Spring is right around the corner, which means we can finally bid farewell to winter and welcome the warmer weather this month! While you’re doing your springtime cleaning, why not spruce up your lessons? Here is our collection of engaging themed content for March:

“I know—let’s make green eggs and ham and let the kids sample it!” exclaimed my principal as I shared the first draft of my plans for our 2018 Read Across America (RAA) celebration. Her voice was filled with the same excitement that fills the whole school when March 2 rolls around. At Edgerton Elementary, we love Read Across America Day so much that we turn it into a week of events. Sure, it takes time to plan, gather, organize, and execute, but the time spent creating a grand celebration for Dr. Seuss’s birthday is well worth the effort. Let me tell you how—and why—we plan the week-long festivities. 

As we discussed in part one of our Information Overload series, the sources of information that our students are bombarded with each day has increased exponentially over the past few years. The messages our students receive about life were once limited to cable television and the radio. Today, there are billions of images, opinions, videos, and comments at a student’s fingertips all day long. And as all of this has become more complex for students, it has also become more complex for the adults in their lives.

What is a school or parent to do? Take away the phone? Undo the 1:1 device initiative and go back to pencil and paper? And is it even that big of a deal anyway?

Over the course of 13 years as a principal, I have sat in numerous interviews for teacher candidates, curriculum directors, classified staff, superintendents, and even colleague principals. Thanks to this experience, I have developed some ideas for what candidates should or shouldn't do during an interview. By sharing some of these tips, maybe you can ace your next interview and land the perfect job.

Most teachers feel they are lifelong learners. They love learning, which is part of why they have embraced teaching as a career. So if teachers are to be learners, who are their teachers?

Their teachers come in all shapes and sizes. Some are in college classrooms, some are on Twitter chats, some are fellow teachers down the hall, and some are nationally known speakers who share their expertise.

Personally, I believe that all administrators must often wear the “teacher” hat in order to get the most out of the teachers they work with. When administrators model great instructional practices, it sends a message to teachers about the importance of their role. For principals, curriculum directors, and superintendents, we should find ourselves using our teaching strategies with our teachers often—even during short faculty meetings. We know that just talking at students is largely an ineffective way to teach them things, so we shouldn’t do this with our own staff either. 

I have a friend whose daughter just started her student teaching experience. She had met her cooperating teacher for the first time—it sounded like it went well, but one comment stood out. She said, “I shared an idea with the cooperating teacher, and she said she really liked it!”

What an early impact this can make in the formation of a new teacher! By simply validating an idea, the teacher started building a connection, encouraging her enthusiasm, and setting a tone of reflective practice for the semester. It didn’t take much, but there is already a positive connection being built between the student and the teacher.

 
If we think about our students like we do a computer—where we have finite inputs and then desired (or undesired) outputs—we think differently about the inputs. The coding term GIGO (Garbage In, Garbage Out) rings true. If we put incorrect messages about life, work, success, and education into our students, we could end up with poor student outcomes.

Humans are much more complex than this simple analogy. There are millions of factors that go into our “outcomes” in life, and some of them are outside of anyone’s control. But teachers, and even more so parents, like to think that by providing some influence on the external factors of a child’s upbringing, some positive results will occur. We try to create “rich soil” for our children to grow and flourish from.

It’s midyear and time to really evaluate your students’ progress. What kind of growth have they made? What goals still need to be met? What about those state assessments that will be here before you know it? Here are some easy tips for increasing personalized instruction and maximizing your students’ growth: 

The proverbial hamster wheel is a constant in a teacher’s life. We take on everything and anything that comes our way: new curriculum, standardized tests, lesson planning, paper grading, bulletin boards, classroom supplies, technology, etc. But most teachers will tell you that the absolute hardest part of teaching is a challenging student. There are varying definitions of a challenging student, such as talking incessantly, not being able to sit still, or being apathetic, unfocused, disruptive, or defiant. This year I have three—it can make for a long year, but here are some strategies that can help you with the challenging students in your classroom: