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's similar about bowling & inclusive ed?

Classroom composition and diversity is a given. But how do we reach more students? Shelly Moore, from the University of British Columbia, has a clever idea.

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: 

Happy "boring" summer?

Recently, due to the ubiquitous use of technology and its distracting nature, scientists are debating the importance of boredom. Some neuroscientists, including Susan Greenfield, argue that so-called boredom provides time for students, all of us really, to figure out who we are and what we believe. That seems pretty important, doesn't it? Teachers especially need some of this personal down time. Therefore, we hope you and yours enjoy a little bored time this summer. We think cartoonist Grant Snider would agree.

A happy summer to all!

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?

How to Find your Voice

As Grand Snider's most excellent cartoon reveals, finding your voice requires many attempts, some successful, some not so much. Like the cartoon suggests, we educators find our voices in the voices of others: great thinkers, administrators, colleagues, favourite authors, scientists, engineers, mathematicians, our own favourite teachers and so on, but we must always remember that it is by listening to our students that we will find many of the answers we're seeking to empower ourselves.