When Jealousy at Work Bites You...
AND WHAT TO DO ABOUT IT!
Guest Post Author: Michelle Ruhe
We educators go through some definite phases. The first year, we think we know far more than we do, and we just know we’re going to change the world. Years 2 and 3 we realize how much there is to learn, and we grow. A LOT. Years 4-7, we feel like we have a pretty good handle on things. We refine our practices, get better at things, and really start to feel comfortable. This is when many of us try our hand at different grade levels or entirely new practices. After year 10, we feel confident and ready to get creative, and because we’ve learned so much, we can begin to really think outside the box. We start to hone in on specifics, and begin to “own” some things. Getting to this stage takes years of deep reflection, untold amounts of time spent learning, and a tremendous amount of trial and error. Getting to this level is hard-won. Getting to this place took a fair amount of sweat and many tears. It’s at this later stage that we begin to take on more, to share our expertise, and often when find ourselves acting as support and mentor to many.
Unbeknownst to us, someone is watching all of this. Usually, that someone is in a position very close to yours. You notice that this person shuts you out. They keep you at arm’s length--sometimes through their actions, sometimes their words. Sometimes, you’re even outright snubbed.
I know how this feels, because there are three distinct times in my 20+ years in the field that I have found myself here, and it’s awful. It weighs you down and sucks the joy out of your day. It’s heavy on your mind and heart and leaves you feeling alone. And deflated. All. The. Time.
You feel lost, because you have absolutely no idea what you did to deserve it.
But I’m here to tell you: It’s not you. It’s them!
There’s even a term for it.
I first heard it this year, 21 years in, from Gerry Brooks, that hilarious YouTube principal with the overly-exaggerated southern drawl. He was a keynote speaker at this year’s National Reading Recovery conference. When he explained it, it hit me hard. I realized, in that moment, that it wasn’t ever me. Then, because the world works in very mysterious ways, I heard it again, a couple months later, when Steve Barkley alluded to it on his podcast (posted at the end of this blog post!). And I read about it some more, serendipitously at about the same time period, in Brene Brown’s Dare to Lead.
It’s called professional jealousy.
So as it turns out, it wasn’t me. Because, as I’ve learned from Angela Kelly Robeck, principal-turned-life coach, our feelings are created by our own thoughts. Our thoughts are completely controlled by ourselves. But the reverse, then, is also true--we cannot control those thoughts, and therefore those feelings, in others. It’s completely, 100% out of our control. The way other people feel, which is driven by their own thoughts, is completely on them.
So stand tall, friend. Know that your hard work, your growth, and your devotion to students is worthy. It’s BIG. So big, in fact, that at some point, someone who feels insecure will be jealous. Let them. It’s on them. And then shift your thoughts. Remind yourself that because of all that you’ve accomplished and learned and experienced, because you are in that hard-earned place, others will look to you. How they handle their own feelings is not your concern. They have some growing to do, and hopefully in time, they will. Forgive them for not being there yet, and gracefully move past it. Because you definitely will.
And that phase is the best phase of all.
MEET THE AUTHOR:
Michelle spent 15 years as an elementary teacher in multiple grade levels across several states before becoming a reading specialist for an additional five years. She now happily serves as literacy coach in a K-5 building in South Carolina. As a literacy coach, she connected with Casey via the New to Coaching Facebook Group and The Breakthrough Circle, and enjoys frequently thinking and learning about all things literacy with her.
If you've kept up with me the past few blog posts, then you've gotten a deeper look into collaborative studies! You maybe have even tried them out for yourself! Today's post is for that person that just needs a printable go-to. This one-pager holds the four steps to launching a collaborative study. Print it, screen shot it, or bookmark this page for future reference.
Psssst!!! Don't forget to check out my session preview on collaborative studies below!! And then REGISTER for the Simply Coaching Summit!! See you soon!
Come Learn more at the simply coaching summit
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!
The first collaborative study is CRITICAL! It is the first impression teachers will get of this new initiative that you are attempting to get rolling. In the first meeting, what you choose to do and how you choose to do it will set the stage for future studies... No pressure... HA! Let's take a look at the what and how of the first meeting that will set you up for success in future collaborative study meetings!
Want to download the pdf and print this for your files?! Get your own free copy below!!
You're Here to learn more?!
Or perhaps you're here for the first time! If that's the case, hop on over to the first post in this blog series all about Collaborative Studies and how to introduce them to teachers. THEN, read on in this post, PART TWO, to learn about what it looks like to get teachers signed up!
Of the four parts to this blog series, this is quite possibly the easiest and least complex piece. Now, it's important to state here that following the first steps that are listed in this blog series is extremely important. Once you have done so, and have gotten the word out about collaborative studies, it's time to settle down and plan your collaborative study events! This can be done many different ways. You may decide to host collaborative studies monthly, bi-monthly, or quarterly and pre-plan the topics across the year. You also may choose to host collaborative studies sporadically based on patterns noticed across the classroom. To make this decision, think about the culture and climate of your school, the initiatives of administration, and the current teacher workload. No matter the case, be sure your teachers know what to look forward to as the year goes on. *Side note: My first time implementing collaborative studies, I decided to host them monthly. It did have its benefits, but I suggest hosting them bimonthly or quarterly so that you might illicit better teacher turn out.*
How to Get Teachers Signed Up for the First Event
You now have a broad plan for the year, you know your first topic of study (more on this in a future blog post!), and now you're ready to get teachers signed up! This will require you to take a step on the bridge of vulnerability. You're essentially giving teachers power to say "yes" or "no" to what you are proposing. And, let's face it, a "NO" kind of hurts, even if you've vowed to yourself not to take it personally! This is how a carefully written sign up form can be super helpful to both you and the teachers completing the form. So let's visit the secrets to building the form and then we'll jump into the logistics of getting it out to teachers and, more importantly, completed and submitted!
Secrets to Building the Form
The easiest way to get teachers signed up is by sending out a Google Form. You can also use Sign Up Genius, but I find that Google Forms are much more user friendly and can easily be customized. And, of course, I have a great form template ready for you to download. Simply scroll down to get your copy!
You'll notice in the template that there is space for all the details of your collaborative study and topic of choice. These details are much like a session description you might find on any conference pamphlet. Make it as enticing and intriguing as possible and cater to the unique personality of your campus. This should be what teachers see first on the form. Whether they are interested or not, I request that all teachers complete the form. Therefore, they will include their name, email address, and grade level (if needed).
The next part is where you can allow them to "let you down easy" and also can give you a ton of great information about where the teachers are in relation to the content being studied. Include only positively stated options for involvement. Not only does this ease the pain of the "no's" for you as the host, but it also encourages a positive attitude toward collaborative studies, even if the teacher chooses not to participate.
Here are possible participation options to include:
Logistics of Getting Forms Completed and Submitted
Got the form done?! Ready to hit "send"?? HOLD ON!!! First and foremost, have a dear friend or colleagues proof read it. And then let your administrator know that you're going to send it out. If you're not completely comfortable with sending it out, or you believe it will have more weight coming from an administrator, you could ask them to send it on your behalf. Ideally, you'd want it to come directly from you. The best option, if you're using Google, is to email it using the option through Google Forms. This will allow you to see who has responded and who has yet to respond.
You won't simply email the form and await responses. The primary way to gain the most responses is by visiting teachers or striking conversation about it in passing: "Hey, have you seen the email about the upcoming collaborative study? Be sure to respond soon. I can't wait to find a way for us to partner and learn together!" Another way to gain responses is by including information about the collaborative study and the form you're expecting them to complete in multiple formats and outlets. If you send a weekly newsletter, include the Google Form link or QR code on the newsletter. Post a few flyers at various locations throughout the school (perhaps the bathroom- as was the case for this flyer!).
These collaborative studies are meant to be more casual than formal and are optional. Make it enticing, relevant, and professional, but never underestimate the power of FUN! As you are marketing this idea of collaborative studies, show your enthusiasm and interest in the things that are on the teachers' minds and seek out their expertise.
After all, to collaborate is to partner with others in the quest to better ourselves collectively for the sole purpose of supporting the broader audience: our students.
Until next time, when we dig into WHAT to do when teachers attend the collaborative studies, grab this free Google Form template and get your teachers signed up!
Before digging into "the one where invitations are sent", let me include a little anecdote to share how collaborative studies came about. When I began working as an instructional coach at a new district, I asked about PLCs and how they were implemented on each campus. The answer: PLCs were non-existent. My first thought in hearing this was, "Sweet! I can bring PLCs to life and implement them in the way they were originally intended." Of course, I wasn't considering that, in a year interrupted by COVID mitigations, nothing would be implemented as intended. In fact, grade levels of teachers didn't even share conference times, and even if they did, conference times were somewhat abbreviated and overridden with teachers' never-ending to-do lists. Pretty quickly I realized that PLCs would not be a happening thing for the time being. But I wasn't content with the idea of letting professional learning go by the wayside, even in a year where obstacles would be highly present. ENTER: Collaborative Studies!
Quite simply put, collaborative studies are a time for colleagues to meet, collaborate, and study a topic of particular interest. You can catch my interview with Allison Peterson in her New to Coaching group on Facebook here! These studies vary just a bit from traditional PLCs (as you'll see below). First, collaborative studies are completely optional. Yes, teachers are encouraged to attend, but are definitely not required. This is especially important if you are new to the district or new to the instructional coaching role and plan to implement collaborative studies. Second, collaborative studies are generally short in session length, but span over the course of three to four weeks. Finally, collaborative studies may or may not follow a specific framework, depending on the content being studied and the goal of the participants. Now, let's get to the nitty gritty of it all- the fun part- where invitations are created and sent!!
Get the word out!!
Setting the stage and building interest in collaborative studies is a MUST!! There is a series of steps that is crucial to follow in order to get the results you desire.
Come back soon for Part 2 of this series!!
Now that the word is out and your teachers know about and (hopefully, somewhat, kind of) understand the gist of collaborative studies, it will be time to send your first google form, as promised on the invitations!! Come back soon to see the next blogpost on getting teachers signed up for collaborative studies! Don't forget to get your free google templates before you wrap up this read and share your thoughts and comments below!!
If you're asking yourself (or the screen), "What are Wonder Walks??", then you definitely need to find out more by seeing my last blog post. It is there that I explain all of the logistics to Wonder Walks. So... click here... go read the post....
And now you might be asking, "And what does the debrief look like?"
Great question! Remember that the debriefing portion of the Wonder Walks is likely the most important part of the whole process, not only because it holds teachers accountable for their attention to instruction during the observation time, but also because it can encourage deep, thoughtful discussion about quality teaching. And HOPEFULLY great practices will be replicated across the campus. This is the best kind of professional development you could ask for: in-house, student-based, and actionable! So let's get to it:
3+3: Debriefing Wonder Walks
Three ways to gather teachers
Three Parts of a Debrief
Part 1: Setting Norms
When you begin your meeting, it will be important to set some norms with colleagues. This should be simple and brief so that you can move on to the "meat" of the meeting. Begin with the goal of the Wonder Walks. It might sound like this, "Remember that our goal from wonder walks was to peruse classrooms to glean wonderful instructional strategies and determine ways to replicate or modify these strategies across classrooms." After the goal has been restated, ask teachers what three or four things the group can agree to as you begin a deep dive into the data collected. Be sure teachers are stating only positive norms. For example, "We will share only positive statements", or "We will remain kind and respectful toward colleagues," or, "We will have an open mind..." Setting norms in this way can help build collective efficacy among staff.
Part 2: Deep Dive
And now it's time for the MEAT of the meeting!! There are so many ways that a team can go about diving into the data collected from Wonder Walks. Any of the instructional strategies from Jim Knight's The Instructional Playbook, or other strategy lists, can be used during this time. (If that's the case, your deep dive benefits teachers two-fold: a discussion on practices observed AND experience with modeled instructional strategies that can be used with students!) No matter the structure or format you choose, this time is spent allowing colleagues to converse and collaborate with partners or teams in an interactive and engaging way. The best way to get teachers to truly dig deep is to ask the right questions that keep them focused on INSTRUCTION. Those might sound something like this:
Part 3: Call to Action
While the Deep Dive is the heartiest piece of the meeting, the Call to Action is the most important piece. For it is here that teachers decide what it is they will add to (or take away from) their teaching practices. Just as you asked questions during the deep dive, you'll ask questions as you probe teachers to bring action to their thoughts and ideas. The questions suggested below stem from the work of Michael Bungay Stanier and promote growth both professionally and personally.
What does 3+3 equal??
Pure bliss??? Why, YES! That is, of course, IF YOU take the next steps to coach teachers to keep doing the great work. In order for the coaching to naturally take place, you'll want to know what teachers' are taking from the Call to Action. How could they jot their take-away ideas down in a way that is visible, not only to themselves, but also to you as an instructional leader? Perhaps you include a form that allows them to request support from an instructional leader before they even leave the meeting. In this case, get to the teachers that DO request support as soon as possible and begin some coaching conversations with them. For others that do not immediately request support, give a good portion of time for them to put some of their new ideas in place. Then make a point to check in with teachers, casually and individually, to see how their new practice has been going.
I can't wait to hear about how 3+3 equals pure bliss in your schools and classrooms! Reach out to share how you've found this to be effective!
Oh, the wonderful WONDER WALKS strategy! Chances are you've heard about something similar to this strategy. Several schools implement a tool called "Pineapple Charts" as informal PD between and among teachers. You can find out more about this method HERE! This method allows teachers to observe colleagues and gain ideas about specific teaching tools and strategies. "Wonder Walks" are similar in that teachers spend time observing and learning from other teachers. The difference is that they can go into any classroom, observe any content area, and are expected to walk away with something wonderful they noticed and something they are wondering about for their own instruction.
Here are the logistics to get "Wonder Walks" started:
And when the wonder walks are over?
Great question! You'll want to be sure that teachers hold on to the notes they take! This is likely the most important part of the whole process. After the open period of observations, you'll want to have teachers debrief as a whole. This is so important, not only because it holds teachers accountable for their attention to instruction during the observation time, but also because it can encourage deep, thoughtful discussion about quality teaching. And HOPEFULLY great practices will be replicated across the campus. This is the best kind of professional development you could ask for- in-house, student-based, and actionable! Wondering what the debrief looks like?? Be sure to check out next week's blog post to learn about 3+3 Debriefing AFTER Wonder Walks!
Did someone say "SMORES"?! Why, yes! But it's not what you might be thinking. When I first heard of this site, I was kind of confused about its purpose. Was it supposed to be a virtual campfire? A virtual kumbaya of sorts? A place to learn about outdoor activities? But Smore actually has nothing to do with any of the aforementioned categories. So what IS it and how can it be effectively used by educators or educational leaders?
To quote the website, "Smore makes it easy to design beautiful and effective online newsletters." What I love about that statement is that it is, first of all, true and second, it makes use of the word "effective". The words in the statement the website creators use to tell about their site were certainly carefully chosen. So, let's see how:
What to include...
Of course, absolutely anything can be included in your digital newsletter. Obviously, it depends on your audience and purpose. As an instructional coach, I send out a newsletter every two weeks to share about current school events, professional resources, and more. Here's what I usually include:
Check out the example beloW!
Share your digital newsletter designs! Let us know if you use Smore and what makes it easy, beautiful, and effective for you!
How to have a bang-up PD session- even on a whim!
Honestly, if you were to put into every professional development session what you would your best session with teachers, you’d be spending ALL of your time doing nothing but prepping for PD. As amazing as that would be, instructional coaches simply don’t have the time (or resources) to create bang up, incredible PD sessions every time BECAUSE sometimes, a PD session or event happens with very short notice or no notice at all. And then there are other times when you simply forgot about professional development you were leading (or it was unclear that you were, in fact, the one leading it). Yes, it’s a stressful situation to find yourself in. But thankfully, there is a way to be ready for professional development in a S*N*A*P!
"S" is for Structures
Have a handful of no-prep structures in mind. We all know that the BEST PD sessions are those that encourage active responses and conversations among participants. Thinking about how to make this happen to its maximum potential can take a lot of thought and planning. But having a variety of no-prep structures in mind can make this possible in any PD session. The most common (and simple) structure presenters use is a "Turn and Talk". While this is an easy go-to, there are several others that can provoke the depth of conversation and participation you so desire. Even better? These require NO PREP and can all be found on my TPT store
"N" is for Niche
Consider your niche. Think about how can you fit the PD topic on the agenda into your niche. Are you great at delivering mini lessons? Structure it as a mini lesson with a connection, teach point, active engagement, and link. Are you particularly talented in leading conversations? Make it a conversational session and provide talking points on the topic. Perhaps you love ice breakers and team-building activities. Incorporate these into your PD. Chair Tag, Count to Ten, or Edu-Charades are a few that come to mind. Is technology your jam?? Have some go-to tech tools with which you're familiar and enjoy using. After all, your participants most likely will all have devices on hand. Some easy and quick-to-use favorites are Mentimeter, Jamboard, and Padlet. Regardless of the topic for the PD session you're leading, find your niche and use it to your advantage.
"A" is for Analyzing Your Audience
Get in the mainframe of your audience and find ways to capture their attention with a matching narrative. We are all naturally drawn to stories and their metaphorical and analogical nature. When a presenter uses a story to match, in one way or another, our situations, we are more likely to engage in the presentation, be more receptive to the message, and hold on to the information for a longer period of time. But before you throw any old story out there, you first have to analyze your audience and the PD topic. My suggestion is to have a running list of personal stories (that may be yours or borrowed) on your handy-dandy phone. Sift through them and think about what story might make for a great analogy to the topic at hand.
Here's an example:
"P" is for Participants as Presenters
Make the teachers (or your audience) the presenters. I can't lie... this is something I turn to quite often, but what a great thing to turn to! Chances are that, a lot of the time, your audience can come up with so many great thoughts and ideas that you hadn't even considered in relation to your topic. Allow for opportunities for your audience to collaborate and then present their findings. In order for this to work well, you WILL need a broad agenda mapped out in your mind. This could be mapped out in the form of questions the audience will consider, talking points you want them to discuss, or action steps to take collaboratively. Using "structures", as mentioned above, can support this method of delivery as well. What's great about this method is that your audience will feel empowered as they take ownership of the material!
Next time you’re in a pinch for PD, try these suggestions so you’re ready for PD in a snap!
Side-stepping the Assumptions
I learned early on from Chrissy Beltran, at www.buzzingwithmsb.blogspot.com, that formal introductions as a coach are CRUCIAL! It goes deeper than simply giving a hello with a handshake and a, "Yes, I'm the new instructional coach, it's nice to meet you." Otherwise, you go into the year with assumptions laid upon you. And even when you do implement formal introductions, people may still confuse the aspects of your job. In fact, after the first month or two of the introduction process (that I'm detailing in this post) and time building rapport with staff, some people still said, "Oh, so you help teachers with SeeSaw...," or, "Yeah, you're So-and-So's assistant...," or, "Now what do you do, again?" While this introduction process doesn't solve all of the problems that come with assumptions, it DOES provide a streamlined way of getting out all of the important information about your position to the people that matter most: teachers and students.
Introducing yourself to Teachers
It provides more specific information about my role and invites teachers to a sort of "get-to-know-you" event. You can grab your free editable version here! Simply add text boxes and QR codes as you see fit. Then print on tag and cut apart! Voila! You could easily place these in teachers' boxes or directly in their hand as you walk about the school.
The FUn Part: Introducing yourself to Students
1. Send a Sign-Up: After a couple of weeks with students in classrooms, I sent out a link for teachers to sign up for a 20-25 minute "teaching break" that would allow them a much needed breather and me a chance to introduce myself to their students. I provided a plethora of dates and times from which teachers could choose. The schedule filled up quickly!
- I introduced myself: name, a few pictures of my family and animals, and an out of school hobby
- I shared my job title, "instructional coach", and asked students to turn and talk about what they know about "coaches" and the things coaches do. I heard things like PE, soccer, sports, football, etc. I also heard students say that coaches help people get better and cheer players on. This allowed me to share with students exactly what I do as an instructional coach. We even made the connection of a football coach in action to an instructional coach in action and "on the field".
- After clarifying my role, I told students that sometimes the teacher and I might take a "teacher time out" as we work together. (More about this technique can be seen here.) As I taught a pretend lesson, we practiced what this teacher time out would look like and sound like. Because I was giving the teachers a little break, I invited a student to be the pretend co-teacher with me, which they thought was hilarious.
- I finished up my time with the students with a brief, fun activity. For older students, we did Chair Tag (5th and 6th grade) or, the favorite, Woosha Warrior (2nd and up). For younger students (PK-1st), we did a Mirrors Up challenge, where students mirrored my silly shenanigans. (See Responsive Classroom for these and many more energizers!)
3. Leave them with high expectations. Before it was time to go, I invited students to consider their job when they see me come into their classroom. Each class set similar expectations: Stay on task. Keep working and learning. Listen to the teacher. Etcetera. I also told students that they were welcome to say hello or greet me at appropriate times.
When we use the phrase “deep work” in schools, it can be misconstrued as simply studying or memorizing boring content. Instead, the process of doing deep work, while likely difficult at first, should prove fulfilling, even for children. Unfortunately, we are, as a people, mostly accustomed to a shallow mode of working, from creating a grocery list to completing a detailed project. It’s easy to see how creating a grocery list is shallow work- it takes little effort and mental capacity to create a grocery list. In fact, I could easily create a grocery list while surfing the internet, talking to my kids, and listening to music all at the same time. Sadly, this is often how we go about completing tasks that require greater mental stamina, patience, and time, such as completing a detailed project. We live in a world where distraction is frequent and almost welcomed. We think we are training ourselves to become highly intelligent and collaborative individuals, but maybe instead we are curating a life of mediocre learning and quasi-amazing productivity. What we fail to realize is that deep work is highly valuable in an economy where “low brow attention” is ever increasing (Newport, 2016, p. 211). If this is the case, then why aren’t we teaching students how to work deeply? In this blog, we’ll take a look at six ways deep work, as described by Cal Newport, is directly related and beneficial to the work of educators and their students:
- Deep work is rare.
- Deep work increases productivity.
- Deep work causes individuals to thrive.
- Deep work both takes AND improves concentration.
- Deep work creates a sensitivity to time.
- Deep work fosters authentic learning.
1. Deep work is rare.
2. Deep Work Increases Productivity.
Great workers “think like artists and act like accountants”, says David Brooks (2014) in a New York Times article “The Good Order”. What a great quote to help us wrap our brains around what deep work looks like in practice. Deep work, when implemented well, increases creativity (like an artist) and productivity (like an accountant). What more could we want from our students? What else will promote success in the working world as much as creativity and productivity? Let’s try this on for size: A teacher has instructed students to complete a book project. Whether the students are required to work collaboratively or independently makes no difference in this scenario. Each student has a list of the requirements for the project. The teacher lets loose and the students begin. The intention here could be extremely purposeful, and still, only a handful of students will work toward perfection exceeding all requirements. If, though, the students had been instructed on what it means, what it looks like, what it sounds like, and what it feels like to do deep work, not only would more attain quality products at an impressive speed, but those handful of gifted students would surpass even the highest expectations. We should be instructing students in a way that entices them to create their best product, not just finish a product. We should be providing instruction on, and time for, the process of deep work.
3. Deep work causes individuals to thrive.
4. Deep work both takes and improves concentration.
5. Deep work creates a sensitivity to time.
6. Deep work fosters authentic learning.
The direct relation Cal Newport’s book, Deep Work: Rules for Focused Success in a Distracted World (2016), has to education is, I hope, evident. But what do we do with this information? How can we promote deep work strategies in students? Over the next several weeks, I’ll be collaborating with fellow educators to develop “Deep Work Strategies” that could possibly be taught in classrooms with the needs and abilities of our students in mind. Check back soon, and in the meantime share your ideas for deep work strategies in the comments below or on twitter with #deepworkstrategies!
Notes and References
Newport, C. (2016). Deep Work: Rules for Focused Success in a Distracted World. Grand Central Publishing: New York, NY.
“[Great workers] think like artists and act like accountants”: from Brooks, David. “The Good Order.” New York Times, September 25, 2014, op-ed. http://www.nytimes.com/2014/09/26/opinion/david-brooks-routine-creativity-and-president-obamas-un-speech.html?_r=1
Bluth, R. (2018). The Washington Post: ADHD Numbers are Rising, and Scientists are Trying to Understand Why. Retrieved from https://www.washingtonpost.com/national/health-science/adhd-numbers-are-rising-and-scientists-are-trying-to-understand-why/2018/09/07/a918d0f4-b07e-11e8-a20b-5f4f84429666_story.html?noredirect=on&utm_term=.c86218386f5a
Kohn, A. (2017). Do We Perform Better Under Pressure: Exploring Unexpected Complications and Hidden Value Judgments in a Common Question. Retrieved from https://www.alfiekohn.org/blogs/pressure/
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."
So, what say you?!
We are working toward not being just "anyone", but instead toward being intentional. You see, intentionality makes the difference between simply teaching versus providing authentic learning experiences for children. Intentionality changes everything and everything is affected by intentionality.
But it's HARD to be intentional, especially in every part of a long, mind-consuming day of instruction. However, if we start small, intentionality can become second-nature. It can slowly feed into each and every piece of our day, both inside and outside of school, through forces of habit.
In this series, you'll be thinking about what it means to be intentional in the classroom. You'll read about a formula that encourages intentionality. And you quite possibly will hear the word "intentional" repeat in your dreams.
What does it mean to be intentional?
Therein lies the heart of being intentional in the classroom. Merriam-Webster provides these definitions for "intention" and "intentional":
Who's Ready to start teaching on purpose?!
7 Ways to fuel the Embers
How Do you Fuel the embers? Let us know!!
Culture Of Collaboration
Welcome! I am Casey Watts- Collaborative Leader and Culture Changer!