Takes a special man to marry an Educator

Attention shoppers! We have a special in the Educators department!

A few co-workers and I were talking about the type of men it takes to date and/or marry a woman who is in Education.

Why? Because unlike most jobs, Education is a profession where its employees are more than the clock-in/clock-out, 9 to 5 kind of workers. Oh no...those in this profession are overly passionate about what they do and those whom they serve. They physically clock-out, but are mentally clock-in around the calendar. They look forward to the opportunity to work from home, purchase resources from their own funds and utilize their vacation time to 'store up for winter' (create things for their classrooms).


So what type of men are needed for this special breed of women? Well, in short the kind of men who:

1. Don't mind touching their woman's feet. That's right I said it. Educators are often on their feet ALL THE LIVE LONG DAY...and it would benefit him to have some greased up hands ready to massage the tension out of his wife's feet at least 3 times a week.

2. Don't mind being a receptacle for brain dumping. When an educator comes home, we have stories for days. Stories about co-workers, stories about kids, stories about work load...and well sometimes we just need someone who is willing to listen to the monotony of our stories be they juicy or mundane. Now, should we let you in on what a student or co-worker said/did that offended us, we can't have you going all POSTAL on them, just listen and act shocked, nod and keep listening. We just need a venting mechanism.

Finally, and probably most important...

3. Don't mind being #teamEducator. All this means is, you MUST understand that we may or may not work waaay beyond normal work hours. It doesn't mean we are cheating on your or can't stand being around you...it simply means we find the hours after our students have left as the MOST PRODUCTIVE TIME OF DAY!! Be patient, once the year gets going, we'll have it down to 1-2 late days a week. Just fix dinner and be ready to massage those feet!

This also means don't be too manly to get in the game. That's right, you can help cut out some lamination while you're watching the game. You may even be called on to grade some papers; grab that red pen, the answer key and get to markin'! You ain't too good for the task! And should she need someone to help move her in (or out of) her classroom, be ready to stand on a step ladder to hang border and build shelves. Go ahead and factor it into the budget that she will spend a portion of her own money on her students.

All I'm saying guys is...it takes a special man...an understanding man. One who can handle having not only a wife, a mother for your children, but a woman who secretly wears an S on her chest because she works with OTHER PEOPLE'S KIDS and she can't whoop them. For that alone, she deserves much more!

If you're married to an Educator or dating someone who is, I just gave you a huge discount!
If you're single and still looking...steer clear of this aisle, or use your coupon to cash in; you're gonna need it!

Students are teachers too!

Are you beginning to get that 'itch'? You know the signs:
You can't stop thinking about how to decorate your class;
You start gathering ideas from Pinterest;
(if you're like me) You begin having dreams related to your classroom.

Well as you prepare to go back here's a little encouragement. Now this advice is going to be pretty subjective but it stems from my personal study of the NEW Math TEKS. This summer, I’ve dedicated and budgeted a few hours each week to study grade by grade the New Math TEKS and familiarize myself with the expectations of students as we transition from what students were expected to know into what they’re going to be held accountable for this coming year.

In reflection, a gap is going to transpire and although that’s inevitable; it’s written in the fine print of our contracts that we are expected to close this gap. Hopefully, however, it’s also written on the Oaths of our hearts as educators to accomplish this feat.

So here’s how I am challenged to motivate my teachers…and hopefully how you are challenged to motivate yourself as you seek to empower your students:

1. Know what your students SHOULD know.

This includes unlearning what you “know” to a degree. We all bring to the table that good ole’ “I didn’t learn it this way” attitude when we approach teaching our students. And often times that hinders us from the opportunity to facilitate a diverse approach to learning for our students. What I love about Math is that there are various roads to one solution. Let your students explore and come to that realization. More conclusively, become a student of your TEKS (those you’re responsible to teach as well as what your student learned in the previous grade and what they will learn in the upcoming grade). But more specifically what they’re held accountable for in their current grade. Nothing more, nothing less.

2. Assess what they DO know.

 

Be creative in facilitating pre-assessments. This doesn’t have to be formative and long assessments. This can be quick “exit ticket” like questions or even fun warm-ups. This will help you not only get a feel for the diversity in your classroom (which will drive the differentiation in your classroom) but also help you know where to start teaching the curriculum. Make no assumptions. Though you and your team may teach the same subject, you all have different training, backgrounds and teaching styles. This is true of your students as well. They learn differently, and were taught different things. Assess to kill assumptions.

3. Facilitate closing the gap (between what you know they SHOULD know and what they DO know) by drawing on their knowledge and stretching it towards the goal.

Finally, contrary to popular belief you are NOT the KNOW IT ALL simply because you are the teacher. Trust that your students can unveil the truths in the curriculum, if you stretch them towards that end. This moves you from TEACHER to FACILITATOR. Letting your students struggle, correcting their misunderstandings and cooperative group exploration will practically cause them to understand what it is they should know. Your job is to provide environments and situations that promote this type of discovery; encourage them along the way (even in failure); and be patient with the process.

These are all things I’ve stumbled upon in my years in the classroom; yet they are also truths I’m learning to trust as my students have now become teachers! Happy School Year to you and yours!

Teach or Bust

The things (and people) we are most passionate about, by default, receive our most intimate time and attention. The difference between receiving a text message from someone you want to hear from and someone you don't care to really talk to is very evident in the length of your response.

This same thing can be very true of the quality (and quantity) of investment we make into our students as teachers. From the time spent planning lessons, and the attention we give during trainings, to the disposition we carry as we begin teaching and the attitude we have as we dispense information into our students. All of these factors are the fruit that bear witness to the deeply rooted passion (or lack thereof) that we have towards our craft.

*Excuse the language in this short clip...

It makes my skin crawl when I hear middle and high school students that I tutor mention that their teacher just sits behind their desk and doesn't teach them anything. Not to say I always believe what kids say, but when I work with students who grasp concepts easily, it makes their argument hard to disagree with.

Doing multiple problems out of a book, to me, doesn't constitute as learning (much less engagement).
I find it hard to understand how teachers (as adults) who have a difficult time paying attention in 30 minute staff meetings, think its okay to turn around and lecture to their students for 45 minutes (or more). When I think of how much of a kinesthetic & visual learner I am, I can't help but be reminded of what my students need in order to learn. How dare I lecture all day, then expect them to do countless worksheets?

Students need our attention and guidance when it comes to new material. Moreover, they are inclined to increase in self-efficacy when they believe their instructor is invested in them and their growth. Sitting at one's desk, giving students long independent assignments (to keep them out of our hair, or give ourselves a break from them) is not conducive to their success. Its not an environment that encourages them to be invested in their own success because no one is giving them a reason to do so!




          Teach...or collapse (metaphorically) from trying!

Be careful, lest you believe teaching is a job; a second or third base; a fall back career. Teaching is not for the faint hearted, the weak minded, the lazy nor the apathetic. Teaching requires 100% of our blood, sweat and tears...and when we 'clock-out' (which never really happens by the way), an additional percentage is required from us. But it's only a requirement to those who see this career path as a nuisance. To those whom it is much like an involuntary body movement; almost innate, its a joy and pleasure. It's constantly thinking about how to sharpen oneself; how to ignite a mental fire inside your students; how to arouse a love for a subject...and when just when you've utilized what you thought was your last drop of energy, a second wind unexpectedly revives your passion and whisks you back into the embrace of your craft with new ideas and invigorated methods!

Let's not cheat those who we will one day need. Yet, lets inspire them to be better than we are by setting the precedence; helping them see the value in education. But that means we must see the value in it ourselves. 

Confessions of a Coach

In my years in the classroom, I've noticed there's always that one student that pulls your heart strings. Ironically, its never the one who completes their work on time, pays attention and turns in a project indicating they've gone above and beyond your expectations. Rather, its the one who hides their brilliance behind the façade of laziness, apathetic behaviors and grades that cause you to believe you've failed as their teacher. And yet, for some reason, that student sparks your curiosity and you begin to invest in them. I'm not sure if I just love a challenge or what, but my goal was to always seek the potential in that student and find alternative methods to my teaching practices in efforts to reach them. I wasn't satisfied until I knew I had engaged that single student and increased their level of self-efficacy.

With the shift of a semester, so comes the shifting of duties of a coach. While the fall brought numerous classroom visits and observations, detailed and weekly meetings with teachers about lesson plans and various model lessons; spring, (also known as Testing season) brings about different conversations in planning meetings that focus more on pedagogy, testing practices, intense data analysis and more! As far as duties are concerned, more interactions with students in small group intervention and preparing tests are among the things that fill up my time.

This paradigm shift has shed more light on some areas that I need to grow in as a coach. Obviously I'm not claiming to be perfect nor will I ever 'have arrived', but my goal has been to not just be a good coach, (not even a great one) but one that inspires! I desire that teachers would feel inspired to be their absolute best every day in the classroom. That with each and every obstacle that faces them, they feel supported in their efforts to face and conquer that obstacle. I desire to replicate my motivation and creativity in them, not so that they look like me, but that they reach their fullest potential.

Now, as a coach, I face the same challenge that I faced with those apathetic students, yet now with teachers. And although teachers don't typically have an obvious lazy approach to their profession, nor outwardly portray themselves as having a lack self-esteem, you'd be surprised at how those qualities do lie somewhat dormant within them and I believe its a coach's job to identify it and part of offering them support, is helping them overcome their internal obstacles so they can be their best for the benefit of the students they reach.

Inspiring teachers isn't easy. I'm finding it to be quite the strategic task. I remember upon beginning my first year as a Math Specialist, I asked my then Supervisor and professional mentor this daunting question, "How do you get teachers to do what you know is best (in short, what you want them to do)?" As I eagerly awaited for a powerful answer to drip from her lips, the response she gave me was NOT what I wanted to hear, but was powerful none the less. She replied, "You don't!"

What!? Then what's was my goal? I was lost in the pursuit of my purpose in that position. But she didn't allow me to remain distant for long, she soon showed me the meaning behind her response. You give them an example to aspire to by modeling for them and showing them you care about their success. She went on to set this example herself and now as I face challenges to help teachers overcome obstacles such as not being comfortable with the curriculum, not knowing how to think outside of the box, and implementing differentiation strategies (to name a few), I realize that the challenge is not only similar but my approach must be as well.

I used tools such as intentional guidance, individualized praise and presenting specific instructional challenges in order to show those specific students how invested I was in their success. I'm convinced these same tools will serve in helping me to inspire teachers towards success!

From mediocre to superior

I witnessed this quote, today, on the resume of a colleague of mine. The part that resonated with me is the difference between a "mediocre teacher" and a "superior teacher".

As a coach, I'm expected to assist teachers in best practices, desegregation of data, and provision of resources. Of those tasks, & in my interaction with teachers I expend about

• 50% of my efforts telling teachers
• 20% explaining to them
• 10% demonstrating for them
• 20 % inspiring them

I'm not sure that I'm okay with those percentages. What pains me the most is the fact that 50% of my efforts are spent telling them which only makes me a mediocre coach. While I greatly value finding ways to inspire them, I'd prefer a larger percent of my time and energy being spent on demonstrating. My personal goal is not to be a great coach, but a superior coach...and not for any accolades, but simply for my own internal satiety.

But I see a dilemma with this methodology. Where, in a coach's schedule, does the act of demonstrating (or modeling) have room to play a colossal role? Between data meetings, planning meetings, students intervention groups and Admin meetings, where does a coach find time to model lessons with teachers?

Not that it can't be done, but modeling in its purest form is more than a one time 'dog & pony show' (as they used to call it). Its about as effective as calling a perspective teacher in to teach a model lesson, and basing their value to your program off of one 15-35 minutes model lesson. That's not wise. Modeling would need to be consistent. And by consistent, I mean with that same teacher, almost to a point of co-teaching. And by consistent I mean over a period of weeks.

So my resolve lies in how I utilize my planning meetings with teachers. Demonstrating best practices with them through trainings and planning is how I am more effective at reaching my goal. As of now, every time I present information to them, I do so through the lens of demonstration. Whenever I'm presenting a new concept to them, I teach them the concept as I present the lesson to them as if they were the pupil in their class; I decorate and set my office up with current anchor charts & samples of foldables that help them see what visual cues will assist ELL & tactile or visual learners. Each training I do, I ensure that I use interactive paired & group activities to disseminate the information so that they will see what their classroom environment should look & feel like.

My hope and goal is not just to inspire them through encouraging words, but that my own practices might spark passion and desire for them to emulate best practices when they facilitate learning within their classrooms. Just my thoughts...

I'm a Teachers' SPANX

As embarrassing as it might be for me to admit this, there is one thing my team knows about me (and frequently makes fun of me for) and that is, I talk to myself very openly. If you were sitting next to me in a car or passing me up in a store, you'd probably think I was wearing a phone ear piece and having a conversation with someone...

...I'm not; I'm conversing with the person in my head. Looney? *shrug* It keeps me sane, actually.

So as I was driving home one day, I couldn't stop rehearsing (in my mind) ways I would respond to comments I hear teachers say in my planning meetings with them. I figured, I have a lot to say and I'm always thinking of things I'd like to impart to my fellow teachers. Naturally, since I have a personal blog, thought it might be beneficial to begin a professional blog.

Maybe one day I'll become a professor of Education and be able to educate other perspective teachers. For now, I hail from Houston, Texas by way of Waco, Texas as a proud alumni of Baylor University. Although my degree focuses on the science of physical therapy, I am certified to teach grades 4-8 and my specialty is in Math.

As a teacher in the classroom, my passion slowly drifted towards helping other teachers make their classrooms come alive. I quickly was appointed to various leadership positions on my campuses (team lead, technology facilitator) and district (co-facilitator for district technology classes, curriculum writer for district college/career readiness curriculum, and content specific pedagogy classes facilitator). These opportunities brought various mentors who I am greatly indebted to as they poured much wisdom into me and groomed me through their own best practices of facilitation and passion.

I now am in my 2nd year as a Math/Science Specialist at a Fine Arts magnet school where I seek out and enjoy every opportunity I have to meet with teachers, help them build upon their ideas, magnify their talents and place in their hands the tools/resources they need to be successful!

Its my joy to call myself their SPANX! I told my teachers at the beginning of our academic year, that like any good spanx, I am an undergarment useful for shaping and giving them a productive appearance! My ultimate goal is numerical results, but my underlining goal is in shaping the teacher into a Master Teacher through discussions of best practices, reshaping their thoughts, being a sounding board for their venting sessions and praising their strong suits.

Here are the things I believe are essential for keeping a teacher's morale lifted!

 All of these elements embody what I strive to do each day I walk into my office. I don't see my job as a "Nine to Five" or a "cubicle" type job. I see my job as a career that I'm passionate about. I think about doing things differently and better each day while I'm home watching TV, when I wake up and even sometimes thoughts find me while i'm asleep. I seek to learn my craft and drink from the knowledge and wisdom of those who've gone before me so I stay fine tuned.

Hope you enjoy following me & gain some insight if you're in this "catfish" of a career. Yes, we don't get paid much, but we have the largest paycheck by way of the influence we have on America! You can't tag a numerical value on that! If you don't gain anything, feel free to leave comments...let's keep it real- all teacher need a place to vent!