What exactly is explicit instruction?

When students are new to the learning, or struggling with the learning, they likely need explicit instruction, but some might consider this approach as "drill and kill?" Dr. Anita Archer invites us to see explicit instruction as a key component to learning, to think less in categories and more in continuums.

Is handwriting still important?

If you teach languages, you have likely had the conversation with other teachers about whether or not to teaching cursive handwriting. In our digital age, is this still a skill we should prioritize? Research suggests there is an important relationship between the mind/memory and handwriting, yet teachers speculate if they should justify the time it takes for students to learn this skill. I wonder if it should be taught in art instead? This video challenged my thinking and it may challenge yours too.

How do we handle expectations?

Do you understand how your students manage your expectations? Or ever wonder why your colleagues manage staff and work expectations differently? And which of these four temperaments do you see in yourself?

As Socrates said, "Know thyself" and consequently, learn to know others too. This information might help you change some of your students' habits (and perhaps your own). No matter what you learn, note the emphasis on compassion and understanding.

Making Differentiation Doable

In this short video, renown educator, author, and ELL expert Larry Ferlazzo simplifies differentiation. He also leaves us with something to think about regarding what is most important in making differentiation doable.

It's a marathon.

Hello teachers. Whether you are new or seasoned, being a teacher is a marathon. The first few weeks of September can seem overwhelming when the finish line is horizons away. If you're feeling that way, remember Terry Fox. He was only 22 years old.

A Compassionate Stance

Is compassion a matter of reacting to situations or is it about how intentional you are? This short video may make you rethink your definition of compassion and how to apply it to your life, or teach it to your students.

What does school "feel" like for some kids?

 

The "cumulative" weight of school interactions can feel quite heavy for some students by the end of the day. Is there a way to lighten the load? Use your language to elevate, not to shame because the words we use on our students become the words they use on themselves. 

What exactly do teachers do?

Educational researcher Dr. David Sousa answers this question succinctly: we teachers are "brain changers." 

Learning more about the brain can boost your teaching productivity and efficiency, plus it can be inspiring. Edutopia has a 5 minute film festival page on a variety of subjects that pertain to teachers, including learning about the brain, like this one, How Youth Learn: 

Write to be Right?

We teachers may not realize it but for students, their school writing is typically scrutinized. Summative writing tasks are more high-stakes, focused on learning to write. So students tend to write to be right.

Yet creating product is only one purpose for writing. Students also need time to write to explore, to think, to test and try ideas. Writing to learn is valuable too because it helps students activate their own thinking, generate their own ideas, and reflect on their own learning. Not only does it provide much-needed time to practice writing without heavy scrutiny, the generated content can be used for other writing purposes and for small and whole group discussions. So where might low-stakes writing fit into your lessons, and how might it improve student engagement toward writing?

Child's Play?

Many of us heard this when we were children: "Well, you certainly have a good imagination!" Such a great compliment! But imagination is definitely not so-called child's play. It's a strength we teachers can empower in any and every student at any age. Why? Science says it literally builds the brain. Watch the video for the latest research and consider using visualization techniques in your classes to enhance that brain-building. Plus, it's just fun.

Think Left & Think Right

Dr. Seuss taught many of us as children to "think left and think right, think low and think high, oh the things you can think, if you only try."

Teaching students to think means teaching them to self-assess. This requires a clearly defined process that can be repeated to mastery. No matter the grade, the process is essentially the same. This Arts example provides some great direction regarding that process.

For more information and resources, click here.

Eat the frog?

It may be a cliché, but it's true: we teachers all have lots on our plates. Especially in September! In fact, there's so much on our plates, it's hard to know what to eat first, isn't it? 

So how do we manage it all? According to University of Alberta educated author Brian Tracy, start with the frog on your plate; it may not look appetizing but instead of avoiding it, just go ahead and eat it. Check out the video to learn how this strategy might help simplify your busy, busy life. 

What IS confidence?

Who doesn't need a confidence boost every now and again? Sometimes risks lack the expected rewards. Sometimes we can't help but compare ourselves to others seemingly more successful. Sometimes we experience a string of failures. No one can be confident all the time. But we teachers are very skilled at solving problems. Like this short video suggests, to boost our confidence we should start with this question: what exactly is confidence?

Nice?

photo source

"Just be nice."

How many times have we heard this? How many times have we used this word to encourage peace among others? And yet, the word is so vague. It's also a missed opportunity. 

In her Grande Prairie Ted Talk, Christine Ayling describes the Virtues Project and the profound effect it has had on her career and her life and most importantly, on the people she counsels and supports through trauma and struggle. Ayling recommends eliminating the word nice from your vocabulary. Why? When we eliminate the word "nice," suddenly we use more specific, more apt words. These better words describe the qualities we see in others, qualities we want to foster and develop and affirm: virtues.

Instead of describing someone or something as nice, why not seize the teachable moment and offer some insight to our students and colleagues, some feedback that can truly impact their greatest strengths, their virtues. Why not identify, recognize and affirm

• gentleness?
• discernment?
• tolerance?
• cheerfulness?
• humility?
• respect?
• honour?
• courage?
• cooperation?
• endurance?
• patience?
• confidence?
• tact?
• mercy?
• optimism?
• faith?
• perceptiveness?
• flexibility?
• empathy?
• truthfulness?
• wonder?

Indeed, why not? Have a nice virtuous day friends.

Time to think?

Renowned speaker Zig Ziglar said, "lack of direction, not lack of time, is the problem; we all have 24 hour days." We've all heard people say, I don't even have time to think! Yet it's true--we all get the same 24 hours. Perhaps that thinking time is what's truly missing?

What if we stopped managing time and made time? Be makers people, be makers.

Here's to wishing you some much needed think-time!

Not Child's Play

Ever ask your students to represent their thinking with a cartoon? It's definitely not child's play. A worthy challenge, it can be fun too.

 "Inside a Cartoonist's World" by Liza Donnelly

How do we create life-long learners?

Teaching curiosity is key to creating life-long learners. The links between curiosity and creativity and critical thinking are undeniable. This short video poses some interesting ideas and strategies for teaching all three. What will you inspire your students to be curious about this year? And how will they inspire you?

After 34 years, what is teaching?

What's neuroplasticity and how do I get some?

One of the most difficult things we teachers face every day in the classroom is a fixed mindset and some of the byproducts of that thinking: anxiety, low motivation, attendance issues, apathy,  powerlessness, avoidance, negativity, and so on. But where does this mindset come from because we certainly don't start out that way, do we...?




Students need to understand that the goal is not to be the so-called best; the goal is to grow. Their mistakes are simply learning opportunities. Researchers like Carol Dweck have proven that the brain is like a muscle: the more you use it, the more it grows. In other words, it does us better to focus more on the growth necessary to achieve rather than the achievement itself. Why? A technical term for this is neuroplasticity:


Our intelligence is not fixed. Neural connections form and deepen most when we make mistakes doing difficult tasks rather than repeatedly having success with easy ones.  Science has proven we can grow the brains we need to accomplish the tasks we hope to accomplish if we are willing to face our challenges with an open mind. Challenges like learning guitar, or Shakespeare, or dance, or tennis, or economics, or math problem-solving or even relearning how to walk. Maybe we just can't do those things YET.

source

That kind of thinking inspires, that kind of thinking empowers. So maybe it's time to talk to your students about this? Maybe it's time to share stories with them about people with growth mindsets? Maybe it's time to model how we do it. 

Remember books?

Need a laugh? This video might help with that. For junior/senior high teachers this video might also engage your students' critical thinking skills and open a good conversation about technology or literacy. And if you teach irony or satire or debate, this video asks a great question about our modern society: what are we forgetting how to do? Maybe even have your students create a how-to parody video of their own. What would be the topic?