Posts Tagged ‘good teaching’

Lesson Planning with Google Calendar and Google Sites: Episode #1 – Overview

Sunday, October 17th, 2010

After experiencing so much success using Google Calendar and Google Sites to not only lesson plan better and easier, but to also improve my communication of class activities and due-dates to my students (and their parents), I decided to host and record a series of workshops showing teachers how to do the same.

I hope this video series helps you save as much time as I have, while also helping your students better plan and manage their schedules in order to succeed in your class. It will also make you look like a school or district “technology in education” leader, while making your job easier.

Two Quick Notes:

  1. If you would like your school to use Google Calendar for computer lab and library bookings as outlined in this video, have your IT Coordinator watch this video … they’ll get it
  2. This video is best watched in full screen mode.

A Great Example of Differentiated Instruction and How to Make Education Meaningful

Thursday, December 17th, 2009

A great friend of mine and an incredible teacher, Timothy Quinn from Westminster School in Simsbury, Connecticut, sent me a link showing how his students’ work on their Hamlet unit made the front page of his school’s website.

Student artwork inspired by Hamlet

Student artwork inspired by Hamlet

Initially I was blown away by the quality of the student work (just read two paragraphs of one of the essays and you’ll see what I mean). The second time I read through the article I was utterly impressed by  how well his students responded to the open-ended format of the project. If any of you are looking for shining examples of differentiated instruction in action, this is as good as you’re going to get.

But after reading it a third time, and not surprisingly, Tim’s own comments struck me the most, making me wonder how I too could use public displays of student work to make my students’ education more meaningful. In Tim’s own words:

Additional benefits of the public element of these alternative assessment options were that

  1. The authenticity of the task in some cases may have raised the bar in terms of student effort;
  2. The display of art created a buzz for underform students who were able to view the work of the Sixth Form; and
  3. The various projects made for a more memorable and potentially stronger educational experience for the entire form, who were able to learn not only from their teachers, but also from the ideas of their classmates.

What Teachers Make …

Sunday, August 9th, 2009

I’ve heard audiences at teacher conferences erupt in applause when speakers discuss the long-lasting difference that a teacher can make in a student’s life, but this video – at a comedy night club with a random sample of the population in the audience – was a pleasure to watch.

Talk To Your Students, Not At Them

Monday, June 15th, 2009

One of the best tips I received early on in my teaching career was to talk to my students as if they were adults, not at them as if they belonged to a different human sub-species. Here are some reasons why you should consider talking to your students instead of at them as well:

1. The most obvious reason: You talk to your friends, colleagues, and adult strangers. You don’t talk at them. Why would it be any different with your students? Are they members of a different human sub-species?

2. You reduce the chance of being viewed as a hypocrite. If how you talk to people depends on their station in life relative to your own (i.e. inferior, equal, superior), how can you ever hope to become an “integrated” person?  On the other hand, if you talk to everyone the same – whether they are friends, students, and/or colleagues – you increase your integrity (from “integrated”) and reduce the risk of being perceived as a hypocrite (from Greek hypokritēs which means actor).

3. When you talk to someone you’re indicating respect. When you talk at someone you’re broadcasting your own arrogance. Respectful people are liked. Arrogant people are not. In fact, I’m willing to bet most of those teachers who say, “My students just don’t respect me,” talk at their students.

4. You reduce the occupational hazards that come with teaching (e.g. bossyness, complusive social planning & ogranizing in social situations, not admitting to not knowing something, etc.). Put another way, when you talk to your friends, you don’t boss them around, you admit you don’t know things, and you don’t organize their lives for them. But when you talk at someone (even your friends), it’s easier to do all these things.

5. You’ll develop confidence as a leader amongst your friends and peers. When you talk at someone you view them as inferior, but when you talk to someone you view them as an equal. Teaching requires one to give orders, determine worth, enforce consequences, and manage people. Most people in life do not have to do such things. These are leadership tasks.  Teachers who view their students as equals learn how to do all these things in a fair, respectable, and positive way. Teachers who view their students as inferiors don’t. Teachers who talk to their students learn how to become positive and well-liked leaders.  Teachers who talk at their students don’t. It all starts with how you talk.

Conclusion ~ When you talk to your students, they’ll know that they’re working with “the real you.” As a result, they’ll respect you more, they’ll listen more when you do have to talk to them seriously, you will develop enviable leadership skills, and life will become easier because you’ll be able to be the real you.

TIP: Ask yourself on a regular basis, “Would I say it this way to a friend, to a colleague, or I’m standingbeside in a movie theater line-up?”  You’ll be amazed at the results … both in the classroom and in your personal life.

Why Don’t Students Get It?

Wednesday, April 15th, 2009

Often I’ll hear frustrated teachers say something like:

“I’ve explained it to them a hundred different ways – that they won’t get a good grade if they don’t do the work – but they don’t listen. They won’t work. They just don’t get it!  Why? Why? Why won’t they do the work? It drives me crazy!”

This is understandable. I think one of the most difficult things many teachers face is having to work with a clientele that doesn’t necessarily want to work with them. Police officers too. It’s not fun when people don’t want you around. It’s frustrating.

But what’s always bothered me about the “Why don’t they get it?” comment is the massive assumption on the teacher’s part. What is the “IT” that some kids don’t get? Clearly the teacher gets “it” … right?

Often not. It’s been my experience that most of the well-intentioned educators who regularly ask, “Why don’t they get it? Why won’t they do their work?” are also the ones who fail to realize that – to their students – it’s not about the grades. They fail to step back and ask themselves questions like:

  • “Why is this worth learning, really?”
  • “Why should my students work at this?”
  • “How is this relevant to their lives? To their worlds”
  • “Why did the curriculum experts find this important enough to make me teach it?”
  • “How can I get all these things across to them?”

And that’s the key word: across. There’s a chasm there that needs crossing. You get “it.” In this case, some of your students don’t. If they did get it, you wouldn’t be complaining. And the best teachers are able to move these insights about “it” across the gap of understanding. They make learning relevant. They make it meaningful. That’s why they’re good teachers.

So if you ever find yourself asking, “Why don’t they get it?”

  1. Step back. Acknowledge that for some of your students grades – on their own – just aren’t motivating.
  2. Imagine you’re them. Like really try to imagine what makes them tick. What’s their language?
  3. Ask yourself,“What’s the ‘it’ that I want my students (or employees even) to be getting?” Define it.
  4. Then come up with 5 good reasons why they should “get it.” Why it should matter to them.
  5. Then try and come up with a couple of ways to communicate this to them.
  6. In a language they understand.

At the very least you’ll be showing them that you care; that you’re trying to reach them; that you’re trying to teach to them. That’s why teachers exist, isn’t it?

And although this alone can often be enough to spark interest and motivate … maybe, just maybe, you’ll help them get “it” too.