1.) Be ready for them. Know their names, Have the room arranged for them. There is one thing that I do every year that sends a big message. When I arrange my room I always incorporate one or two extra desks into the set up. It depends on how many are on my list but I always add one or two. Then when a new student arrives, they usually do, instead of griping that my perfect arrangement is now difficult to manage I simply turn and say, “We have been waiting for you, come on in and let’s get started.” Children are believers and literal thinkers at the age of 6 or 7. They will feel honored instead of being a burden. This year I had 21 students but my room is set up in 6 groups of 4. Three sections have an extra desk. Continue reading
Why the New ESEA Must Contain Teacher Leadership
In 1965, President Lyndon B. Johnson signed the Elementary and Secondary Education Act (ESEA) with his former teacher and a group of Mexican Americans, his former students, standing behind him. This legislation was born out of Johnson’s deeply held belief that not all students were getting access to the American Dream: “As the son of a tenant farmer, I know that education is the only valid passport from poverty.” President Johnson’s personal experiences – teaching in a segregated school during college and then teaching high school prior to his political career – led him to action in passing this law that would have an enormous and lasting impact on education.
So much has been said lately in education regarding perseverance and grit. The work of Angela Duckworth and Carol Dweck has been widely embraced. As educators, we don’t always have opportunities to model these traits, but pursuing National Board Certification has given me this opportunity. In 2012, after teaching second grade for 8 years, I was selected as a National Teacher Fellow with America Achieves Fellowship for Teachers & Principals. At the spring conference they asked all the National Board Certified Teachers/Principals to gather for a photo. I looked upon that group and was inspired. On that cold day in February in the Memphis Marriott I decided I wanted to be in that picture.
As a 2012 finalist for NJ State Teacher of the Year I am fortunate to be a member of The National Network of State Teachers of the Year, NNSTOY. This past week I attended NNSTOY’s annual conference in Salt Lake City, Utah. The theme of the gathering was Transformers: Innovating Education. Here are my top ten takeaways from the amazing and inspiring conference.
- Transform the way we measure student performance. Lily Eskelsen Garcia
One of the speakers was NEA President and 1989 Utah State Teacher of the Year Lily Eskelsen Garcia. Her inspiring speech was well represented in an article by Morgan Jacobsen. Lily raised a question that many teachers have asked, where is the system that allows you to classify a student as gifted and talented in humanity? Her message was simple, we need to transform the system of how we measure student performance. We must use multiple measures that paint an accurate picture of a beautiful child and end the current practice of using just one standardized test which happens too frequently.
There has been a lot of research on the importance of relationship building and its impact on learning. Studies and anecdotal evidence indicate that when students experience a supportive relationship of mutual respect with their teacher they are more engaged in their learning. A study was conducted by German researcher named Liselotte Anhert and her colleagues to see if friendly supportive pre-school teachers had an impact on the academic performance of their students. Their research provided evidence that students with supportive teacher relationships did better than those who did not have them. In the online journal Parenting Science an article titled, Student-teacher relationships: Does it really matter if students and teachers like each other? © 2013 Gwen Dewar, Ph.D.
“To test this, the researchers have taken photographs of all the children’s teachers. And just before being given a new problem to solve, each child is shown her teacher’s face. The image appears only for a split second, a time span so brief the kids aren’t even aware of what they’ve seen. It’s subliminal. But it has an effect, because the kids who have close, affectionate teacher relationships – as opposed to distant ones — end up solving many problems faster (Ahnert et al 2012).”
The German researchers followed the students into their early primary learning years and found other interesting connections between the relationship and hormone fluctuation related to stress levels. Students with better relationships experienced less fluctuation. The power that a relationship between a teacher and student can have on a student is extremely important because it can impact future learning in addition to what goes on during the year they spend in the same classroom.
“Then there are the big, longitudinal studies, studies showing that kids who experience supportive student-teacher relationships in the early years develop fewer behavior problems years later, and show more engagement in the classroom”
Using student surveys to improve teacher practice I had the good fortune of meeting Dr. Ron Ferguson at an America Achieves Teacher Fellowship convening in February 2014. Dr. Ferguson, creator of the Tripod Student Survey, was presenting to the Fellowship on the research conducted as part of the Measures of Effective Teaching project (MET), that was conducted by the Bill & Melinda Gates Foundation. The study used Tripod surveys, classroom observations and value-added measurements of student performance to identify effective teaching strategies and the best ways to identify them in a classroom. Of the three, student perception surveys proved to be the most valid. “Analysis by the Measures of Effective Teaching (MET) projects finds that teachers’ student survey results are predictive of student achievement gains.” The study also found that, “student surveys produce more consistent results than classroom observations or achievement gain measures.” I find this to be extremely valuable to me, a classroom teacher. I often felt that my students were an untapped resource in the attempt to gauge my effectiveness as a teacher. One student will sit and observe me for 900 hours a year. If we do not use student surveys we are overlooking a total of 21,600 hours of observations over the course of 180 days in my 24 student class. On the other hand, the traditional observation conducted by highly trained administrators equates to less than 2 hours over 3 days. Surveys are easily administered and relatively inexpensive.
I love rules. They create order, and a parameter for fair play. Rules can help alleviate stress by taking decision making out of your hands: you simply follow them and all goes well.
So why do I break so many rules in my classroom? Well, let’s look at a scenario. The Developmental Reading Assessment 2, DRA2, clearly states that if the student takes more than 3 minutes to read the level 24 sample of text I am to stop the assessment and intervene. The student is suffering or struggling to an extent that the test is no longer beneficial. But, I have a hunch and refuse to stop the little girl sitting across the kidney shaped desk from me reading about a rabbit named Roger who found a giant cabbage in the middle of the road. She takes so long that by the time she reaches the end of the selection the timer on my clipboard shows 5:32. I fear there is no way she will be able to tell me what this story was about. She has clearly struggled with the text to a point that her ability to focus on the story must have suffered. Her word accuracy was spot on. So, I ask her to retell the story, and out comes a flawless, detail-laden account of the rabbit’s problem and how he solved it. She successfully answers even the difficult higher level thinking questions about what the author was trying to say with the story. I can’t tell you how many 7 year olds read that passage within the time limit, only to say the author wants you to invite rabbits over to eat some cabbage. I feel that this reading assessment was just right for her with the exception of her pace of reading. The test showed me where I need to work with her. What would have happened if I had followed the rules? Had I stopped and moved down a level it would have robbed her of a chance at reading material that she was clearly ready to. I would have underestimated and shortchanged her.