Hey Fellow Educators!!  You don't want to miss this episode all about four major collaboration killers and three mindsets you can take on to combat them!  In this episode, I talk with Aimee Gilbert and Valerie Ayers, two instructional coaches from across the nation about what kills collaboration.  They share their experiences with collaboration and we dive deep into the work of what makes the most impact when trying to build a culture of collaboration! 

I don't often dwell in regret.  It's not a great feeling to hold onto and can easily transform and grow into something else entirely.  This is not to say I don't make mistakes every single day- things that I would have done differently in hindsight.  And these mistakes are usually easily addressed and simply make for a better future ahead.  In those instances, the regret is short lived.  I leave the situation feeling grateful to have learned from it.  But there is one thing this year that has stayed with me... something that I think about often... something I wish I could go back and have a "do-over".  Let me paint a picture for you.

It's the end of the third nine weeks.  Students have recently finished their nine-week benchmarks.  As an instructional leader, I have decided to meet with teachers to take a brief look at the data and see what their thoughts are instructionally for the nine weeks ahead as I work to support them.  I walk into the classroom to visit with the next teacher on my schedule and notice there are a few students in the classroom.  These students are working to finish some assignments before heading off to the next part of their schedule.  I offer to come back another time, but the teacher (that I adore), so graciously invites me to stay and visit with her at the back of the room while the students work.

We move to the back of the room to a table in the corner.  As per usual, I ask, "So what's on your mind in regard to the nine-weeks assessment?"  We visit about what went well for students, what skills may need to be retaught, and what commonalities we notice in the data based on standards.  (Seems harmless, right?  No foreseeable regrets, right?)  Looking at the data is not a problem.  But we all know that behind each set of data is the face of a child- a child that the teacher so adamantly wants to support as a learner.  And so naturally, the teacher begins sharing about specific individuals.

The teacher shares about some students that surprised her, both positively and negatively.  The few students completing assignments in the classroom continue on, seemingly uninterrupted by us... seemingly unaware of our conversation that's becoming more personal... seemingly uncaring of the data we're discussing.  And then one of those students and his data, specifically, becomes the topic of conversation.  

The student seems oblivious to our talk of him.  The teacher continues, we wrap up our conversation and consider next steps for her instruction in the weeks to come.  I move on to another classroom.  

I'm heading to the cafeteria to visit with a colleague on lunch duty.  Students from this teacher's class are lining up as they have finished lunch.  The aforementioned student, the one whose data became part of the conversation while he was in the classroom working, is at the front of the line.  I nonchalantly ask him how things are going and we engage in easy small talk.  I ask if he was able to finish the assignments he was working on in said teacher's classroom a few days back.  He simply says "Yes", and then he pauses for a moment, clearly contemplating what he wants to say next... and this is the replay of that conversation that has stuck with me so closely that I couldn't even begin to pry it off with the jaws of life:

 I share this story and paint this scene not to simply confess my regrets to the world.  Rather, I hope that my attempt at being so completely vulnerable leads to better practices ahead for myself and for anyone that has happened upon this post. 

It's a moment that should not be forgotten and dismissed.  This moment tells us as instructional leaders that students are always listening.  And yet somehow, we believe that they are incognizant of our conversations, or that they are unable to discern meaning from our coded teacher language, or that they even care about what we are saying.  Perhaps the opposite of that is also true.  Perhaps some educators believe that our students should be hearing what we are saying, even those negative comments, in an attempt to spur motivation in them to work toward "success" (which we know is not an effective approach).  

Regardless, it is our duty as instructional leaders to provide adequate professional learning that addresses these kinds of situations- professional learning that not only focuses on instructional practices, but that which focuses on supporting the whole child.  Because the pure fact is the teacher in this situation is completely unaware of the effect she had in that moment on this child.  This teacher didn't know any better...  and that's completely my fault.  What could have been a learning moment for the both of us simply turned into regret and an unchanged situation.  I end by saying this:  don't let this regret become your reality!!  Support teacher understanding of how our nonchalant and perhaps unconscious habits and behaviors must be monitored so that we are instead creatures of intentional and positive habits that support ultimate student growth.

Learn more about how our language affects children's learning with this fantastic book by Peter Johnston (linked in the picture).

And so you've made it to the end- that's all there is to it!  If you've gone through the first three parts of this blog series, you know all there is to know about implementing collaborative studies!  

This last post on the blog series is SUPER fun!  This is where we get to think about all of the possibilities of topics and modes of delivery.  The only problem is that the possibilities are actually ENDLESS!!

Have more ideas?!  Share away and let us know how it goes!  ​Together, our ideas are limitless.  Any of the possibilities listed above can be combined, tweaked, stretched, and arranged in a way that makes the collaborative learning experience one that attendees LOVE and remember!  

I will be the first to say that changing one's mindset can be a daunting task!  It is much easier said than done.  Unfortunately, and fortunately, many teachers have a way of holding themselves to very high standards- sometimes so high that they often feel as though they've failed more times than not.  This shouldn't be the case.  And if we can train our brains to think intentionally, we can better accept when things don't work out as planned or when we do actually fail.

All it takes is one small step at a time.  This week, that first step we'll discuss is "Determining Purpose".  This sounds like an obvious thing to do when you're practicing the art of intentionality.  But how often do we find ourselves thinking about the PURPOSE of each thing we do in the classroom- each activity, each conversation, each line up time, and the list goes on and on and on?  If educators can take this first small step in changing our mindset and transform into intentional THINKERS, the other steps will easily fall into place.

Here is what I propose to begin:

• Take just one simple part of your day- maybe even the easiest part (for me, this would most likely be lining up to walk in the hallway, or recess, or perhaps read aloud)
• Each and every day, for at least one week (two, if you're ambitious), before this piece of the day begins, think about these questions: 
  • What is my purpose behind this?  
  • What do I want the students to be able to do?
  • How do I want the students to feel?​

... and that's it!  You don't even have to take steps to ensure follow through!  (Say whaaaaaatttt???)  Remember, the whole purpose is to BEGIN adjusting your mindset to THINK intentionally.  Building this habit with small pieces of your day will inevitably filter into other, more meaningful, parts of your day.  

Here is an example of what my thoughts might go when determining purpose as students line up:

• What is my purpose behind this?  "My purpose for students lining up is to get them safely, calmly, and quickly to the next place/ activity."
• What do I want the students to be able to do?  "I want students to be able to line up efficiently and successfully so that we can get to ___ in a timely manner."
• How do I want the students to feel?​  "I want students to feel proud of themselves and confident that they can move from one place to another in a mature, calm way."

All of those thoughts came to mind in less than one minute, most likely because it's a very simple, seemingly meaningless part of the day (although we know that every moment counts!).

Will you accept the challenge and train your brain to begin thinking intentionally?  No, it won't be easy to be a full-fledged intentional educator from the start.  But the smallest steps, like determining purpose, can lead you there!

If your students are anything like mine, they often get in a habit of writing in a certain style, where their writing almost becomes formulaic.  Or perhaps you have students that may have some great ideas for the body of their essay, but the introduction or conclusion are lacking a certain "je ne sais quoi".  Enter stage left:  'Grab a quote' lesson!

This lesson stemmed from a few different resources and clashing of ideas that constantly pop around in my brain.  We are always looking for ways to help our students write engaging, interesting essays that readers simply don't want to put down.  We also want to give our students a plethora of strategies and crafts to use so that they can put into place what works for their topic, their essay, and their style as an author.  As is often said, "to each his own". (Get what I did there?? Hehe.)

So, as can be seen in this super quick and easy flow chart I created via lucidchart, there were multiple factors involved in my brainstorming session.  I'll give the detailed version of the steps taken that I believe made this lesson successful, as well as ways that I will adjust in the future.
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Because I'm a "boxes and bullets" kind of gal, that's how I'll take you through the steps of this lesson.