMfSC36LPoadTgnQvCcDYk7Ddco/s1600/team.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAj_Ws6q4B9garQ4c-A2FnycQ-pg7jJxSsEGXJiljrIqWV20Xo5oKWWG_ji373oh-lo1bYPiMQ9u39T-6dCFBrbyOkadGufJ5nhncfJse7aQUbOEAqvht9-i1PFzD3kvV8kU6octxJli8/s1600/excellence+1.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg77GiLieG89H2Bv8I_rJdRdkqGTho_Mviqh8VbYa8nbOHimsazQv2NStDoT-2Lx1dMRtBbInR_11m9f60VadeHe11YJBxq_HxhBW9JNIueyiuupgE0uK9bVFhsoRdRGuOTa5cW_advuL0/s1600/psalm.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a>This reminds me of another story by a high achiever named Homer Hickam, the author of <em>The Rocket Boys</em>, which was later turned into the movie, <em>October Sky.</em> Homer grew up in a poor coal mining town in West Virginia. His teacher, Miss Riley inspired him to continue with rocketry, when most of his family thought it was a waste of time. Homer went on to be a NASA engineer, and this is a letter he wanted to pass on to all teachers who strive to make a difference.<br />
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In closing, as teachers, it's important to research, and learn from others, but also, we must remember that for every child there is that one special teacher. Just being who we are as educators, bringing our best selves to the classroom, may be the key to unlocking greatness in every student. <br />
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<span class="title"><a href="http://middlegradesteacher.blogspot.com/" target="_self"> </a></span><br />
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<em>Dear Teachers, <br />Since the book Rocket Boys, and the film based on it, "October Sky", were released, Freida Joy Riley, Miss Riley as we students knew her, has taken on near-icon status, especially for teachers, across the nation and the world. Wherever I go, I am thanked by people of all walks of life, but especially by teachers, for telling her story because it is their story, too. At long last, they say, someone has written about a real school teacher, one who not only fought for her students, but insisted that they learn. It seems to be the latter observation that's the most important to these teachers. That Miss Riley was a teacher who insisted that it was their student's duty to learn. <br /><br />In "Rocket Boys," I quote <span style="background-color: yellow;">Miss Riley as saying, "All I've done is give you a book. You have to have the courage to learn what's inside it." </span>She said that and this seems to be the key. I have visited many schools in the last year and in every one of them, rich or poor, I have met dedicated school teachers who have given over huge portions of their energy, their very lives, dedicated to the education of the children under their charge. What is to become of our children, they worry, if they don't learn or simply refuse to learn? I believe they will face a life of disappointment, unhappiness, and, worse, stupefying dullness. What, after all, can one get out of life if one doesn't have the information and tools necessary to understand what is going on about them? <br /><br /><span style="background-color: yellow;">I submit to you that an ignorant child is as sure a victim of child abuse as one that arrives in school with bruises and welts.</span> These are harsh words but necessary ones. The vast majority of undereducated people on this planet are destined to lives of misery and unhappiness. And why? Because they lacked a teacher who cared enough, or a parent who wanted enough for them, or lacked within themselves the native capacity to wonder, to strive, to need knowledge. <br /><br />I have never been able to understand anyone on this planet who lacks a need for knowledge. <span style="background-color: yellow;">Is it not God's greatest gift to us all, this capacity to think, to wonder, to imagine? </span>To not have that need is a terrible, brutal thing, an incapacity that must be recognized and changed. That is the job of the teacher - your job and mine. "All I've done is give you a book. You have to have the courage to learn what's inside it." <br /><br />I only wish Miss Riley could be here for guidance. She could teach all of us, teachers and her students, how it was that she, so early in life, found the key to her students hopes, dreams, and passions. Somehow, she did. Miss Riley was not an easy teacher. She was, in fact, quite tough. She gave lots of homework and required each of us to arrive in class prepared and ready to discuss the day's lessons. If we weren't, she made certain that we suffered for it. I wilted under both her tongue and her stern gaze and so made up my mind early on to study a little harder for her classes. I learned to discipline myself under her strict guidance. Miss Riley paid attention to all her students, not just her Rocket Boys. She was fierce in her belief that going to school was the job of her students and, therefore, sacred. <span style="background-color: yellow;">To do a poor job was simply not acceptable.</span> When I got arrogant because of my rocket successes, or in trouble for my failures, she kept me on an even keel with just a few words of appropriate encouragement and a form of tough love. <br /><br />Miss Riley died while I was on military duty overseas. When I found out, I wished then that I had told her how much she meant to me. I am most happy that she lived long enough to see Neil Armstrong step on the moon. I trust she thought of her Rocket Boys when he did. In very many ways, her smile now lights up this nation, and the world, with the hope that we may once again find our ways back to the old ways, the ways of duty and honor, the ways of our fathers and mothers, and our teachers. <br /><br /><span style="background-color: yellow;">I sense the need of many children out there desperate to believe in someone, and to find meaning in their lives. For what life is worthy if it doesn't have meaning, a larger purpose beyond the mere gratification of needs? So let us resolve always to be more like Miss Riley. </span></em><em><span style="background-color: yellow;">I urge you all to seek out that spark of adventure, that crying, genetic demand in every child to know about the good and right things in life. If you're a teacher, be ever vigilant toward the cynical and nay-saying students in the classroom. By their cynicism, they can and will destroy that innate desire to learn. Ferret them out and separate them from the others if that's what it takes. </span>If that sounds like harsh medicine, I say yes it is. But I'm talking about the survival of your child here. I'll tell you something else, too, that I strongly believe. If you're a parent, and your child is of reading age is not reading at least one book a month outside schoolwork, I think you need to get to work. You must somehow find a way to make that start happening. <span style="background-color: yellow;">There is nothing out there on television, radio, and film, for the most part, but stupefying dullness.</span></em><em><span style="background-color: yellow;"> To pretend otherwise is to do a disservice to you and your child. They must read! </span>Wernher von Braun said, "All one can really leave one's children is what's inside their heads." Education, in other words, and not earthly possessions, is the ultimate legacy, the only thing that cannot be taken away.<span style="background-color: yellow;"> I encourage you to be tough, exacting, even in a way ruthless - like our Miss Riley could be -</span> to ensure that education Dr. von Braun was talking about. It is on our shoulders, yours and mine, to bring this generation, and the next, and the next forward to a good life. And it is also the responsibility of the generations themselves. We have a battle before us. Clearly, we are outnumbered at present, or at least outspent, by those who would take us toward cynicism and hatefulness, who would turn us all into helpless victims, unable to do anything for ourselves, who would happily keep us ignorant. <br /><br />But I'm really an optimist. I believe there are many many Freida Joy Rileys out there who are doing the same, underappreciated job she did forty years ago and doing it just as well. <span style="background-color: yellow;">Because of that, I believe our nation's children are heading for the stars. When they get there, I believe they will do so with their teacher's names on their lips. </span>And it is right that they do so. <br /><br />If you have a teacher who did the job for you, who went the extra mile, who you know made you learn even when you didn't want to, I hope you will go to them at your first opportunity and tell them how important to them they are. Don't wait. They need to hear it and you need to say it. And your students are lucky to have a caring leader such as yourself - the Rocket Boys story is a celebration of people like you who make a difference to the youth of our nation. I honor you and thank you. <br /><br />"All we've done is give you a book. You have to have the courage to learn what's inside it." </em><br />
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middlegradesteacherhttp://www.blogger.com/profile/13774507143785426206noreply@blogger.com0tag:blogger.com,1999:blog-575870367106685711.post-60413654993309605402014-06-15T06:33:00.001-07:002014-06-16T07:40:57.142-07:00What is Success?Everyone has their definition of success, and that is good. It's truly up to the individual to determine his or her own set of values and goals.<br />
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Personally, my vision is clear and my goals are simple.<br />
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1. I am a child of God, and a lover of Christ. I seek to listen, and follow His guidance in all that I do. In Him, and by serving him, I am a champion. Anything that separates myself from growing closer to him keeps me from ultimate greatness, and hinders the real impact that I can make in my family, in my career, and with my life goals.<br />
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2. I am a wife and mother. My life dream is for my husband and children to wake up, and call me beloved. I'm here to love them, nurture them, and help them to be all they can be. By doing this I am a champion.<br />
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3. I am a teacher. My dream and calling is to make an impact in children's lives. By teaching them, expanding their knowledge of content, and providing an example of excellence, I am a champion.<br />
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4. I am a writer. My writing helps me stay grounded, and nothing brings me more pleasure than helping others find their voice. This brings me joy. In this, I am a champion.<br />
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I am happy for others in their quest for greatness. We all are allowed to figure out our own way, and this is mine.<br />
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In this way, I am successful.<br />
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<br />middlegradesteacherhttp://www.blogger.com/profile/13774507143785426206noreply@blogger.com2tag:blogger.com,1999:blog-575870367106685711.post-45500227518814783042014-06-07T04:39:00.000-07:002014-06-17T16:41:44.671-07:00Everyone's a Critic: How to Receive Feedback Effectively<br />
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One topic has been rolling around in my mind lately--the vital importance of feedback. I've worked in a few different professions: public relations, ministry, and now as a teacher, and out of those none offered as much feedback as teaching. Teachers are evaluated throughout the year, and given feedback on a fairly consistent basis. <br />
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This is great for a competitive person like me. In fact, that is one of the reasons I love teaching, because I get that feedback. I always felt a little let down or even demotivated by the other professions, which didn't give formal feedback or evaluations. I just had to sort of guess, and get good at reading people. However, guessing only leads to stress. <br />
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The flip side of the constructed formal feedback given in education though, is making sure it will push the educator to grow. Evaluators, usually administrators, hold that responsibility. This can be difficult, especially if the evaluator has to navigate through a myriad of varied personalities. However, most teachers, much like our students want the--hard to hear truth-- about how they are doing in the classroom, and desire to be stretched in their practice. <br />
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I do want to emphasize <em>most</em> teachers, because some do not accept feedback well, especially what is perceived as negative feedback. They might walk away from an evaluation grumbling down the hall, and decide to attack the messenger instead of looking in the mirror. This is dangerous, and actually sad, because what they may not realize is by putting up a defensive wall, they are actually hurting their own career. <br />
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Over the years, I've had my moments and that is why I recognize it so clearly in others--the defensiveness-- the inability to recognize my own part in a problem. However, after leaving the ministry for education, I took a long, hard look at myself. I realized that if I've got not one, but several people telling me that I need to work on a skill like organization or system development, then guess what, the problem is me, and I need to get busy. That is when I changed my view on feedback, and became open to it. <br />
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Today, I welcome it--good, bad, and everything in between, and I've grown tremendously as a result. I know that it is out of love, not finger-pointing that most feedback is given. Effective use of feedback all boils down to being open, honest, and constructive with what is given and what feedback is being received. Each party is responsible for doing their part, and being self-aware. <br />
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<strong>How to Receive Feedback Effectively: 6 Quick Tips from the article, <em>"Taking Constructive Criticism Like a Champ"</em> (The Muse.)</strong><br />
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<strong>1. Stop Your First Reaction</strong><br />
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At the first sign of criticism, before you do anything—stop. Really. Try not to react at all! You will have at least one second to stop your reaction. While one second seems insignificant in real life, it’s ample time for your brain to process a situation. And in that moment, you can halt a dismissive facial expression or reactive quip and remind yourself to stay calm.<br />
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<span style="font-size: small;"><strong>2. </strong><strong>Remember the Benefit of Getting Feedback</strong></span></h2>
Now, you have a few seconds to quickly remind yourself of the benefits of receiving constructive criticism—namely, to improve your skills, work product, and relationships, and to help you meet the expectations that your manager and others have of you.<br />
You should also try to curtail any reaction you’re having to the person who is delivering the feedback. It can be challenging to <a href="http://www.thedailymuse.com/career/confessions-of-a-condescending-colleague/" title="Confessions of a Condescending Colleague">receive criticism from a co-worker</a>, a peer, or someone that you don’t fully respect, but remember, accurate and constructive feedback comes even from flawed sources.<br />
<strong></strong> <strong>3. </strong><strong>Listen for Understanding</strong><br />
You’ve avoided your typical reaction, your brain is working, and you’ve recalled all the benefits of feedback—high-five! Now, you’re ready to engage in a productive dialogue as your competent, thoughtful self (as opposed to your combative, <em>Mean Girls</em> self).<br />
As the person shares feedback with you, listen closely. Allow the person to share his or her complete thoughts, without interruption. When he or she is done, repeat back what you heard. For example, “I hear you saying that you want me to provide more detailed weekly reports, is that right?” At this point, avoid analyzing or questioning the person’s assessment; instead, just focus on understanding his or her comments and perspective. And give the benefit of the doubt here—hey, <a href="http://www.thedailymuse.com/career/giving-constructive-criticism-that-wont-make-anyone-cringe/" title="Giving Constructive Criticism—That Won’t Make Anyone Cringe">it’s difficult to give feedback to another person</a>. Recognize that the person giving you feedback may be nervous or may not express his or her ideas perfectly.<br />
<strong></strong> <strong>4. </strong><strong>Say Thank You</strong><br />
Next (and this is a hard part, I know), look the person in the eyes and thank him or her for sharing feedback with you. Don’t gloss over this—be deliberate, and say, “I really appreciate you taking the time to talk about this with me.” Expressing appreciation doesn’t have to mean you’re agreeing with the assessment, but it does show that you’re acknowledging the effort your colleague took to evaluate you and share his or her thoughts.<br />
<strong></strong> <strong>5. </strong><strong>Ask Questions to Deconstruct the Feedback</strong><br />
Now it’s time to process the feedback—you’ll probably want to get more clarity at this point and share your perspective. Avoid engaging in a debate; instead, ask questions to get to the root of the actual issues being raised and possible solutions for addressing them. For example, if a colleague tells you that <a href="http://www.thedailymuse.com/career/help-im-too-competitive-at-work/" title="Help! I’m Too Competitive at Work">you got a little heated in a meeting</a>, here are a few ways to deconstruct the feedback:<br />
<li>Seek specific examples to help you understand the issue: “I was a little frustrated, but can you share when in the meeting you thought I got heated?”</li>
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<li>Acknowledge the feedback that is not in dispute: “You're right that I did cut him off while he was talking, and I later apologized for that.”</li>
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<li>Try to understand whether this is an isolated issue (e.g., a mistake you made once): “Have you noticed me getting heated in other meetings?”</li>
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<li>Seek specific solutions to address the feedback: “I’d love to hear your ideas on how I might handle this differently in the future.”</li>
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<span style="font-size: small;"><strong>6. </strong><strong>Request Time to Follow Up</strong></span></h2>
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<strong>Other Links and Videos on the Topic</strong></h2>
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<strong>Get Better at Receiving Feedback</strong><br />
Sheila Heen, coauthor of Thanks for the Feedback, explains why feedback is so hard to receive and how to pull value from criticism. <br />
<a href="http://hbr.org/video/3166586126001/get-better-at-receiving-feedback">http://hbr.org/video/3166586126001/get-better-at-receiving-feedback</a><br />
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<span class="fn"><span style="font-size: small;">Receive Feedback With Grace and Dignity</span></span></h1>
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By <a href="http://humanresources.about.com/bio/Susan-M-Heathfield-6016.htm" rel="author">Susan M. Heathfield</a></div>
<a href="http://humanresources.about.com/cs/communication/ht/receivefeedback.htm">http://humanresources.about.com/cs/communication/ht/receivefeedback.htm</a><br />
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<h2 id="article-title">
<span style="font-size: small;">Find the Coaching in Criticism</span></h2>
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by Sheila Heen and Douglas Stone </div>
<a href="http://hbr.org/2014/01/find-the-coaching-in-criticism/ar/1">http://hbr.org/2014/01/find-the-coaching-in-criticism/ar/1</a><br />
<br />middlegradesteacherhttp://www.blogger.com/profile/13774507143785426206noreply@blogger.com1tag:blogger.com,1999:blog-575870367106685711.post-55209532049197285392014-06-04T06:21:00.001-07:002014-06-04T06:21:26.090-07:00Three Keys to Working Successfully with Others<div class="separator" style="clear: both; text-align: center;">
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Stepping into the uncharted waters of a new job, whether as an employee or a manager, can be overwhelming. Of course, many necessary items need to be learned, but the relationships developed within a team can be vital for long term success and job satisfaction. <br />
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Personally, I feel that I've done pretty well in this area throughout my life whether working on volunteer teams or on the job. But, it's never easy. I've made mistakes, but I always strive to learn from them and do better next time. <br />
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The following are a few elements that I've found beneficial in creating strong working relationships: <br />
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<strong>1. Be Ladies and Gentlemen-</strong> I've heard it said that the definition of a gentleman is someone who has the ability to make the others around him feel comfortable. This is essential, because what team player wants to feel uncomfortable? Here are a few tips: <br />
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<li><strong><em>Ask the other person a question</em></strong>, listen well and ask more questions based off what is learned. Don't talk about yourself, or keep it to a minimum. </li>
<li><em><strong>Chivalry isn't dead</strong></em>- Hold the door for the other person (this goes for both sexes), look out for needs by the other person and help him out.</li>
<li><strong><em>Be observant</em></strong>- take a few mental notes on what the other person said. What seems to stand out? What is most important to him? </li>
<li><strong><em>Be present </em></strong>while engaging in conversation, and maintain eye contact. Do not suddenly start having a side conversation with someone else, check e-mails, or do any other distracting behavior. The listener will feel unappreciated, and disconnect. At that point the possibility of a strong working relationship has been damaged. </li>
<li><strong>Names are important.</strong> It's been said that there is no greater sound to someone than his own name. I know when someone calls me by name, I feel more included. Learning names can be daunting, especially if you are like me and struggle to recall names. But, that isn't an excuse. Check out <a href="http://namerick.com/">http://namerick.com/</a> to improve name recalling skills. </li>
<li><strong><em>Don't Gossip. </em></strong>People talk, but don't get involved in gossip. People feel empowered by knowing something that others' don't, and it can be tempting to run and tell others the latest tidbit of news. Others will love to hear the news! Just know that the flip side can be loss of trust and a working relationship with the person you are gossiping about. Ask yourself, "Will anyone really gain from this knowledge or am I actually doing harm?" </li>
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<strong>2. Be Direct-</strong> Personally, I've struggled with this one. But, over the years I've grown to know the vital importance of being direct. It is unhealthy to hold in feelings of frustration or hurt. Also, holding it in can lead to gossip or blame. Let's say you are frustrated by a team member, but instead of telling him directly, you choose to tell everyone else around you about your irritation. Well, what happens? Of course, someone else (not you) eventually tells that team member. Now, the team member is hurt and devastated by your unwillingness to be direct. <br />
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Also, do not vent hurts over social media, texting, or even a direct e-mail. Those are cowardly mediums of confrontation. I love this scripture from the Bible, and it offers me strength, when I know that direct confrontation is required. "<em>If your brother sins against you, go and tell him of his fault, between you and him alone. If he listens to you, you have gained your brother." Matthew 18:15. </em>Finally, once it's done. It's done. Don't speak of the problem again with anyone. Forgive and move on. The result will be a stronger level of trust and understanding between team members. <br />
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<strong>3. Be Patient-</strong> Patience is love. Relationships cannot be forced. It takes time, and demonstrating the elements above day after day until trust is established and goals can be met as a team is essential. Patience can be difficult though, especially when things don't seem to be moving fast enough, and the vision seems to be at a stalemate. This is when it's important to bring your best every day, and just keeping working. Be the example that you want to see in others. <br />
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<em>An exercise that I used this school year in patience included the following story. It was a fantastic reminder to me throughout the rest of the school year.</em><br />
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This past Christmas, my pastor gave a sermon on the importance of integrity. He had the entire congregation complete this exercise. I took it, typed and printed it, and finally placed in on my desk. It helped me to bring my best to my fellow coworkers and students so that we could grow stronger together. Here it is....<br />
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This scripture is often heard at weddings, but this one scripture can totally change your outlook by removing the word "love" and replacing it with your own name. <br />
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<strong><em>Here is the scripture....</em></strong><br />
1 Corinthians 13:4-7<br />
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<span class="text 1Cor-13-4" id="en-NIV-28670"><sup class="versenum">4 </sup>Love is patient,<sup class="crossreference" value="(<a href="#cen-NIV-28670A" title="See cross-reference A">A</a>)"></sup> love is kind. It does not envy, it does not boast, it is not proud.<sup class="crossreference" value="(<a href="#cen-NIV-28670B" title="See cross-reference B">B</a>)"></sup></span> <span class="text 1Cor-13-5" id="en-NIV-28671"><sup class="versenum">5 </sup>It does not dishonor others, it is not self-seeking,<sup class="crossreference" value="(<a href="#cen-NIV-28671C" title="See cross-reference C">C</a>)"></sup> it is not easily angered,<sup class="crossreference" value="(<a href="#cen-NIV-28671D" title="See cross-reference D">D</a>)"></sup> it keeps no record of wrongs.<sup class="crossreference" value="(<a href="#cen-NIV-28671E" title="See cross-reference E">E</a>)"></sup></span> <span class="text 1Cor-13-6" id="en-NIV-28672"><sup class="versenum">6 </sup>Love does not delight in evil<sup class="crossreference" value="(<a href="#cen-NIV-28672F" title="See cross-reference F">F</a>)"></sup> but rejoices with the truth.<sup class="crossreference" value="(<a href="#cen-NIV-28672G" title="See cross-reference G">G</a>)"></sup></span> <span class="text 1Cor-13-7" id="en-NIV-28673"><sup class="versenum">7 </sup>It always protects, always trusts, always hopes, always perseveres.</span><br />
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<span class="text 1Cor-13-7"><span style="font-size: small;"><strong><em>Now, this is what I placed on my desk....</em></strong></span></span><br />
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<span class="text 1Cor-13-7"><strong><em>Am I Demonstrating Integrity Today?</em></strong></span><br />
<span class="text 1Cor-13-7"><em>Laura </em>is patient, <em>Laura</em> is kind. <em>She</em> does not envy, <em>she</em> does not boast, <em>she</em> is not proud. <em>She</em> does not dishonor others, <em>she </em>is not self-seeking, <em>she</em> is not easily angered, <em>she</em> keeps no record of wrongs. <em>Laura</em> does not delight in evil, but rejoices in the truth. <em>Laura</em> always protects, always trusts, always hopes, always perseveres. </span></div>
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This helped me grow in so many ways. I recommend it to anyone who desires to grow in faith, as a person, and as a team member. <br />
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As we all reflect on the past school year, and work toward a new one, I hope that we think on these elements, and find ways to grow and improve. <br />
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<a class="bibleref" href="http://www.biblegateway.com/passage/?search=Proverbs+3%3A3-4&version=ESV"><span style="color: black;"><strong><em>Proverbs 3:3-4</em></strong></span></a><span class="note"><strong><em> </em></strong></span><br />
<strong><em> Let not steadfast love and faithfulness forsake you; bind them around your neck; write them on the tablet of your heart. So you will find favor and good success in the sight of God and man. </em></strong><br />
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middlegradesteacherhttp://www.blogger.com/profile/13774507143785426206noreply@blogger.com1tag:blogger.com,1999:blog-575870367106685711.post-84043629376429203812014-05-28T17:40:00.004-07:002014-05-28T17:44:57.139-07:00Teachers as Leaders: The Importance of Feedback, Modeling, and Innovation<br />
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Educators change. Educators evolve. Sometimes, we get it right. Other times, we get it wrong. <br />
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Right now, my focus is leadership.<br />
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<strong><em>Why leadership?</em></strong><br />
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Teachers by definition are leaders. Every August, we are charged to lead a group of young minds to deeper levels of learning and achievement. We strive to reach every child in the classroom, and go above and beyond to make magic happen. This requires vision, planning, patience, and an ability to accept constant feedback (both positive and negative) from students, parents, and administrators. Over the summer break, I will study what great leaders do by researching the following....<br />
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<strong>* Feedback</strong>- Leaders must be willing to accept feedback whether positive or negative. They must look at it with an open mind knowing that everyone makes mistakes, but what actions can be taken to improve. I watched a great video from the Harvard Business Review on mistakes that leaders make, and it brought up some excellent points to consider as I lead a new group of students in August. It's essential that teachers see themselves as leaders in order to bring out the best in ourselves and our students. <br />
<a href="http://youtu.be/iiorMUkqqDY">http://youtu.be/iiorMUkqqDY</a><br />
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<strong>* Modeling-</strong> Leaders must not only talk the talk, but walk the walk. If I want my students to treat each other with dignity and respect, then I must be the example first in how I treat my students and colleagues. Additionally, if I want my students to bring their best every day to the classroom, then I can never waiver in my lesson planning, dress, or speech. I set the tone and example every day, every hour, and every minute. By holding myself to a high standard, my students will grow to trust that I am consistent and an example that they want to follow. </div>
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I recently watched a video on this topic by Jack Welch on trust and authenticity. The video is for business, but I believe it applies to school leadership as well. As a teacher, the trust I build with my students is vital for their achievement, and my ability to teach. Teachers can't make false promises, go against their word, talk badly about students in front of their peers or other teachers, because children have the most to risk. Our students believe in us so deeply, and when we hurt them, the wounds stay for a lifetime. We must keep the teacher/student relationship strong and healthy. </div>
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<a href="http://youtu.be/hntzp5-F40I">http://youtu.be/hntzp5-F40I</a></div>
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<strong>*Innovators Mindset-</strong> It seems that innovation is one of those terms that elicits immediate anxiety, almost like creativity. Many people believe that creativity as well as innovation are innate gifted qualities only from God himself. I know this because I am one of those people. However, I know that is the wrong mindset. We all have the potential for creativity and innovation, we just need to think like innovators. The following is an excellent video on how to think like an innovator. It focuses on the importance of questioning, observing, networking, and experimenting. I would challenge all teachers to take some time to expand your thinking this summer along with me. It never hurts to try. </div>
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<a href="http://youtu.be/FSxSinVVRLw">http://youtu.be/FSxSinVVRLw</a></div>
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Feedback, modeling, and innovation are all important elements of great leadership. I'm looking forward to exploring these topics further throughout the summer. If any readers have suggestions or knowledge on the topic I'd love to know your thoughts. Feel free to comment. </div>
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<br />middlegradesteacherhttp://www.blogger.com/profile/13774507143785426206noreply@blogger.com0