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Today's teacher has to demonstrate for students not how to solve problems, but why those problems should be solved.
Via NextLearning
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John Evans
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Most teachers intrinsically understand the need to motivate their students, experts say, but teaching on intuition alone can lead to missteps in student engagement.
A study released in May by the Mindset Scholars Network, a collaborative of researchers who study student motivation, found most teacher education programs nationwide do not include explicit training for teachers on the science of how to motivate students.
That’s why some teacher education programs are exploring ways to help teachers learn how to engage their students in deeper ways.
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John Evans
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Only recently have I figured out how powerful my self-talk can be, how much the stories we tell ourselves about our lives can actually shape them.
I learned this from Angela Watson’s new book, Unshakeable: 20 Ways to Enjoy Teaching Every Day…No Matter What. In the book, Watson provides simple, practical strategies individual teachers can use to make their work less stressful and more enjoyable, without moving to a new district or changing anything that’s required of them.
Number 19 is “Rewrite the Story You Tell Yourself About Teaching.” Picking up where she left off in her 2011 book, Awakened: Change Your Mindset to Transform Your Teaching, Watson describes how we can actually change the way we experience challenges if we can recognize the stories we tell ourselves, then replace them with new ones.
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John Evans
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While every teacher is unique and brings their own personality, experiences and methods to the classroom, the following ideas can enhance your already effective lineup of teaching skills.
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John Evans
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I was speaking (tweeting) with Mark Barnes tonight, and he mentioned the idea of challenging existing forms and practices. And then someone tweeted the above image–a quote attributed to Rear Admiral Grace Hopper, according to the image source globalnerdy.com–and I was happy and favorited and saved and blogged.
The most dangerous phrase in the language is “we’ve always done it this way.” Which applies to education, too.
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John Evans
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Teaching is an exhausting gig and when teachers take the time to rest during the summer, they able to find a place of renewal and restoration. Research has demonstrated that rest is vital for maintaining our passion and reaching our creative potential. However, it’s easy to go through the summer without finding any true restoration. In this article and podcast, we explore what it looks like to make rest a priority in the summer.
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John Evans
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I’ve been thinking about this, and there really is a life cycle to teaching.
Not every teacher will experience every stage–or every stage to the same degrees, anyway. Some may notice very little of this at all. And while the sequence may be more or less universal, the duration of each stage may not be. Some teachers may even get stuck in one stage and never develop any further. So take this all with a grain of salt.
Have a look and see what you think.
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John Evans
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Four simple ways to model and promote compassion, which is especially important for students with adverse childhood experiences.
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John Evans
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Teaching is both an art and science. Teaching is conceptual and intellectual, abstract and concrete, creative and sequential. It’s about people but framed through ideas. It’s about content, hearts, minds, the past, the future–whatever we can imagine, teaching and learning are both causes and effects. With that in mind, we’ve collected some of the more famous quotes about teaching, doing our best to include a wide range of perspectives, cultures, nationalities, races, spiritualities–many of the things that make ‘us’ different, we tried to somehow use to curate the quotes. In that way, some will be familiar, some way will be about formal education, some will be sourced from old proverbs, etc. The premise is simple enough and the format explains itself, so see below for our newest collection of quotes–50 of the best quotes about teaching.
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John Evans
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Untangling education research can often feel overwhelming, which may be why many research-based practices take a long time to show up in real classrooms. It could also be one reason John Hattie’s work and book, Visible Learning, appeals to so many educators. Rather than focusing on one aspect of teaching, Hattie synthesizes education research done all over the world in a variety of settings into meta analyses, trying to understand what works in classrooms. He has calculated the effect sizes of every teaching technique from outlining to project-based learning, which often tempts people to believe the strategies with low effect sizes don’t work and the ones with large effect sizes do. But Hattie — who is director of the Melbourne Educational Research Institute at the University of Melbourne — is the first to disavow this interpretation of his work. Instead, he and colleague Gregory Donoghue have developed a model of learning that proposes why different strategies may be effective at different stages of the learning cycle.
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John Evans
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Recently, I’ve been thinking of the universal truths in teaching. Students should be first. Don’t always start planning with a standard. Questions matter more than answers. Trust is a currency of a human classroom. So I thought I’d gather twelve of them to start with. The idea of “good teaching” is an idea we get at a variety of different ways, So then, here are some rules we might consider when making sense of this idea of what makes a teacher great. Thanks to Sylvia Duckworth for the great illustration, who went all out and added all 15.
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John Evans
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"Teaching and assessment in math go hand in hand. What ties them together are the mathematical processes. Our job as teachers is to help students build mathematical knowledge and skills of the curriculum through the 7 mathematical processes. They include:
* problem solving * reasoning and proving * reflecting * selecting tools and computational strategies * connecting * representing * communicating"
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John Evans
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Innovative ideas – projects, processes, curricula, and more – that are transforming how we teach and learn.
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John Evans
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o one is perfect. Not one of us. But if we're not careful, we can fall into the trap of thinking we have to act perfect.
I find it puzzling how students sometimes have the idea that teachers/principals/educators are somehow above making mistake or should be above making mistakes.
I remember when I was teaching 9th grade English how students would jump at the chance to point it out if I misspelled a word on the white board, as if I was suddenly an incompetent teacher. They would express shock and dismay that I would make such a mistake.
But without question, I made my fair share of mistakes, and I learned that it was best to admit them and help dispel the myth that teachers don't make mistakes.
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John Evans
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The week after my dad passed, I decided to come back. Bereavement time was up and I felt that getting back into my classroom would help. I was wrong.
By the third day I was still feeling lost, overwhelmed, and exhausted. I ended taking the last two days of the week off. I came back, what I felt as “refreshed”, the following Monday. Only still feeling lost, overwhelmed, and exhausted. As soon as I walked into the school I immediately met with the principal and told him that I couldn’t continue. I needed more time away to deal with my emotions and to understand the scope of what took place. I could hear words of my dad echoing in my ear – “take care of yourself… if you don’t, you’ll end up sick.” While my dad’s health wasn’t that great, and he knew it; he always made sure that everyone else took better care of themselves. Exactly like me. I make sure that others are always put before me. I could not longer do that. I needed to take care of myself before I ended up lying on the floor unable to move, like Izzy in Grey’s Anatomy.
Those four extra days was what I needed. I processed his death, I cried, I slept (for nearly two whole days), and I remembered the good times. I sat on the couch catching up on missed shows, Netflix, and Days of our Lives. We stress the importance of good mental health to our students, but I wasn’t heeding my own words. I knew that being in the classroom too soon after his death wasn’t making me a good teacher for my students.
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John Evans
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We interviewed educators with decades of experience in teaching ELLs and tapped a network of experts and observers to find the strategies that work.
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John Evans
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An evidence-based program teaches mindfulness to educators. Research suggests it can reduce their stress and improve their teaching.
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John Evans
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During a coaching session, I once asked a group of teachers to talk to the person next to them about the strategies they use to reduce their workload. The room was silent. Then people started to laugh. Capturing the moment beautifully, one teacher at the back of the room put his hand up and with a broad grin said,
Teaching is an exhausting gig and when teachers take the time to rest during the summer, they able to find a place of renewal and restoration. Research has demonstrated that rest is vital for maintaining our passion and reaching our creative potential. However, it’s easy to go through the summer without finding any true restoration. In this article and podcast, we explore what it looks like to make rest a priority in the summer.
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Scooped by
John Evans
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Anchor charts are a great way to make thinking visible as you record strategies, processes, cues, guidelines and other content during the learning process. Here are 25 of our favorite anchor charts for teaching writing.
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John Evans
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Teaching through projects, interrogating the value of grades, attempting to make learning more meaningful and connected to young people’s lives and interests, thoughtful ways of using technology to amplify and share student work. These are just some of the ways teaching and learning are changing. But moving to these kinds of learning environments is a big shift for many teachers, schools, and districts; it’s hard to sustain change once the shiny newness wears off. That’s when people tend to slip back into old habits, relying on what they know best. The transformation requires a leader who understands how to manage the change process. “Sustained modes of change can be incredibly meaningful and yield for your community in huge ways, but you have to be incredibly intentional in order to make space for these things to happen,” said Diana Laufenberg at an EduCon 2018 session about how to lead through change. Laufenberg is the executive director of Inquiry Schools, a nonprofit working with schools around the country to make these shifts. She has come to the conclusion that there are five pillars to sustaining change: permission, support, community engagement, accountability and staying the course.
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John Evans
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“Nobody cares how much you know, until they know how much you care.” Theodore Roosevelt This is an important reminder that teaching is all about building a relationship with your students. In fact, in today’s world, when information is at our fingertips, we don’t need to go to school to learn facts and figures — a quick Google search, a glance at Wikipedia, or a question posed to Siri will usually result in answers to specific questions.
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John Evans
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I am always looking for ways to save energy. I shared in my book Unshakeable that energy is one of our most precious resources because unlike time, energy does not naturally replenish itself. We have to be intentional about how we use our energy. If we don’t pay attention to the things that drain it and do less of those things and pay attention to things that are energy-giving and do more of those things, we’ll find ourselves feeling depleted all the time. Today I’m going to share with you four habits and practices that drained my energy as a teacher for years, and I’ll share the solutions I uncovered that completely transformed the way I approached my work.
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John Evans
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Memory underpins learning. And yet, as a profession, we talk about it so rarely. What gives? Here are 7 books to kindle that conversation:
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John Evans
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I recently wrote about my journey toward empowering students through ownership. It began with a “throw away” week during state-wide testing when I felt the freedom to do something different. From there, I ultimately embraced this idea of student empowerment. However, I was afraid along the way.
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