“We’re Going on a Bear Hunt This Year.”

bear hunt

“We’re going on a bear hunt.  

We’re going to catch a big one.

 I’m not scared.

What a beautiful day!”

 

 

Did you read the book “We’re Going on a Bear Hunt” as a child? Or did you read the book to your own children or students?  This one is my favorite, by far.  I think it is the adventurous spirit of the family and kids, out exploring despite facing long grass, cold rivers, and oozy mud.  They explore through the deep dark forest and the swirling whirling snowstorm.   As I would read it to my boys when they were young, I’d try my best to recreate the excitement of the bear hunt with its swishy, swashy grass, the squelching of the mud, and the woo hoo of the snowstorm.  They would get excited and giggle, even though they knew what came next, and ask for me to read the book “again” and “again.”  In reflecting on this as we enter a new school year I wonder….

What if every day at school was as adventurous as a bear hunt?  

The bear hunt is an ultimate field trip for the ages.   It reminds me of what my son Connor said to me upon returning home from a field trip to Boston at the end of last year.  Usually, when I ask him what he learned in school he offers few details about his day; but, after the field trip to Boston, he was eager and excited to share what we saw and learned. Then he asked….

“Mom, why can’t every day at school be a field trip?”

Well, I could have launched into the high costs of field trip busses, or the need for numerous parent chaperones, or state testing; however, that wasn’t REALLY what he was asking. The core of his question was truly about the structure of learning we typically provide for our students, the design of our lessons, and the sometimes lack of opportunities for experiential learning, which he found to be motivating, engaging, and relevant.

Going further back in time, this leads me back to a memory of when I interviewed for a high school history teaching position and the principal asked me the following questions: “If you had all the money and resources you needed, what learning experience would you provide to your students?”  At the time, as a prospective history teacher, I walked the interview committee through descriptions of a field trip to Italy and Greece to see the ancient cities first-hand.  After an elaborate description, the principal thanked me, then swiftly followed with, “I’m sorry to tell you that all of the promised funding for that experience ran out.  With this new information, how would you recreate that experience you just described for the students in the classroom?” Although I don’t remember the answer I gave (and I was hired for the position thankfully), I never forgot the interview question because it was a powerful message about the expectations for student learning at that school.  As we enter our next school year, these are our challenges to consider:

1.  How can we create the field trip experience for our students every day in school, which captures the spirit and enthusiasm of the bear hunt?

2.  How can we develop learning opportunities filled with adventure, where our students come back each day laughing and declaring “again, again” no matter what age they are?

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It isn’t easy.  There will be obstacles we can’t go over or under.  But sometimes we just have to gather all together and go through it in order to capture that bear.  Happy bear hunting in 2017-2018.

Celebrating Relationships, Risk-taking, Collaboration, and Laughter #MSSAASI

Relationships, Risk-Taking

Everyone loves summer, right?  The weather is nice, things slow down a bit, and you get more time to spend with family and friends.  One piece I love about summer is that it provides me more time for reflection, recharging, and learning.  This past week I was fortunate to attend and present at the Massachusetts Secondary School Administrators Association (MSSAA) summer conference.  Over the course of the year I attend various workshops and conferences, but nothing quite compares in my mind to the power of the MSSAA Conference and its organizationmsaa as a whole.

With the unification of MESPA and MSSAA to MSAA, I see even greater things happening!

If I were to sum up the conference in a few words, it would be Relationships, Risks and Laughter.  Here are some of my big takeaways from this conference, which emphasize what makes it so special.

  1.  Celebrate your Colleagues.  In every session, the presenters took time to share how they have grown and become better educators because of their colleagues. Setting the stage, John Clements, the high school principal of the year,  expressed gratitude to the many educational mentors and colleagues that have encouraged and supported him over the years.   Brian McCann, in his presentation on social media noted the date he and co-presenter Marty Geoghegan entered the world of Twitter in 2011 because of their colleague Bill Burkhead’s presentation.  Henry Turner shared how he started using positive signs outside of school after attending a presentation the year before by Brian McCann.  The list goes on and on, as every presenter gave credit to the previous sharing of their colleagues.  MSSAA has created a culture of celebrating others through recognizing outstanding leadership, and by encouraging collegial sharing.

Questions to Think About:  Do you have a culture of celebrating your colleagues in your own schools and districts?  Do you openly celebrate your colleagues’ success and what you have learned from them?

2.  Take Risks.  The majority of the sessions I attended had one common theme, as a lead learner, you need to take some risks because the rewards can often surpass your expectations.  Some of my favorite ideas shared included Positive Sign Thursdays, and how a simple act can have such a powerful impact on making students feel welcome and excited to come to school.sign3sign

Another idea, which was presented last year, but brought up again this year was the positive impact of #shadowastudent.  It was awesome to see the increase from last year of how many school leaders participated in shadowing a student.  It began with a few trying it and sharing their success to the majority of the school leaders taking part this past year.  I know from my experience the last few years in different grade levels and schools, it was truly transformative.  At the conference, we discussed how we can expand this opportunity to teachers and to district leadership in our districts.

Questions to Think About:  What is the one area you are going to take a risk in for this coming school year?  What will you do to truly engage with your students?

3.  The smartest person in the room, is the room.  This is one of my favorite quotes and how I can sum up the type of conversations that took place at this conference. Because of the strong relationships, open minds, and willingness to share successes, participants are able to walk away with a toolkit for continuous improvement for the next school year.  No better examples of this collaboration, then what I saw at the Disrupt presentation with representatives across multiple districts sharing one leadership experience that has shaped them, positive impacted their schools, and is a takeaway for others.

disrupt

John Clements and Mary Anne Moran’s presentation on Practical Strategies to Reimagine School, Redesign Education, and Reinvent Learning was a big hit because of the various opportunities participants had to share their own beliefs about learning, assumptions about school, and discuss hacks they can bring back to start the conversation with the communities about the larger shifts that need to take place to support our student learners.  Through post-its, conversations, and online polling, they really captured the collective wisdom of the room.

In the lead-up to our presentation on leadership, Paul Vieira and I reached out to some colleagues to share what the title of their book about leadership might be and within about a 24 hour turnaround we had a wealth of engaging titles and take-aways.  Check out these great answers and please add to the mix.

https://flipgrid.com/embed/topic/2db383

Questions to Think About:  Does the culture in your own districts, schools, and classroom place an emphasis on the collective wisdom of the group?  Do you provide ample opportunities for discussions, engagement, and sharing?

4.  Laugh A LOT.  The outgoing President of MSSAA George Ferro emphasized the importance of laughing as we learn together and you did not have to go far to find our top MA educational leaders laughing and learning.  When you are in the business of being the chief child advocate for kids, you need to have fun.  That excitement is contagious, influential, and creates positive cultures for learning.

 

Questions to Think About:  In your school, how much do you laugh….really laugh?  Do you have a culture that allows you to get silly with the students and make school a fun place to be?

 

Want more updates and reflections about the conference, check the following out:

Marty Geoghegan’s Smackdown

Joe Scazzaro’s Making Time for Professional Growth

Paul Vieira’s Reflections

Let’s Increase the Volume in Student Voice

Pump up the VolumeAs educators, when asked if we should increase “student voice” in the classroom or schools, our quick response is often “Yes, of course!”  However, in reality, are we really, truly engaging our students in leading our schools, having a say in our curriculum, contributing to our decision-making?  I know we do try.  For example, we have student councils, we ask for student input in surveys, we give choice to students in projects, we ask them to self-reflect and students participate on some committees.  We ask for their feedback, we listen, right?  However, student voice needs to go beyond just listening.

Harvard Researcher Brion-Meisels points out:

 “Listening to young people doesn’t mean unilaterally considering their perspective…It means recognizing that young people have a perspective on the world that adults can’t share, and that their perspective should be welcomed alongside the wisdom that adult perspectives bring” (Giving Students a Voice by Leah Shafer).

 In the past month, I participated in four activities that really solidified my own thinking about student voice.

1. Search Committee

The first was a middle school principal search committee where we had students involved in the interview and recommendation process.  What was amazing about the interview process was that our students truly had a seat at the table.  They brought their own questions as representatives of the student body.  (The best questions on our list came from our students!)  Then, when we had discussions as a committee, we went to our students first and listened.  Their responses were exactly on point and we were thrilled to have them contribute to the conversation, use evidence to support their arguments, and provide a student perspective, such as,  “If she were the principal of my school, I would love coming to school!”

2.  Student Discussion

The second instance was a meeting with student representatives at our high schoolIMG_3602 where they were asked a series of questions about the school such as:

  1. Beyond friends, what do you look forward to at school each day?
  2. If you could change one thing at our school, what would it be?
  3. If you could give one piece of advice to teachers or administrators, what would it be?”

The following discussion could have continued for a lot longer than the time allotted because the students in the room were excited that they had an opportunity to share their thoughts on what they loved about their school and ideas for improvement.  It was an incredibly powerful discourse filled with respect, reasons supported by evidence, and excitement.  It certainly was the highlight of my week!  The students, who were representative of various grades and interests, described the school as welcoming, inviting, and inclusive.  They enthusiastically provided why they loved coming to school and usually it was because of a single enthusiastic teacher who had made learning exciting.  They wanted to have more opportunities for relevant learning opportunities and meaningful homework.  They liked using technology, but only when it fit the purpose of the assignment, rather than fitting the assignment around the technology.

3.  Student Events–  3rd-Grade Tea

IMG_3897Yesterday, I was lucky to participate in a 3rd grade tea that was being held for seniors in the community.  Sitting in the middle of a table of about 11, third graders, it was an opportunity for me to ask them about their school experience. Coming off of the high school discussion recently, I figured I’d stick to some of the same questions.  I asked them: 1.  “What do you like most about coming to school?” 2. “If you could change one thing about school, what would it be?”  3.  “What is your favorite subject?”  The students eagerly shared their love for math (that was the #1 choice around the table) and we had a few who liked reading.   Some wished they had more time for recess, and thought the end of the day would be the best time to do that before leaving for the day.  They said they wished they had more opportunities to learn science, and they shared their favorite books of choice.  They liked their music class and were looking forward to learning to play musical instruments in the future.  They wanted less homework, but admitted they didn’t have too much each night and Lexia was a big hit because they found it to be a fun way to learn.  WOW! That’s A LOT of feedback.

4.  Student Panels

Last month our counselors provided a workshop to other educators on the implementation of Wellness Weeks.  As part of the workshop, the counselors had student representatives speak to the educators about their thoughts about the effectiveness and impact on wellness weeks from a student perspective.  To be expected, the educators in the room were enthralled listening directly from students about their view on the positive impact of these successful practices.  Adding student voice to these panels was highly effective!

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3 Steps To Increase Student Voice

If you are looking to take action and  increase student voice, consider some of the following questions:

  1.  Do students have a seat at the table?  

    Think about all the meetings and committees that take place in a school or district and corresponding decision-making.  Every time you have a meeting, ask yourself…what if students were here with us at the table?  In our district, we have student representatives to the School Committee, students on our Spanish Immersion board, students on panel presentations, and students on interview committees.  Despite all of those opportunities, there is definitely room for growth as well.

  2. Are we asking for student input in a consistent way and then following up with implementation?  

    If you are a district that does not use surveys of students regularly, then that is a great way to begin this process.  Surveys are an effective way to gather data, solicit input, and to help inform decisions in a classroom, school, or district.  The key to successful student surveys is that the data is then applied to implement change.  It is even more effective when students are part of this process of analysis and discussion.  Ask yourself, are you sharing the data with the students and are you implementing change based on input?

  3. Do students have input into and the ability to drive their own learning at school?  

    Although we work within a  standards-based system, that does not mean that students can’t have input into their own learning.  There are many ways to increase student voice in learning from input into units, activities, the questions they will answer, or the ways they are assessed.  Check out this resource from Chicago on how to have students co-shape curriculum:  Seven Steps to Students Co-Shaping Curriculum or this article from the organization we use for surveys called K-12 insight:  How to amplify student voice in curriculum discussions.

Resources

If you are looking for more resources about how to increase student voice, here are some examples of how it is being done in schools across the world.

In my own research about student voice, I came across a local school to ours that has a Student Voice Community Service Program at their middle school.  What an interesting approach and a way to say at that school–student voice matters.   http://cvirzi.wixsite.com/student-voice/contact

5 Videos to Watch on Giving Voice to Students

Including Student Voice by Bill Palmer

Student Power by Milton Chen

Next Steps

After reflecting on the above questions, I challenge you to take one step forward in increasing student voice before the end of this school year.  Using the comment feature of this blog, please share out one way that you will try to increase student voice as an educator.

 

 

The Force is Strong #Shadowastudent

PS_0334_THE_FORCE

I’m a huge Star Wars fan and in thinking about my experience shadowing an 11th grade student, Diana Richard, I couldn’t help but think about the quote “The Force is strong with this one.”  What a dynamic, caring, and  outstanding young woman!  The Force was not just strong with that one student….but with her peers, with the teachers, and within the school.  “The culture is strong” would be an apt reference to my biggest takeaway from shadowing.

Walking in the shoes of a student gives one an opportunity to view the day-to-day interactions in a new way.  As Diana said “Hi” to every student she passed and called them by name, the other students responded in turn.  The best moment was when a student was walking by the classroom at the start of class and saw Diana, so she stopped and made a heart with her fingers in front of her chest before going on to the next class.  I can’t remember the last time someone walked by me at work and was so excited that they made a heart-shaped symbol?

IMG_3167During the Help Desk in the morning, we had an opportunity to talk about what she liked best about school, what her favorite classes were, and what her goals were in the future.  In P.E. class, we laughed as I tried to show my ‘mad’ skills in badminton during a tournament.  At break, we hung out with all of the other juniors in the media center and I was schooled in professional wrestling and the students’ interest in watching that.

 

 

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In math class, our teachers provided great scaffolding on our graphs, as we worked collaboratively in groups to work through the problems.

 

Before lunch, in English class we participated in a mock School Board presentation where two groups presented on whether or not to ban Huckleberry Finn.  
IMG_3170As someone who has attended many School Board meetings over the last decade, this was probably one of the most educationally focused and friendly one I’ve ever witnessed!  

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After lunch, we analyzed some of the text of The Great Gatsby to determine evidence of Nick Carroway’s point of view and being an insider vs. an outsider.

 

In history class, we analyzed political cartoons from World War II to identify stereotypes, analogies, juxtaposition, captioning, and labels to get at the essential question of “What’s the human impact of war?”   

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While my biggest takeaway wasn’t necessarily the content presented as I have already analyzed The Great Gatsby, taught lessons on WWII political cartoons, mastered badminton and graphed math problems in my former life, the takeaway was the interactions that took place between the spaces of content.  In each class there were opportunities for students to work collaboratively with one another, in pairs, in groups, and online.  Teachers provided the perfect amount of support and scaffolds, like in the story of Goldilock (not too hot, not too cold, just right…).  In each class, the teacher-student relationships created environments where students were willing to share their ideas, speak in front of the room, or even help the 40-something year old new student.

“In my experience, there is no such thing as luck” was what Obi-Wan told Han Solo after Han Solo claimed that there was no force controlling everything.  I would agree with Obi-Wan that that it is not luck that creates such a warm, inviting environment that I experienced in my shadowing day, but a commitment of all members of the Nipmuc community in creating a safe, engaging, caring environment where “The Force is strong.”

Information-Rich or Poor? Do you know what is real in a world of alternate realities?

Do you know what to believe? On the radio the other day a caller called in to declare that millions of illegal immigrants voted illegally in the election.  The radio host responded quickly to clarify that there was, in fact, no evidence to support that statement, but the caller insisted that it was definitely true.  Then the caller went on to state that they don’t know who to trust anymore because they hear from one place that Hillary Clinton won the popular vote, but they are not sure that is true because they read an article that said it was not true.  The radio host tried to make a distinction for the caller between what is verifiably true based on evidence, but the caller was still uncertain:  “I just don’t know what to believe anymore.”

Has this happened to you yet?  Where you are exposed to a news story and you are not quite sure what to believe?  When information gives you pause, do you look more deeply to find out the source of the article?  

Let’s try this out together.  In my Facebook Timeline, I saw an article someone posted that said that D.C. high school marching bands were boycotting playing at the inauguration. The same day, someone said to me, “Did you hear how the D.C. band are refusing to play at the inauguration?”  I now had two pieces of information that have been presented to me within 24 hours time.  It kind of sounds possible, but the news article came from a partisan website and many of my friends probably live in the same media bubble of information.  So, is this true?  How do we find out?

In going to Snopes.com, where they fact check potential rumors and fake news, I found a Fact Check: Fake News article on this.  According to Snopes.com, the schools did not apply to play, but they are not officially boycotting.  For more information check out the whole article: Did every single school marching band in D.C. just boycott Trump’s inauguration?

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Information-rich AND Information-poor. We certainly live in an information-rich world where we can access information from many sources ranging from: “Alexa, tell me today’s news,” and “Hey, Siri…what’s the weather,” or satellite radio news from around the world or 24-7 CNN news coverage, to moment-by-moment coverage on Twitter or personalized news streams in our Facebook feeds and YouTube channels.  Despite being information-rich, we can end up being information-poor if we are unable to decipher point-of-view, bias, or propaganda vs. verifiable, research-supported information.

So what does this mean for educating our students?  

How do we help them to be critical analysists of information?  

The first resource I’d direct you to would be the Stanford History Group, who conducted a study of civic online reasoning from January 2015-June 2016, where they administered 56 tasks to students across 12 states, collecting more than 7,800 student responses from middle school, high school, and college students.  Despite our students growing up digitally, the researchers found that the students had difficulty determining the differences between sponsored content and a news article and the students often would accept the information presented without verifying its source.  To get a better sense of the tasks and results, please review this link to their executive summary of their results.

Below is a summary of tasks they had the students complete, which is outlined in the executive summary.  Taking a look at the list below:

How would your students do?

Middle School

  1. News on Twitter:  Students consider tweets and determine which is the most trustworthy
  2. Article Analysis:  Students read a sponsored post and explain why it might not be reliable
  3. Comment Section:  Students examine a post from a newspaper comment section and explain whether they would use it in a research report
  4. News Search:  Students distinguish between a news article and an opinion column
  5. Home Page Analysis:  Students identify advertisements on a news website.

High School

  1. Argument Analysis:  Students compare and evaluate two posts from a newspaper’s comment section
  2. News on Facebook:  Students identify the blue checkmark that distinguishes a verified Facebook account from a fake one.
  3. Facebook Argument:  Students consider the relative strength of evidence that two users present in a Facebook exchange.
  4. Evaluating Evidence:  Students decide whether to trust a photograph posted on a photo-sharing website.
  5. Comparing Articles:  Students determine whether a news story or a sponsored post is more reliable.

College

  1. Article Evaluation:  In an open web search, students decide if a website can be trusted.
  2. Research a Claim:  Students search online to verify a claim about a controversial topic.
  3. Website Reliability:  Students determine whether a partisan site is trustworthy.
  4. Social Media Video:  Students watch an online video and identify its strengths and weaknesses.
  5. Claims on Social Media:  Students read a tweet and explain why it might or might not be a useful source of information.

Next Steps:  How do we teach civic online reasoning?

  • This CNN article:  Raising Media-Savvy Kids in an Era of Fake News offers some other strategies:
    • Look for unusual URLs, including those that end with “lo” or “.com.co”
    • Look for signs of low-quality writing, such as all caps, or bold claims with no sources
    • Look for sensationalist images
    • Check out a site’s “About Us” section
    • See if mainstream news outlets are reporting the same news
    • Check your emotions.  Fake news strive for extreme reactions.

 

References:

 

Reflections on Moving Forward in 2016

I’m going to begin by saying that this past week was a whirlwind of emotions for me.  You see, I was an avid Hillary supporter, and I was so very hopeful as we entered election day. However, this post isn’t a political post.  I won’t share my views on the Democratic Party’s platform or my opinions on President-Elect Trump.  Instead, I’d like to share my own reflections on moving forward.

November 8th-Election Day Excitement

In the evening of November 8, I brought my boys to the polling booth so I could talk to them about the importance of voting, explain why I was choosing the way to vote on certain issues, and engage them in the process.  We were excited.  Finally, it was Election Day!  They gave me their input on how to vote on the ballot initiatives and asked questions about what a state representative and senator does.  We got our “I voted” stickers and proudly headed to Dunkin Donuts for an Election Day treat, in anticipation of the first woman being elected President of the United States.

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As the election results came in, my close friends and I quickly spiraled into despair as our hopeful enthusiasm turned into devastated disbelief.

Hope

But theimg_2542n…..I went to the Memorial Elementary School Veteran’s Day concert on Thursday, November 10th.  The most adorable children, ages 3-10, decked out in red, white, and blue, sang their hearts out to recognize our local servicemen and women.  That moment centered me.  It drowned out the noise and negativity of social media discourse and gave me hope for a bright future.

Here is a video clip of our students singing a song by Teresa Jennings called “One Nation.”

ONE NATION (Teresa Jennings)
Maybe we’re not the same color. Maybe we’re not the same race.
Maybe we don’t have the same beliefs or live in the same kind of place.
Maybe we think we’re too different. Maybe that’s simply not true.
Maybe I also have hopes and dreams, and maybe I share them with you, share with you, oh!

(CHORUS)
We are one nation, yes, we are one land!
Together in freedom, united we stand! Oh!
We are one nation, yes, we are one land!
Together in freedom, united we stand! Oh.

We are a rainbow of people. We have our own history.
We share a nation with common bonds, a nation where people are free.
We know that freedom is precious. We know the cost is extreme.
We share commitment and gratitude; we share our American Dream,
share our Dream, oh!

We are, we are, we are one nation!  3X’s
Ah! One nation!

BE THE CHANGE

So in keeping with my blog’s mantra, here are some reflections on how I am moving forward as an educator in a time of political change.

1. Seek First To Understand

First, I tried to read multiple articles about the election, including opposing political viewpoints, to seek to better understand the multitude of perspectives that will contribute to the leadership of the next four years.  In working with our students, we can try to foster a similar approach to help them navigate political discourse in a safe and productive manner.  This is more easily accomplished when one can learn to empathize and put themselves in another’s shoes.  It is difficult enough sometimes for adults to converse around divisive topics, so this is an important skill to help to develop in our students. Understanding people’s life stories and perspectives and “walking in their shoes” is essential to fostering civil discourse.  Here is a resource on teaching civil discourse.

2.  Have Faith in our Political Institutions

It was my 10-year-old son, who is currently studying the three branches of government, who helped remind me of the enduring strength of our democratic institutions.  This election is a great opportunity to remind our students about the strength of our political institution and history as a nation.  Here are a few strategies to help build the students’ knowledge and understanding of the process.

  • Use the historical events taking place to instruct them about topics like the peaceful transition of power.
  • Illustrate examples of how our government is designed based the principles of separation of powers and checks and balances, so no matter who the president is, there are checks on that power.
  • Ensure students understand how the Bill of Rights was created to protect our fundamental rights such as speech, press, assembly, and religion (among many others).
  • Provide students with historical examples of how our country’s leadership and political leanings are like a pendulum that swing left and right, but eventually, move towards the middle.
  • Analyze the President-Elect’s appointments to key leadership roles and the significance of those roles

3.  Recognize that our Differences are our Strength

As we all move forward, we are witnessing numerous reactions to the election results.  I’ve seen some people check out from the world and social media.  Others are embracing movements such as the safety pin protest.  Some are fearful, while some are calling for Unity.  Others are hopeful and enthusiastic about the changes to come, while some are using their right to assemble in protests.  So what is an educator to do in these times? First, we need to make sure we remain neutral in our political leanings while at school. Second, we need to foster an environment where students can safely express their opinions and stand up for what they believe in.  Finally, we need to let our students know that our schools will be a safe haven where differences will be celebrated, respected, and protected.

Here is a great resource from Teaching Tolerance that offers various activities on countering bias, getting along, and engaging in civic  activities with students.

 

 

 

 

 

 

Mastering the 3 Rs: Relationships, Relationships, and Relationships

sparkHave you ever met someone who you just love to be in their presence?  They have that extra spark, they exude warmth, and they engage you immediately, usually with a radiant smile and a sincere inquiry into how you are doing.

I’m thinking of a few people that I love to be around and these are the actions they usually exhibit every time we meet:

 

–Greet me with a smileawesome

 

–Greet me by name

–Ask me something about my life (something they remembered from previous
conversations)

–Listen intently and actively as I respond

Why do I like these people so much?  First, they are great relationship builders.  They show how much they care about me to call me by my name, pay attention to what is important to me, and inquire further.  I feel safe and welcomed in their presence.  Their actions convey to me “YOU MATTER.”

These types of people are also great at opening up and sharing about themselves.  They share stories about their lives to connect others to them on a personal level.  They often are able to laugh at themselves and find humor everywhere.  They also aren’t afraid to be vulnerable, admit mistakes, ask for forgiveness, and keep moving forward.

As educators, we are presented with opportunities for building relationships every moment of every day for 180 school days with our colleagues, with parents, but most importantly, with our students.  Do our actions consistently convey to our students “YOU MATTER”?   Do we notice them daily?

Check out this Ted Talk by Angela Maiers on the impact of noticing our students.

“The need to know you are valued is as deep as they come.” –Angela Maiers                         “I get to help people matter each day”–Angela Maiers

 

Here are some suggestions on how to expand your relationship building influence with students:

  1.  Let students know:

genius

2.  Noticing—Share with them what you notice about their progress, efforts, insights, and accomplishments with a simple:  “I noticed when…..”

3.  Intentionality–Track your own interactions with students.  Be intentional in monitoring what type of feedback you are giving them and how often.  Keep track of students you haven’t interacted with as frequently and take time to get to know them more.

4.  Passion–Discover your students’ passions and help them pursue them.

passion

5.  Celebrate successes–Seek out successes in the classroom and share them out beyond the classroom walls.

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Remember that as educators YOU MATTER a great deal as well.  As a parent (much like many parents each morning), I squeeze my boys really tight every morning, tell them I love them, and send them off to school hoping and praying they will feel safe, loved, in an environment filled with enthusiasm, positive relationships, learning, and passion-driven moments.

One year after the first day of school I asked my son …. “Did you like school?  Is your teacher nice?”  He looked perplexed, paused and replied,  “That’s a silly question, Mommy.  Of course I do.  All teachers are nice. If they weren’t, then why would they be a teacher?”  Thank you to all my educator friends for all that you do every day!  YOU MATTER!