A great sports quote I saw recently asked “Which player are you?” and then said “Bad players don’t take much seriously. Average players take games seriously. Good players take practice & games seriously. Great players take academics, nutrition, warm-ups, individual work, weight room, conditioning, film, practice & games seriously.”
I love this quote because it flies in the face of what is part of the demise of recent generations and the age old saying “kids these days” who need instant gratification for any action they take. When we see all the greats in sports, or any performance-oriented task, we only see their greatness. Sure, we hear the cool stories of perseverance like how Michael Jordan was cut from the high school basketball team and went on to be the best player who ever played, but we don’t see the thousands of hours they put in to get to their greatness.
And even if someone does take on...
Welcome back to the Sustainable Teacher blog episode 56, the Top 5 Attributes of a Sustainable Classroom Culture, and here’s the very first thing I want to say.
I think there should be an entire college course on classroom culture. I don’t say that about many things. I teach Intro to Educational Technology, and I think a course on classroom culture should come first. And here’s why… because it’s one of the top, if not THE top factor that will determine your sustainability and impact in your career.
It’s this awesome mix of knowing what you believe as an educator and making sure you always act from that space, helping you to recognize that your impact is greater than any mastered standard or test score.
So, I’ve got five of them for you today, and they each of a message of sorts that you could be sending to your students. And they are a part of a sustainable classroom culture because they compromise the messages,...
As I’m sitting to write this episode, I’m in an approximately six square feet space in the cab of our pick up truck pulling our camper on our way home from our Christmas vacation with three boys and our dog. I’m reflecting on what was by far our best camper-trip yet as it was at the beginning of winter and was full of sunshine which we Midwesterners aren’t used to in December.
It was a great refresh.
But you know what I thought about quite a bit? Work.
Not in a way that was stifling to my or our enjoying the trip. Not at all. We just had a lot of relaxation time. And that meant my mind was able to wonder and think and plan.
And it reminded me of how I was with my classroom when on a break or vacation.
When I was able to step back from it, I was able to think about it in a clearer way. I was able to work on my classroom rather than in my classroom.
Today I’m asking you the question, in a very non-rhetorical way,...
Last semester I had the privilege of working with mostly freshman students at a local university in an Introduction to Educational Technology course. This was one of the very first education courses many of my students were taking, and I appreciated the perspective of a college student with next to no experience in education, but the drive to know as much as they could about strategies and best practices to implement in their future classrooms.
What I discovered in conversations with many of my students is that although they hadn’t much experience yet, they all had stories and the first stages of what will become their why as teachers.
Now you may be someone who knows your why, is grounded in it, and acts from that space more days than not. But you also could be someone who hasn’t had the time to consider what your why might be because, seriously, who’s got time for that right?!?
Whether you are a teacher who’s known your why for a decade or...
Are you ready for a very practical, how-to episode today? I hope so, because that’s exactly what I’ve got for you when it comes to implementing stations. I try not to overwhelm you on this podcast with “implement this now and solve all your problems” strategies, because that’s just not how things work, and, at least for me, learning all kinds of new things just clouds my thinking and vision, and I end up accomplishing less.
However, a nice how-to every now and then can be refreshing, and I hope that today’s episode is that for you, and it’s all about stations and how they can be used in any classroom.
Now, who could use stations, what classrooms or students would it benefit? And I want to answer that question before we get started. Really, any teacher at any grade level can use stations, but I recommend the use of stations, and wrote today’s episode...
Well hey there, and welcome back to the Sustainable Teacher Podcast, I’m so glad you’ve decided to join me today for this four-step reflection process every educator needs, and I’ll just add that every teacher needs this if in fact they are feeling the pressure of all the change, and the overwhelm of seemingly never satisfying anyone whether it be parents, administration, or even our students. Now, I recognize that never is a dramatic word, but I’m betting it describes how you feel right now regardless of if it’s dramatic or not, so I’m sticking with it.
I was on a walk with my nine-month old puppy the other day, and when I’m on walks that’s when my wheels really get to turning, most of the time in good ways. Often I won’t even bring my headphones or listen to a podcast, although Ii’ve done that before, because the silence and the space for my mind to go where it wants leads me to some great ideas whether...
Well hey there and welcome back. I am so excited to have Samantha Fecich of EduMagic on the podcast today, and I’ll share a couple of reasons why. First, I’ve recently stepped into the higher ed space, and she’s been there for a while, so it was nice to have a conversation within that context. Secondly, as a special education teacher turned educational tech expert, she gives a refreshing perspective on ed tech in ways that reinvigorate my passion for the field and I think this conversation will do the same for you.
In this episode you will hear us chat about various topics including student-life balance for preservice teachers, tech tool (and non-tech tool) recommendations for preservice teachers, as well as the purpose and possibilities of educational technology for students today. So no matter what you teach, this episode will be valuable for you, but will be especially valuable for pre-service teachers out there.
Hey teacher-friend, welcome back to the Sustainable Teacher, I’m so glad you decided to tune in today, and oh boy do I have an episode for you. In this episode I am introducing you to none other than my main-man and husband, Dr. Bill Rice.
I’m excited to bring him on not just because he’s my husband but also because he is an administrator - he is a high school principal at a school about 15 minutes down the road from us, and today he is offering a wonderful perspective. Well, two perspectives actually, on what it is to be a sustainable teacher, and that is from a principal’s role and the role of a teacher’s spouse.
My goal in interviewing Bill is not so that we can say, “see this is what you should be doing” to either our principals or our spouses, but so that teachers can see that your sustainability is what’s most important, next to being effective with kids, and that the classroom atmosphere and overarching learning...
AP® Psychology, Intro to Psychology, Sociology, Hybrid Psychology, American History, Honors American History, Women and Minority Studies… all courses that I taught in my ten years in the classroom. In each course I did have some materials from former teachers or current teams that were willing to collaborate, but I had to learn the content and standards of each of these courses… and this is nothing novel. I’m betting you’ve had a similar experience whether you’ve had multiple preps or had to teach a new course.
And as I shared in last week’s episode, a teacher who has to focus on learning the content they teach, although that is important, is less able to focus on their students’ growth.
I’d like you to have both. Know the content, well enough at least, and get to connect with kids and focus on their growth… all without having to sacrifice your evenings and weekends to do so.
My mission here at Teach On...
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.