Eric Hougan's Blog, page 5

Student Voice: Blow Up Your Practice with Teacher Feedback

This series is intended to give teachers new ways of improving their practice through practice-based feedback. 

Rarely in the K-12 system is student feedback intentionally sought and reflected upon as a way to improve teacher practice.  Yet, students know effective teaching when they see it.  These underutilized, understudied student perceptions of teacher effectiveness may serve as a valuable resource to informing teacher pedagogy.

Here's a snippet from a recent Gates study:

Student perceptions of a given teacher's strengths and weaknesses are consistent across the different groups of students they teach. Moreover, students seem to know effective teaching when they experience  it: student perceptions in one class are related to the achievement gains in other classes taught by the same teacher. Most important are students' perception of a teacher's ability to control a classroom and to challenge students with rigorous work.

Here are 4 easy ways to gather student feedback to inform teacher practice.

Exit Slip.  Exit slips may be given out at the end of each day/activity/unit.  This is a fantastic formative assessment for teachers.  Students are able to describe what they learned, what they still have questions about, and suggestions for future lessons.  Using this student feedback, teachers are able to reflect and adjust their practice to better meet students' learning needs.
Interviews.  Interviews can be inform or formal.  Ask the students how they feel class is going?  What are they excelling (or interested) in?  Why is this?  What instructional methods/activities do they learn best from?  What are they struggling in?  Why?  What can YOU as their teacher do to improve THEIR learning? These direct questions usually elicit some interesting student responses.
Focus groups.  If the classroom environment, classroom management, or student learning is not at the level you expect, stop and ask why.  A useful strategy to approach this is to first have students write down their individual thoughts about your topic, and then proceed with a group discussion.  Ask for their suggestions and, perhaps, what they are concerned about.  Use this activity to demonstrate everyone has a role in their learning.  Consider the following two questions: 1) What can I do as your teacher to improve your learning? and 2) What can you do as the student to improve classroom learning?
Surveys.  Make your own, or find one on the Internet and tweak it to your classroom needs.  Use them THROUGHOUT the course, grade, unit, etc.  This will give you ongoing feedback of student growth, allowing you to make the necessary adjustments to your practice.

Blow Up Your Practice with Teacher Feedback

"You are fine.  None of the students complain about you."

This was my former principal's evaluative feedback on my first year of teaching.

I thought "Seriously?  I am a first year teacher and this is the best feedback you can give me.  I know in some way I am screwing up these kids.  How can I improve?"

The whole teacher feedback and evaluation system was screwy to me.  I spent many years in business where feedback and professional development were the cornerstones to building a robust team of professionals.  I was shocked (later turned to dismay) to see year after year the lack of regular and meaningful feedback to teachers on their practice, specifically feedback that targets the learning and teaching in the classroom.

The bottom-line is traditional professional development – the one-shot, drive-by workshops with no follow-up, and the absence of teacher feedback systems in our workplace is NOT going to change.  It's a pattern that hasn't changed over decades, despite education research pointing out how ineffectual it is.  As I write this, I can think of all the pointless training binders and materials lining my classroom's bookshelves.  Have I looked at these ever since the training or workshop?  Negative, with the exception of a few – notably SIOP.

Let's face it –  the only chance for change in how we get effective professional development and feedback is going to come from us – teachers!  In short, we are the CHANGE AGENTS.

Regular and meaningful feedback to educators on their teaching and student learning can be transformational.  To put a spotlight on the POWER of TEACHER FEEDBACK, Road to Teaching is going to launch a series – Blow Up Your Practice with Teacher Feedback for December/January.

I want to hear from you.  Email me directly at eric [at] road2teaching.com with how YOU seek and use feedback on your practice.  I will then share these responses with our growing teacher community.  All suggestions/strategies are welcome, but make sure your submission 1) connects to teacher feedback, and 2) is something other teachers can learn from and implement in their own practice.  Lastly, please indicate how you want to be credited.

To kick this series off, the first 10 responses will be entered into a chance to win a copy of my book – Road to Teaching. I promise I'll send a copy to the lucky winner!

Look forward to seeing all the different and unique ways teachers seek and use feedback to improve their practice,

Eric

Teachers Staying Relevant

by Elaine Hirsch

Ever-changing federal, state, and district mandates and increased teacher accountability have forced many teachers to find new ways to adapt in today's diverse classrooms. This is especially so for those who've spent any length of time away from the educational system, and perhaps for new teachers straight out of their master's degree programs.

Returning and new teachers need to be cognizant of legislative mandates that drive changes within the educational infrastructure, but must also be open to new methodologies that serve to address the needs of diverse learners. Once accepted traditional teaching approaches that included lectures, independent work, and testing are no longer viable options in classrooms that have become multilingual and multi-ability learning environments.

New research-based pedagogies are proving more effective in diverse classrooms than traditional models. However, it has also been found that "one size fits all" methodologies are less effective than multi-modality approaches. As a result, teachers now require a variety of strategies that can be implemented in the classroom when they determine students require substitute tactics to teach lesson objectives and allow students to demonstrate knowledge in alternative ways.

Differentiated instruction has grown in popularity over the past several years. This methodology involves the use of collaborative learning where student readiness and ability to learn are assessed prior to instruction. Lessons are tiered, becoming more complex as a solid foundation for learning is built. To accommodate the needs of diverse learners, activities are modified and curriculum is compacted in order to provide opportunities for students to move between groups and support each other's efforts.

Similarly, cooperative learning utilizes group structures to foster interdependence while promoting face-to-face positive interaction between group members. This strategy requires students be taught competence in interpersonal and small group member duties. This allows them to collaborate and evaluate their own effectiveness. In this model, teachers serve more as facilitators, monitoring and guiding groups to ensure members aren't only working together, but participating equally.

These collaborative learning models are highly effective for many types of learners. However, for those who have language delays, auditory processing deficits, behavioral disorders, or alternative learning styles, they may be less than effective. For this reason, many teachers require additional strategies that engage students, address learning needs, and help students achieve their potential in the classroom.

Multimodality approaches may take many forms. Working out problems without the use of direct instruction is effective for some students while others learn best when real-life problems are used as the nucleus of instruction. Independent study, audio or visual tutorials, computer technology, and utilizing a combination of modalities can all enhance learning opportunities for students in diverse classrooms.

Teachers today face challenges in the classroom never encountered before in educational settings. Increased accountability, the impact of legislative changes on organizational dynamics, and the demographic makeup of classrooms require teachers prepare themselves on multiple levels. A changed mindset is of primary importance since traditional teaching approaches are less effective in diverse classrooms. Facing this challenge with the knowledge that various strategies and flexibility when teaching will be required can help ensure teachers are able to help students reach their academic potential while better meeting new mandates of accountability.

Free Learning Management Software (LMS) for Teachers!

Want a (or better) LMS systems for your class?  I recommend Canvas – a free online software that has rich features around common teaching tasks – grading, communicating, calendaring, creating assignments, etc.  Canvas has the potential to reshape how you organize, communicate, deliver curriculum.  Click here to check it out – again, it's free.  P.S. I used to be a Blackboard user, but no longer.

 

 

 

We are approaching HALF A MILLION PAGEVIEWS for this year!

How To Adapt to an Unfamiliar Teaching Position

Teachers are a unique group with certain talents far beyond individuals in other professions. However, with all their knowledge and know-how, what happens when they're uprooted from a well-known environment and placed in a world totally unlike their familiar surroundings? Change in life is inevitable, as indeed teachers will inform their students in hopes to prepare them for an uncertain future. However, can teachers adjust to change themselves? A necessary switch from teaching the subject you love and are passionate about can be challenging to the most dedicated of teachers, whether in online colleges or conventional schoolhouses.

When teachers are placed in new positions where they have little or no experience in a particular subject, it can be overwhelming. More work will be involved with preparing lessons, and the learning process can be hindered for students if the teacher can't cope with acquiring new competencies, developing new pedagogy, and adapting to the new environment.

Teachers must take time to learn the requirements that will be necessary for them to teach their new classes effectively. Gathering and assessing information from previous instructors or from current students about what they had been learning would be a helpful place to start. It would not only aid in determining what material the new teacher needs to brush up on, but also how to hold students' attention. The assessment process may be a bit time-consuming, but in the end it will be worth the effort in determining exactly where the incoming class stands academically.

Keeping stress levels as low as possible is necessary for anybody to adapt to any new situation. If the teacher is stressed, the learning experience of the entire class will likely be stressful as well. 67 percent of teachers responding to a stress management survey said their jobs were extremely stressful. Whether intentionally or not, teachers set the mood for their classes by their own demeanor and comportment. Their actions will determine how well their classes responds to lessons and activities and ultimately will decide their success as teachers. Accordingly, getting stress under control is one of the most important steps to adapting to changed teaching routine.

The majority of teachers say they chose to teach because they want to make a difference in students' lives. This is accomplished by challenging, inspiring, motivating, and encouraging their students. Being forced to explore a new frontier can build courage, strength, and know-how as teachers learn they are completely capable of adjusting to change. Remembering why you became a teacher will help this transformation happen more easily, and in time you might even learn to enjoy your new post.

Change isn't always a bad thing, but more often that not is unwanted and unforeseen. In teaching it can be devastating news to learn the class you've taught for years is no longer your responsibility, and you are required to just walk away from the familiar and face a completely unfamiliar class.

Teachers can cope with change, and must realize it can be a good thing if they allow it to be. Because they not only have opportunity to broaden their skills in a new field of study, but also have the chance to exercise creative innovations with a new class, even an unsought reassignment to an unfamiliar subject could still be a blessing in disguise.

contributed by Natalie Hunter with onlineschools.org

 

Innovation is needed to shatter our textbook addiction – a 5.5 billion dollar market.

I posted an article on RoadtoTeaching's Facebook page that reports some schools are embracing tablets – namely the iPad – in lieu of textbooks.  These type of articles often pop up from time-t0-time.  Frankly, it's a shame this trend hasn't gotten more traction.

Introducing iPads with a high-quality open-source curriculum shatters a lot of the status quo in our education system,  mainly reducing our costly reliance on (outdated as soon as they are printed) textbooks – a 5.5 billion dollar industry for secondary schools.  

Yet, integrating iPads and open-source curriculum into the school environment MUST be viewed and treated as resources. In this respect these resources need to be thoughtfully utilized, avoiding wasting taxpayer money and – worse – negatively affecting student learning.

School leaders (including teachers) need to assess what the end-game is.  What is the purpose of using iPads instead of traditional textbooks and what student outcomes will be affected?  This must be measured to give accountability to all stakeholders.

Next, developing a thorough implementation plan is necessary to identifying challenges/barriers to using iPads.  Barriers may range from teacher resistance to giving up their treasured textbook to I.T. departments worried about iPads being stolen.

This plan must also identify supplementary resources to make the iPads successful.  School leaders will FAIL if they simply buy the iPads and place them in the classrooms.  An example of a supplementary resource is ensuring on-going professional development (a resource) is in place to assist teachers in this technology transition.

Now I am really getting on my soapbox….

Innovation – of teaching, resource-management, curriculum, student support – needs to be at the heart of our education system.  Let's hope our school leaders begin to take the bold and necessary steps to ensure our teachers and students get the 21st century tools they need to be successful.

 

Start of the School Year – Avoid Being Over Committed

It's the beginning of the school year, and for many teachers this is their first year teaching. One of the biggest challenges new teachers face is finding balance between work and their personal lives.

I recently spoke with a few beginning teachers.  They clearly communicated their commitment and enthusiasm for the upcoming school year,  planning to put 110% into the experience.

However, the drawback can be stress and eventual burnout.  Even Tony Danza struggled with this!

A feeling of fatigue can come many sources: lesson planning, school involvement, family communication, grading, paperwork, etc.

How does one find balance?  It's tricky.  Here is one of my favorite quotes from Road to Teaching that puts a teachers' struggle to find balance into a good framework:

"The difference between involvement and commitment is like ham and eggs.  The chicken is involved; the pig is committed." – Martina Navratilova

While it's important to be involved, my advice to any beginning teacher is not to be the pig.  Don't over commit to activities outside of class and, in the end, you won't get burned-out / slaughtered from the pressure.  For example, instead of committing to coach the basketball team, volunteer to be fill-in when needed or maybe even be the assistant coach.  Rather than taking lead on planning a big school-wide event, take a smaller role or just simply volunteer for a few hours.

The greatest tool you have available is your ability to say "NO."  Your colleagues and administrators understand that you are under a lot of pressure and you have some type of personal life outside of the school.

RESOURCE LINK

Road to Teaching: A Guide to Teacher Training, Student Teaching, and Finding a Job

Resources on Stress Management 

 

I don’t have a teaching job yet, should I start freaking out?

by teachercrispy

Short answer – NO.

Longer Answer – Last year, I moved 2000 miles across country, from a conservative area to a liberal area, and since I am a social studies teacher, I was plagued constantly by the inevitable “and what do you coach” question. Since I am as far from athletic as you can possibly get short of paraplegia, my answer to that question seemed to consistently and repeatedly doom me to the “we like you, but” response to an interview. But I did get a job, although it wasn’t as soon as I would have liked, and I got the perfect job….eventually.

Don’t despair if you don’t yet have a job and you are beginning to panic. Several of my close teacher friends weren’t hired until after school had already started. Is it ideal? No, but many districts and schools, for whatever reason, end up having to hire teachers after school starts. Most of the time it is a budget issue that gets worked out at the last minute, clearing the way for them to hire you.

So what can you do to expedite the situation?

1. Keep checking the online job postings. By this time, you probably have an idea of the district (or two or three) that appeal to you the most.

2. Be open to applying for a job that wouldn’t necessarily be your first choice. For example, teaching junior high instead of high school or part time instead of a full time position. Getting your foot in the door will make a difference down the road. One of my friends accepted a position as a junior high math teacher, and then the next year when a high school teacher retired, was moved up into the high school into the position that he had originally wanted.

3. Seriously consider substitute teaching. Many teachers have gotten positions because they got to know the administration, faculty, and students in a particular school or district by subbing – giving them a leg-up in the interview process. In some cases, subbing can be ideal for a first year teacher. There is generally no grading to do and little to no planning. You can work as much or as little as you want, and a good sub will most likely be employed every single school day. Believe me, teachers long for good subs they can trust.

Finally, and above all, do not get discouraged. Not getting a job doesn’t mean you aren’t a good teacher – you just haven’t found quite the right school yet. Good luck!

I don't have a teaching job yet, should I start freaking out?

by teachercrispy

Short answer – NO.

Longer Answer – Last year, I moved 2000 miles across country, from a conservative area to a liberal area, and since I am a social studies teacher, I was plagued constantly by the inevitable "and what do you coach" question. Since I am as far from athletic as you can possibly get short of paraplegia, my answer to that question seemed to consistently and repeatedly doom me to the "we like you, but" response to an interview. But I did get a job, although it wasn't as soon as I would have liked, and I got the perfect job….eventually.

Don't despair if you don't yet have a job and you are beginning to panic. Several of my close teacher friends weren't hired until after school had already started. Is it ideal? No, but many districts and schools, for whatever reason, end up having to hire teachers after school starts. Most of the time it is a budget issue that gets worked out at the last minute, clearing the way for them to hire you.

So what can you do to expedite the situation?

1. Keep checking the online job postings. By this time, you probably have an idea of the district (or two or three) that appeal to you the most.

2. Be open to applying for a job that wouldn't necessarily be your first choice. For example, teaching junior high instead of high school or part time instead of a full time position. Getting your foot in the door will make a difference down the road. One of my friends accepted a position as a junior high math teacher, and then the next year when a high school teacher retired, was moved up into the high school into the position that he had originally wanted.

3. Seriously consider substitute teaching. Many teachers have gotten positions because they got to know the administration, faculty, and students in a particular school or district by subbing – giving them a leg-up in the interview process. In some cases, subbing can be ideal for a first year teacher. There is generally no grading to do and little to no planning. You can work as much or as little as you want, and a good sub will most likely be employed every single school day. Believe me, teachers long for good subs they can trust.

Finally, and above all, do not get discouraged. Not getting a job doesn't mean you aren't a good teacher – you just haven't found quite the right school yet. Good luck!