Oh, the game of grades. It’s the toxic consumption of our students' attention only on what grade they are paid with for every little move they make in your classroom rather than on the experience of learning that happens in their brain while a student of yours.
It’s as if you have to pay your students in the currency of grades for any “work” they do in your class, otherwise it won’t get done. As if the work getting done is the goal - NO! It’s not! The learning that happens while doing the work is the goal, and yet our students can’t take their focus away from the work.
So how do overcome this game of grades? How do we make the focus of our classroom on the learning that happens rather than the “work” that leads to grades?
I’ve actually addressed this topic already in episode 30 titled Overcoming the Game of Grades with Your Students. So that episode is very much a precursor to this...
“The flipped classroom was a strategy I knew I wanted to implement, but I never saw it coming when my flipped classroom gave my students more access during the pandemic and is now a strategy that provides me more sustainability in my post-pandemic classroom.”
This is a quote from a teacher whom I’ve helped flip their classroom, and seriously, I can’t say it much better than that.
Which is why in this episode I am going to dive into both the benefits and the drawbacks of flipping - at least from the perspective of someone who is considering flipping their classroom and hasn’t quite doven in yet (or maybe you have dabbled in the technique but not gone all in just yet).
After listening to this episode you’ll have a clear understanding of how the flipped classroom makes for a more sustainable and effective classroom in the post-pandemic world, knowing if the strategy is a good fit for you.
Because here’s the thing, although the post-pandemic...
The pandemic took all the routines and understandings about school, shook them up in a paper bag, and spit them out with no semblance of what they once were.
At least that’s how some of our students are now behaving.
With student apathy and absences on the rise as expectations and stakes for students and teachers remain the same, we are working through trying times in education.
Education is different. Our students are different. And if we don’t respond to how our students have changed, we will not be as effective with them in our classrooms.
We must change with our students but in a way that does not sacrifice our evenings and weekends to do so. I’m all for changing with the times and responding to the ever changing needs of our students, but I believe it is absolutely contradictory to the system’s success if we do so at the sacrifice of our teachers’ well being. And requiring that they do it all without support will lead to the end...
Quick question for you… when you were in college as a pre-service teacher, making your preparations to become a teacher, taking all your education classes, did you ever take a class on how to lecture?
Another question, when you were assigned to make plans for an entire unit, like a curriculum map for a unit in one of those college classes, did you plan to lecture in class 80%+ of the time and say that out loud to your class?
Yeah, me neither.
That’s because as a pre-service teacher you were being trained on how to best help your students through the learning process, you spent thousands of dollars on your education to become the expert on the learning process, and now that you are actively in the classroom, let’s face it… you’re an overpaid lecturer if that’s all you do.
Oh man. I may have just ticked off a lot of people, but let me explain real fast.
I don’t believe lecturing is bad. Seriously, I don’t. ...
I don’t know if I’ve ever told the full story of how I flipped my classroom and what happened once I had flipped. You know, like the whole story, start to finish. Sure, I’ve told it in bits and pieces as was applicable to the episode or post on our website, but not the story in its entirety.
Well, buckle up because I’m going to share it in this episode with a focus on the absolutely unexpected surprise I got in my inbox shortly after publishing my first videos, and the surprise that just keeps on giving now that I’m 12 years past flipping for the first time.
After listening to this episode you’ll see the bonus, and what was hidden advantage of flipping your classroom that may or may not be a perk to you, but at least lets you know the possibilities of flipping so that you can make the most informed choice for your unique classroom. You’ll be ready to start flipping and see the worldwide impact, yes worldwide impact, you...
The most common question I get from teachers about making a more sustainable classroom or flipping their classroom is “Where do I start?”
You may be asking yourself this question before even considering if flipping your classroom is something you want to do, and I think you are absolutely justified in doing so because you want to know if it will be worth your time.
Well, when I answer this question, and what I’ll lay out for you in this episode is the fact that how you start your classroom is not just the answer to how you get started with step one, it’s also the exact thing you should be focusing on for each and every step you take and decision you make in your flipped classroom.
What that means is that when you take this first step toward flipping your classroom, you’re also helping your future self by making each and every other step in the flipping process that much easier to take - saving you time and headache in the process.
Hey there teacher-friend and welcome back to the Sustainable Teacher Podcast, I’m so glad you’ve chosen to join us today, and man have you picked a good episode to land on. I am so excited to have Trevor Muir on the podcast today.
Trevor’s roots are as a high school English teacher, and is now teacher, author, and speaker. He is the author of the books The Epic Classroom and The Collaborative Classroom. Trevor is a teacher at Grand Valley State University, was a national faculty member for the Buck Institute for Education, and is one of the Andrew Gomez Dream Foundation speakers. His work has been featured in the Huffington Post, Edutopia, EdWeek, and WeAreTeachers. He gave a TED Talk titled, "School Should Take Place in the Real World," at TEDxSanAntonio. Trevor’s Facebook page, The Epic Classroom, has inspiring videos that have been viewed over 30 million times. At the heart of Trevor’s work is the conviction that every student has the...
Hello teacher friends! I hope you are all having a great school year so far and I’m excited to bring you this post on Teach On A Mission’s blog so that we are continuing in our mission which is to bring true support to teachers, in ways that remove items from their to-do list, so they can get back to focusing on what really matters - building relationships and connecting with students.
So let me introduce myself a bit. Hi there! I’m Adriana Targa. I teach AP® Biology in Managua, Nicaragua, and am the Content Coach for the Sustainable Biology Teacher Membership™ here with Team Teach On A Mission™.
Some really exciting things are happening here, this blog post and a series of others coming out being part of that excitement, and I want this to be a valuable contribution to your daily teaching-life in a way that removes some items from your to-do list (or at least from your list of ideas and new things to come up with for your many...
When asking a group of teachers what has the most impact on their students’ performance in their classroom, the resounding answer I’ve heard in my career is without a doubt relationships - building relationships with our students that lets them know we are rooting for them, guiding them, and that allows them to trust us and invest in the course and what we’re asking them to do.
As much as we recognize that relationships have the most powerful impact on moving the needle with our students, all the other aspects of teaching that pile up in a day take precedence over taking the time to build relationships.
Today, I have a proposal on what it could look like to actually make relationship building a top priority. And if there were a calendar of how you spent time in your classroom, this proposal I have for you would allow you to spend more time working one-on-one with your students, and ultimately building relationships than any other item on your docket.
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...