Leading change. Launching new initiatives. Driving improvement. Shifting a mindset. These phrases inspire some to turn visions into purposeful actions, but leave others with frustration and trepidation. Typically, leaders present ideas, committees are formed, and agendas are set. Responses are mixed—investment levels varied—but we move forward in education.
We’ve identified our purpose. We will reach every student, every day to prepare learners for success in a dynamic world, as advertised in school mission statements. But at the end of a typical (chaotic) school day, can we claim success in achieving our goal? There’s no perfect solution that packages a best practice script, complete with a how-to manual and answer key. However, with the help of educators sharing their experiences and effective models, we can shift a cultural mindset toward personalized learning. Personalized learning is not a program nor a new initiative; it is a philosophy.
The process of where to begin may appear hazy, but our efforts are validated by a clear purpose—reinforced by several simple educator truths.
- We care about our students.
- We want all students to learn.
- We are passionate about education.
- We take pride in our professional roles.
- We impact lives.
- We can always improve our craft.
The last truth often gets misinterpreted as a deficiency—a professional flaw or incompetence—but this is certainly not the case. As the world evolves, so must education. For educators, this means finding new ways to engage, challenge, and empower our learners. While we acknowledge the importance of placing students at the center of learning, many teachers continue to lead from the front of the classroom. Breaking the expected norms of what it means to teach (especially when being evaluated) is daunting. Before diving in or battling with logistics, educators should approach their entry point based on individual understanding and readiness. For educators seeking to personalize their classes:
- Know where you’re at
- Think big but start small
- Design backwards to move forward
Professional growth begins with reflection
When we reflect on our current practices, we may find personalized learning is not far beyond our reach. I invite educators to utilize the reflection guide to increase understanding of personalized learning and recognize how many components of the personalized learning model they already implement. Continue reading
For two decades, I have enjoyed the honor of coaching varsity baseball and teaching high school communication arts courses. As I continue to grow in both roles, I recognize the influence coaching and teaching have had on each other in shaping my craft. Although I provide instruction in both positions, I prefer that students consider me their coach—a lead learner who wears the same uniform and is committed to a common purpose—dedicated to create opportunities, plan practice, support, adjust, guide, and root for every learner’s success. I want my learners to play with the content. Challenge their abilities. Learn to persist. Create meaningful outcomes. Celebrate victories. Enjoy a rewarding experience.
Great teachers possess characteristics of the most effective coaches. They are selfless, compassionate, and dedicated to help learners grow. Unlike most jobs, coaching and teaching become a lifestyle with a special responsibility and commitment to serve others. The distinguishing quality of a coach is through the actions taken to educate—the impact and connotation of its verb form: “to coach.”
Effective coaches combine their passion for the game with a keen sense of knowing their personnel: they learn the strengths and struggles of individuals; they understand how to motivate each player; they make sure everyone understands their role in the team’s success; they design a plan to give individuals paths for improvement and provide the team with its greatest opportunity for success. Coaches offer advice or make suggestions for improvement, then provide (even prioritize) the time for practice—a period of adjustment, reinforcement, support, and celebration. Players need time to learn, to increase mental confidence and work through mechanical flaws. They must experience failure, be challenged beyond personal expectations, and feel success in their growth process. How would a similar approach impact our students in the classroom? Continue reading
Non-educators discuss education by using the language of an economics lesson—analyzing the material impact of the production, distribution, and consumption of goods and services. Public decision-makers assess a school’s value and teacher performance on ratings attached to standardized test scores. The political community seeks to reform education in terms of funding, privatization, policy, vouchers, and budget cuts. While recognizing these concepts have no connection to kids, educators also use business-related diction when referring to educational trends, college and career readiness, stakeholders, ownership, investment, portfolios, risk-taking, and assessment. Educators must be intentional and learner-focused, understanding how words and actions communicate core values.
Despite positive intentions, we have created a competitive, high stakes culture of success or failure. When we rank by grade point average or add merit to weighted grades, we assess students’ educational “worth.” Transcripts keep score but fail to identify what students know and can do. Online gradebooks turn reporting into nauseating stock market games.
We live in an ‘A Culture.’
In an A Culture, when students sense Assessment they respond with Anxiety or Apathy. Reassessing our culture of learning is serious business… Continue reading
We spend hours of our academic lives attempting to analyze and interpret the literary works of others. We strive define what an author’s text says, then determine what the writing means. While critical thinkers recognize the benefits of these literary discussions and classroom activities, occasionally we have to ask, “What does this matter?” Why dedicate so much time studying the words of authors whom will never share the truth? If we could simply ask Shakespeare if he intended to communicate what was recently Shmooped…
The process is frustrating at times. It assigns students the role of the confused reader and authors as the untouchable expert. Learners in my high school English courses should consider themselves writers as well as readers. The most effective strategy I’ve used is to study our own work as literature. Here’s how. Continue reading
On the eve of another school year’s opening day, I captured several images of the personalized learning environment students will enter in the morning. Welcome back to The Clubhouse!
Learners will immediately face choices and be challenged to determine where they will learn best each day. Those searching for an uncomfortable, cumbersome, Industrial Age desk are out of luck in room A15–I ditched the last three desks during this year’s back-to-school renovation. However, there are plenty of excellent work spaces available.
I recently had the rare opportunity (and pleasure) to observe my colleagues’ classrooms throughout two school days. In total, I entered twenty-four classrooms and, after reflective collaboration with the rest of the leadership team, enjoyed conversations about nearly fifty observational rounds. While out on tour, my purpose was to collect data about the amount of differentiation and level of rigor our students experience in a typical day of high school to provide direction for future staff development. What I recorded on a clipboard may prove valuable; but what I experienced has already made a significant impact.
My greatest take-away is the need for all stakeholders to increase innovative thought in our vision of school–by students, teachers, and administrators. Students should spend more time creating, not simply doing, in a school day. Teachers should be coaching more than instructing. Administrators should attack the status quo, think big and ask, “why not?” All leaders should empower others by asking more questions than providing answers. We can make significant improvements to what we do and how we do it. So what holds us back? Continue reading
Ahhh…the weekend has arrived. Time for Saturday morning cartoons and eating breakfast with my kids. Then, I typically check my messages, catch #satchatwc on Twitter, and prepare to go out for a run before college basketball or football brings our living room to life. Weekends are family time–a time for play.
Therefore, I give little homework over the weekend. If anything, I set direction for the following week, possibly providing a teaser to build anticipation and a reason to return to class. Students may use the time to read for pleasure or increase their understanding of what we covered throughout the week.
I do not use weekends to recover from a long week; I use them to plan for the next week. Although that mentality does not sound very fun, I ease my active mind by taking time in advance to get organized. We can all agree: there’s simply not enough time during the week to accomplish everything we want. So, I do as much front-loading as possible. I try to catch up on providing feedback to students, plan differentiated lessons as necessary, and monitor student progress. By Monday morning, I want to see the big picture for the week. That being said, it is impossible to plan every day in advance without student contact–an inflexible trap many teachers fall into.
Holidays are a little different. Extended vacations are a time to catch up on things I want to do, like reading and writing and taking family adventures. These are additional opportunities to learn and expand our life experiences, which enriches our education. We can travel, shop, explore, laugh, and grow. This is what life is all about.
*Day 27 of the TeachThought #reflectiveteacher 30-day blogging challenge