The conversation and debate around what is best for students, and what impacts learning most is not a new one in the human experience. It's been hotly debated for quite some time.
What impacts student learning most?
Are tests the best way to measure student learning?
Or, wait, don’t tests hinder learning?
How does technology impact learning?
Standards-based, flipped classroom, project-based, problem-based, student centered, backwards planning, flexible seating...
Wow - so many things. So many ways to impact student learning.
How in the world do we know what strategies impact students the most?
That's just it... there is no ONE strategy that will impact student learning more than another.
... there is one person.
If you're reading this post, this is probably no surprise to you that teachers are the number one influencer on a student's learning.
But I don't want to just say that and claim it as truth. I want you to see for yourself.
Today on the Sustainable Teacher Podcast, I am happy to welcome Emily Fox, a high school ELA teacher who is a former hater of reading, and knows how to grow a love of reading in her own students after years of experience.
In fact, Emily is sharing with us today 3 steps teachers can take to grow a love of reading in their high school students, but she’s got two additional steps that you don’t want to miss out on in a free resource she’s giving to everyone - 5 Steps to Help High School Students Not Hate Reading.
Be sure to head to your favorite podcast app to hear all of Emily’s interview as well.
Welcome to the podcast Emily! Why don’t you start by introducing yourself - tell us all about your teaching experience and who Emily is.
I am getting ready to start my 7th year of teaching. I have taught ELA for all of those years. When I started teaching, I taught 6th grade for two, and then moved to high school. I have taught 9th and 11th grade...
Guess what!?! Teach On A Mission, LLC, is growing, and I am so excited to introduce you to Rachelle Dusso in this episode. Rachelle is a five-year teacher in Wisconsin who is joining our team as the Content Coach for our Sustainable Psych Teacher membership for AP® Psychology teachers!
In this episode she not only introduces herself, but brings us 3 steps to a successful year for all our AP® Psychology teachers out there. But that’s not all… she’s got 7 more steps (plus a bonus)... that’s right 7 more actionable steps you can be taking this summer to make sure your school year is successful and sustainable in AP® Psychology.
Grab the full download - AP® Psych Done Right Teacher Workbook - at the link here.
To hear the full interview with Rachelle, please listen to the episode at the top of this page or on your favorite podcast streaming app - just search for Sustainable Teacher.
Rachelle is a fifth...
Guess what!?! Teach On A Mission, LLC, is growing, and I am so excited to introduce you to Adriana Targa in this episode of the Sustainable Teacher Podcast. Adriana is a ten-year teacher in Managua, Nicaragua who is joining our team as the Content Coach for our Sustainable Biology Teacher membership for AP® Biology teachers!
In this episode she not only introduces herself, but brings us 3 steps to a successful year for all our AP® Biology teachers out there. And that’s not all… she’s got 7 more steps!!! That’s right, 7 more actionable steps you can be taking this summer to make sure your school year is successful and sustainable in AP® Biology.
Grab the full download - 10 Steps to a Successful Year in AP® Biology Teacher workbook - at the link here.
To listen to the complete interview, please be sure to listen on the embedded player at the top of this page or find episode 34 of the Sustainable Teacher on...
Have you ever heard the phrase that the best way to learn something is to teach it? Or have you ever, instead of you, yourself teaching a concept, had your students take over to teach it because you knew they would have to learn it first?
You’ve experienced this yourself. The only way to be able to teach something is to learn it first. And this is why teaching can be so hectic, especially if you’re told you’re teaching a new subject or course within your certification. First you have to learn it, then you have to get into the complexities of best practices in teaching that specific content. Talk about time consuming, right?
But what if it didn’t have to be that complicated?
What if we approached it not as a teacher, but instead as expert learners?
In this episode I’m diving into how teachers are not teachers, they are expert learners of their specific content, because gone are the days where you can just talk at kids and...
I was doing a Facebook Live not too long ago, and at the end as I was trying to convey to teachers watching that I too am a teacher, working for myself now, reaching out to teachers with my message of teacher sustainability, and I caught myself saying “I’m just a teacher.” And although I meant it in an endearing, relatable way, it still didn’t sit well with me that the word “just” wanted to creep in there.
Adding the word “just” means I’m nothing more than, or I could’ve done more with my life, but instead I’m “just” a teacher.
Have you ever caught yourself saying this or something like this? Maybe in a circle of friends who aren’t teachers?
Or how about this common saying, “Those who can, do. Those who can’t, teach.”
Now, that’s just a saying, but it’s one we’ve all heard, and I’m sure had aimed at us in some way before even if it...
Brenda in 4th grade, Keri in 7th grade math, Jessica in high school chemistry, Megan in Algebra 2, and Charles in high school ELA… all are teachers who flipped their classrooms this past school year and are now on the other side of their hard work reaping the rewards of the flipped model and ready to share their own and their student success with you.
I’m compiling experiences into this one episode and hope that the stories shared allow you to see the possibilities for your own classroom and daily teaching life.
After listening to this episode you’ll be inspired by the success teachers of the flipped classroom have found, and see yourself in their transformation, knowing that this time next year, your classroom or student success story will be told.
Let’s get to it.
Before we get started I want to point you to a resource that I think you’ll love seeing and that is all of the stories I’m going to be sharing with you today and WAY MORE are...
I’m betting you’ve had a student come to you at the end of the semester or grading period to ask if there’s anything they can do to improve their grade, and your answer is, yes, you could’ve cared and done your work months ago - but caring now is too little too late.
Or maybe you’ve had a student come to you about how they were only one or two points away from an A on the test, after you had already slightly rounded up their score, and now they were asking you to round it up more.
I’m betting you’ve had any number of experiences like these whose true, underlying meaning is that the student cares more about the grade they receive in your class than they do the learning experience.
This is not a one-classroom, one-school, or one-region issue. This is a systemic, culture-wide issue inside of education that I will say, I’ve seen some improvements in over my years in the classroom, but I’m not sure will ever truly go...
Now that the 2020-2021 school year has come to a close, we can all look back and realize the race it was to lessen the ramifications and decrease the learning gaps created by the shutdowns that occurred in the spring of 2020.
And when I say it was a race, I mean it was a rat race, with tons of hurdles, obstacles, disqualifications, delayed starts, and crap on the track and anything else that symbolizes hardship in our foot race analogy here.
Learning and achievement differences have always existed, but the shutdowns of 2020 put all kids’ learning in a jar, shook it up, and laid it out for us to clean up. And here’s a big takeaway for today’s episode… That clean up process is not finishing as we end this school year.
We will notice those learning gaps indefinitely. And we must respond in-kind.
So as we reflect on how to close these gaps, let’s do so with the facts in mind that
Hi teacher-friend, I am Mandy Rice, if you don’t know me, I am the host of this podcast that I hope you’ve come to enjoy on your commute or maybe are brand-new to, and I’m glad you’re here to hear me out on this episode. So, like I said, Hi, I’m Mandy, and I am control freak. I am also a work horse, and am productivity obsessed.
Now, I’m sharing these things about myself because maybe you can relate, especially in your career and daily teacher-life, but also because I want you to know that as much as I preach streamline, reduce, fight for your own sustainability, I want you to know that when I say these things, I’m also speaking directly to myself.
Working for your own sustainability is a journey, not a destination. Meaning we will never arrive at one place where we look around and realize, “Ok, yes, my daily life is sustainable now.” I don’t know, maybe we will, but I for sure know that...