Wow! I have already read the first two chapters and I can't stop. The first two chapters really have some amazing points that are crucial to every teacher, principal, asst. principal even our superintendent.
Great teachers never forget that it is people, NOT programs, that determine the quality of a school.
YES!! I also love "What matters is not whether they do it, but how appropriately and effectively they do it. All goes back to one thing for me: how we treat others.
I'm enjoying this book study so far. Self-reflecting is always a good thing. Outstanding teachers should be able to see things from the student's point of view. Effective teachers know how they come across to others. This is where I am trying to grow as an educator (being honest here). In chapter 2, I have always had a love/hate relationship with assertive discipline. I believe when it is used consistently, it is effective. I ❤ that Todd Whitaker states that: what matters is how appropriately and effectively we use it. I laughed out loud when he used the example of Mr. Lewis hunched over like a leprechaun giving checks to a student asking "... come on! You way another one?" I can't wait to learn more ��
The quote "hurt people hurt people" really hit home. This speaks volumes about behavior and class management. I believe in assertive discipline, but it has to be implemented correctly and the students have to understand from day 1 that you discipline out of love to correct an unwanted behavior. I also use a lot of positive reinforcement because kids almost always want to please and be recognized.
Jennifer, that statement made me think too. A recent experience has me reading and searching this summer for ways to help students that are already hurt when they get to my classroom, hopefully preventing them from hurting others with actions and words.
Jennifer, that same comment made me stop and think too. Trying to figure out how to get back at someone uses up time that could be spent on more positive ways. What I have learned from my past is that negativity can consume you and become harmful to your body. I believe in assertive discipline, as well. I completely agree that discipline should come from a place of love and not revenge or hatred. We all want to build positive, trusting relationships with our students.
I agree with you, Jennifer. I think that whether we are thinking about students or teachers, hurt people DO really tend to hurt people. Some of the children who we teach look to us as a source of stability. I am thinking of a former student who had very limited contact with his mother this past year. More and more, I felt that he looked to me to provide that sense of acceptance, boundaries, and attention that he was not getting at home. He often had to be reminded to be kind to his peers. I think as a result of the hurt that he had felt. He was progressing in this area as the year ended. As adults, we also need to be cognizant of the fact that we do truly set the tone in our classrooms and for the climate of the room through our attitudes. We should be aware that these children look to us as role-models, whether they seem to or not, and make sure that we don't let anger or frustration drift into the situation. If we lose our "cool"-so so speak, that's what we've just modeled for them.
I'm enjoying this summer read so far! One thing that stuck with me from this weeks chapters was the ability to self-reflect. "Those who know how they come across to others and how others receive their behavior work more effectively." I really liked the example about the teacher who stayed inspired and kept her spark even after thirty-eight years of teaching. "This is my thirty-eighth year of teaching fifth grade, but for these students, it's the first time around." I've never thought of it in that way and that example really inspired me! I'm looking forward to continue reading!
Amy, I also thought that the example TW gave of the fifth grade teacher was very powerful! This really hit home with me, as I will begin my 25th year of teaching in August! We are so fortunate to be able to look into any classroom in our building for inspiration! I am loving the book so far. It's such an easy, but meaningful, read!
This stuck out to me too. Whether our first or twenty fifth year, it is their fist year there. They only have one shot and deserve the best from us. Also, we should continue to strive to be the type of teacher that we would want our children, grandchildren, or other family members to have.
Hey, this is Laurie Poppenheimer, 5th grade ELA at Lewisburg. I underlined the same quote that Amy mentioned above. As teachers, we have a unique opportunity to "start over" each year. We always have the benefit of getting a fresh start. It truly is the students' first time around. It can be a special year for them if our attitude is positive. I want to incorporate a fresh outlook, attitude, and energy in my classroom next year. ( Uhhhh, my decorations won't be new!!!!!! Just sayin') But I promise that everything ELSE will be!!
Kristie Busby, SLT, LES. I love this!! Every year is a new year for teachers and students. We should strive to make each year special for each class of students.
The first two chapters immediately had me hooked. I highlighted the same quote. Looking at each school year through the students perspective, brought new light to me. I want to strive to make their year special. You never know what kind of lasting impression you will make on each student. We have the privilege to teach and love them for a year of their life. I want them to look back at their elementary school years and remember a positive experience. My oldest daughter,who is a senior, just recently made the comment that some of her best years in school were the years she spent in elementary. So, we can make a lasting impression.
I love this quote too. I love the way the teacher was focusing on the student's experience and perspective. I believe that view kept her fresh and motivated.
I could not agree more! Sometimes as teachers, we can get so caught up in ourselves that we kind of forget that these students have never had the experience of your class before. This year might not be new for us, but it is new for each child that walks through your door. That quote definitely motivated me! We, teachers, are powerful in their lives!
Hello LES and so glad you all have joined the summer blog! I just finished Chapter 1 and 2 and really like this book so far. I like the way TW prepares us for what we are about to read in future chapters..."This book is about who we are...about what we do. Nothing in the following chapters is complicated. Everything described in this book is simple, but it's not always easy." Wow-enough said!
I am enjoying my summer reading so far and have read through Chapter 2. One of my favorite things I have read so far actually came from the introduction part of the book. "Effective teaching calls for "people skills," and the best teachers practice those skills every day."
I couldn't agree more! "People skills" are a huge part of our job (day in, day out.) Learning how to effectively "read" our students and communicate appropriately with them is essential to build positive student relationships.-This also applies to parent relationships as well.
I appreciate and agree with his viewpoint throughout Ch. 2. As teachers, we realize that each child is unique and we differentiate our instruction to meet those needs. So, why are schools and teachers expected to implement a "one size fits all" program? TW is exactly right-programs come and go (some just get recycled). It's like fashion. If you hold on to something long enough, it will eventually come back in style. It may be called by a different name, but the concept remains the same. Instead of a support system, these programs are brought in to "fix" existing problems. Effective teachers using their unique skills will help improve schools.
I love your "one size fits all" analogy. There are very few things in life that can be universally applied and be individually effective, especially in a classroom.
I am excited to be joining the "What Great Teachers Do Differently" book study this summer! I am so fascinated by great teachers and what exactly sets them apart from just doing a job well. As a first year teacher I am very passionate about reaching each child and finding a way to keep them actively engaged. I research daily about new approaches, concepts, techniques, and interesting lessons that others have tried and succeeded with. Todd Whitaker's 1st 2 chapters have already given me a sense of peace that my classroom has the opportunity to be a success based on not what I know, but who I am which ultimately defines what I do. Thank you all in advance for your contributions to these discussions!
I'm so glad you are reading this book as a first year teacher! I wish I had read this when I first started out. Like you, I was a sponge trying to soak up knowledge from exemplary teachers. I would identify a teacher I liked and then try to imitate them. I eventually learned that "there is more than one way to skin a cat"! Great teachers are different. They don't all do the exact same things and it's ok. I'm looking forward to finding out in this book how they are similar though. I think TW is on to something because he has found that it goes much deeper than a prescribed program.
This was also my first year as a teacher. This year I watched different teachers and learned their ways in the classroom and how they work with other teachers. Todd Whitaker talks about starting each year out like it is your first because to these kids it is their first year with you! I know we will learn so much as new educators reading this book. :)
Welcome to the best profession ever, Kristen Morris & Mollie Sims! April Dailey, I agree with you! I wish I would have read TW's book my first year. I have many of his books in my professional library. I revisit them often!
In these first two chapters, what stuck out to me the most was "They (the best teachers) adapt to change without losing sight of what really matters." and "...effective educators focus on the people, not on the programs." I know that I have been guilty of not adapting to change well. I have been guilty of losing sight of what really matters. I have been guilty of not focusing on the people, but rather on the programs. I'm glad he considers the first step, recognizing the need to improve, to potentially be the hardest because that part seems pretty easy for me. I'm looking forward to what else he has to say! :)
Ashley, I have to agree with you. Sometimes I lose focus of what really matters and I get "wrapped up in the programs." I am guilty too sometimes. I think that us realizing that is the first step to becoming that great teacher we long to be. By accepting that responsibility, we can improve in our classroom! - Michelle Heath
As a product of the "open classroom", I was thrilled and amazed to learn where that concept originated! I attended Horn Lake Elementary School in the 70's and our classrooms had no walls. We were in a pod of four classrooms in one large room separated by free-standing chalkboards and cubbies. You can imagine as a teacher and a student how distracting it was. Some teachers were "yellers" and disrupted everyone. . . and what about the poor students with ADHD! Even as a child, I remember the negative talk that accompanied the open classroom concept. Even so, there were some excellent teachers who made learning happen in this environment. I'm not surprised by how this concept was born because I've seen it many times - watch what the good teachers do and make everyone do what they are doing. Sounds valid, but it doesn't usually work. I'm so glad that TW has written this book to help everyone understand what I have suspected, it's not "what" good teachers do, but "who" they are and how they can make virtually any program a tool to effectively teach children. Good teachers inherently know how to get the job done, sometimes in spite of the programs they are forced to implement.
April, I was in an open classroom too! It started off being a distraction, but my teacher always had a way to keep our attention on her. I can only imagine how hard that was for the teachers.
The open classroom reminded me of one of my student teaching observations that I had to do at an over crowded elementary school. They had taken a large he room and 4 teachers had to share it and when I first walked in my thought was how could anyone possibly be learning anything. The 4 awesome teachers I had the privilege of observing the rest of the semester changed my mind quickly. I did realize though that not just anyone could have made this space work. It took a group of 4 excellent teachers that were wiling to do what it took to make these students have a successful year no matter what type of space they were given.
My very first year of teaching I taught in an open classroom in a Memphis City school. I am so thankful for that experience because I learned so much that year! The teacher that I shared a space with was phenomenal.
CHAPTER 1 REFLECTION: #growth That's what comes to my mind after only reading the 1st chapter. I must spill my guts chapter by chapter, or my posts may overtake the page. Ha! I have turned into a true nerd with professional reading over the years, and I LOVE hearing what others have to say.
Over the last few years, I have truly found the benefits of professional reading. Thanks to the encouragement from my administrators. They have pushed me beyond my comfort zone. This is what it takes to improve and grow. This will be my 11th year as a teacher. I have witnessed more successes from myself and coworkers when we swallow our pride and take that "uncomfortable step". Sitting back and becoming stale and "comfortable" while repeating this year after year does not contribute to the "what we do and how we get better mentality," like Whitaker states.
I love the way Whitaker comes right out and states that, "Educators who want to promote good teaching find value in examining what effective teachers do that others teachers do not." To me, finding value means to find what's effective and to see this as a positive thing while perhaps trying to implement these instead of taking offense. I believe that sometimes when we look at what effective teachers do that we tend to feel intimated and take offense and may even see them as "too good for us". We all have done this. We run with this mindset back to our comfort zone and continue to settle in our bitterness. I know that Whitaker wants us to see beyond this for the sake of the students. "Those who know how they come across to others and how others receive their behavior work more effectively." The best teachers..."adapt to change without losing sight of what really matters." We must swallow our pride, take that leap of faith, reach out to those effective teachers. This means stepping out of our comfort zones to find what we can do better! #growth #collaboration #transparency #biggirlpanties
So many quotes and statements have stood out in the first two chapters. Todd Whitaker talks about finding what effective teachers do that other teachers do not. I know that I, especially in my student teaching and first year, would just look around and observe other teachers in order to see what sets them apart. I am not referring to the showy projects. I am referring to their attitudes, how they work with others, and the little things they did to make a big difference. I studied them, and still do study them. I am certain that this helps me grow. Just as I observe other teachers, I need to observe my students. I need to be able to identify if what I am doing in the classroom isn't working and hold myself accountable for their learning, not a program (because that will change). I also have to be sure that I'm doing my part to uphold the quality of our school. The perspective is important. The first two chapters have been very applicable. Identifying strengths and weaknesses help me grow, and that's the whole goal. :)
True reflection in all areas of life is worth the time. KH ~ you are great at finding the positive in all situations. This is contagious and I have loved learning from you!
Welcome to the Blog, I have enjoyed reading your insights and feel like I am getting to know each of you already as I read and learn from what you share. My favorite quote from the first two chapters has to be, "Outstanding educators know that if a school has great teachers, it is a great school. Teachers are a school's keystone of greatness". As a principal I know without a doubt that teachers are the heart and soul of a school. They are the difference makers, they have influence that reaches beyond the present and into the future. What an awesome responsibility and honor.
Thank you so much for inviting LES to join in this study and blog experience. I have always loved the professional conversations I have had with you, so I am so pumped about connecting our awesome teachers.
Mrs. Nye & Mrs. Samples - what a great idea this was! It's awesome to get to know and learn from teachers in other buildings!! We are all in this together!
Change is a good thing if the change begins in you. In chapter 2 Mr. Whitaker remind us that the people not the program's make the difference. It's not what I do, it is how I do it.
I love this book study and being able to talk to and read comments that are so transparent. Without repeating all of the comments above, I really like how Todd Whitaker ends Chapter 1. He is describing the phenomenal teacher. "Her spark and energy never gave out. One day I asked her how she managed to stay inspired. She replied, "This is my 38th year of teaching 5th grade, but for these students, it's the first time around." -she brought her people skills-to bear on new experiences every day, and her students reaped the rewards." This is why it is important to remember "It's people and not the program",continue to grow professionally together, and leave this legacy behind. I look forward to more summer reading together!!!
I loved the description Whitaker gave of the phenomenal teacher and the quote the teacher gave about how she managed to stay inspired. It is so easy to get bogged down with curriculum, tests, basically checking things off of a never-ending list. It is easy to lose sight of why we do what we do. I am looking forward to the opportunity to learn through this book and sort of recharge for August!
Hello. My name is Yolanda Flie. This will be my 7th year of teaching beginning in August at DCES. That quote struck a nerve for me too. It made me rethink my student's perspectives. I believe I have done a pretty good job of gauging what my students needed from the beginning of the year, but I'll be honest it can be easy to fall into doing some things the same way because that's how it has always been done or I limit an experience because I've taught a standard a skill so many times before it's not necessary to do it differently because it is easier for me.
That statement was a light bulb moment. I do try to reflect and think how I can do somethings better each year, but I also need to remember what I have "always" done is new to them so I shouldn't short change their experiences just because it's old habit for me. The statement the teacher made with 38 years of experience was a reminder that each year is a new year in fourth grade for my student. I should not short Chang's them in any way.
I drew a HUGE exclamation mark in the margin next to this teacher's quote! TW says the 38 year veteran teacher "brought her people skills to bear on new experiences every day..." A GREAT reminder that every day is different and those students bring a new set of circumstances with them each day! It's up to us as effective educators to rally and use our "people skills" so that our students experience success in academics AND life every day! :)
Hello Everyone! My name is Emily Douglas from DCES. I have read some interesting post up to this point. I just finished the second chapter earlier today,and many of the same things mentioned above are the very things that stood out to me as well. In chapter two the one thing that stands out the most is, "It's Not What You Do,It's How You Do It." This statement rings truth in so many ways,but it is beyond just programs to me.I can teach my precious little heart out ALL day long,but if their is no heart in what I am doing then it will never be effective no matter what is implemented within the four walls I teach in. How we connect with our students makes a world of difference. Educators must start by seeing these students as people that are not a level on a test there to be programmed by a program in hopes that it helps them to receive proficient or advanced on an academic test. They are kids that want us to notice them and all their many talents in a world that so often overlooks them and an education system that at times appears to only see them as minimal,proficient,or advanced.
So true, Emily! I feel if we don't establish strong relationships with our kids from the beginning that it won't matter how well we know and teach our curriculum.
CHAPTER 2 REFLECTION: #accountability To me, this chapter indefinitely points us in the direction of self reflection/evaluations and their importance. Identifying our strengths, weaknesses, and setting goals for ourselves each year as teachers should be priority. How effective are we? "It's people, not programs." Programs should be used as tools to guide our instruction, and we should adjust based on our students' needs. This shouldn't look the same for every classroom. Teachers and students have individual strengths and weaknesses. Comparing classrooms is like comparing apples to oranges. From the environment, the meaningful activities, to the expectations, our end goals are still the same. I am very grateful to work in a school where this is encouraged. No matter what program I am given, I trust the fact that this is what our county believes is best for students at the time. I appreciate this. However, I also know that I have the freedom to take this curriculum and weave it into what works for my students. That is my job. I am grateful for the opportunity to have the multiple resources available as well as a chance to share what is working and what is not when it comes to curriculum. Having an open mind and using common sense are valuable assets in education. I'm grateful for #teamDCS and what this means for our county and more importantly our students. One of my favorite quotes is "We must always remember that as teachers, we teach kids first, content second. No connection, no content." #doyouknowyourstudents Building relationships with students out trumps programs any day! We teach more than academics. :)
I couldn't agree with you more, Holly! We do teach kids first, and getting to know our students is so vitally important. When we know our students, we can use our knowledge of a program and adjust it based on what our students need! This definitely hits home with me!
"I am grateful for the opportunity to have the multiple resources available as well as a chance to share what is working and what is not when it comes to curriculum. Having an open mind and using common sense are valuable assets in education."
Holly ~ You have no idea how happy this quote makes me. I had an email conversation recently with a Professor from ASU. Something she "said" had really stuck with me. She said, "Everything in education starts out with great intentions, but these get lost in the realities of the classroom." This is where what you have said is extremely important. Thank you!
Thank you Mrs. Samples, I liked your reply about having an open mind and using common sense as an asset. Sometimes people overlook the obvious and slide away from common sense when working in education. Remember we work with people who have emotions and feelings, not programs. In Chpt. 2, "Educators must be equally aware that faculty members also vary in their individual abilities and approaches." We are not cookie cutter teachers.
Wow, I really enjoy the first two chapters of the book. I hope the rest of the book is as good as the beginning. As a teacher and a principal I have always felt that teachers are the heart of any school. I'm glad to see that Mr. Whitaker agrees with me, great minds right (smile). I enjoyed the quotes a lot. My favorites one is "It is never about programs; it is always about people". A good leader always tries his/her best to surround themselves with great people. If they are smart they will. TTYL!
I agree it's not about the programs but about the teachers. In eleven years I've seen many Mr. Lewis and Mrs. Hamiltons. The Mrs. Hamiltons are always much more enjoyable to be around. Also the Mrs. Hamiltons still have energy at the end of the day :)
I just have to comment on the introduction too! LOVED that TW wrote, "Learning can happen in isolation; teaching happens between people." Really made me reflect on the whole "gradual release of responsibility" idea. Our students are truly taught SO MUCH from small group settings and of course 1:1 conferencing. A great reminder that our jobs should focus on not only building our own "people skills", but helping our students build their people skills as well! After all, that's when we'll really see the "teaching" taking place!
Just like with this book... We can all read to learn individually, but look how much I am learning from reading all of the commentary from great teachers. :)
I have learned so much from reading other great effective teachers' posts, as well. As a 5th grade teacher, I believe teaching those "people skills", or as I so many times put it "life lessons" is much a part of the education as reading, writing, and math.
At the end of chapter two, TW sums it all up: "Great teachers never forget that it is people, not programs, that determine the quality of a school." Programs, such as the open-classroom and assertive discipline, have their place and can be effective in some classrooms, but I love that TW says that "faculty members also vary in their individual abilities and approaches." What works for Mrs. A in fourth grade may not work for Mrs. B in third grade. What has worked for Mrs. A for years may need to change with her students. Programs come and go (and sometimes come back again), but the quality of the school resides on the teachers, not the programs. As an educator, I always want to learn professionally, and I am constantly trying to improve. This book seems like just the tool to give me a recharge for next year. Even though I've been teaching for 12 years, this will be the first time around for my students! (I LOVE that mindset!)
I too have enjoyed the first two chapters of this book. In a time when it seems we can get overwhelmed by mandates and legislative concerns and all that goes with that, it is a great reminder that we are here for people. Near the end of Ch. 1, TW basically states that if we fail to know our students, then the amount of knowledge we have is irrelevant. We have to be able to relate to them and try to see things from their perspective. I wanted to cheer out loud in Ch. 2 when I read, "It's people, not programs." This Fall, I will begin my 23rd year in education as both a teacher and counselor. Many programs have come and gone during that time. Teachers and students are the constant. It's okay (even necessary) for us to put our own twist on things and do what is needed to relate to our students or a particular student, at that time. I get so excited about a new school year each year. The example of the 5th grade teacher is a good reminder for me of the importance of keeping that excitement all year long. Even in February (how can such a short month be so long) and in May!
I am always excited about what the new school year brings. It is up to us to bring the positive atmosphere, model self control, break out of the "norm", effectively praise students and peers, and think before we react. Change comes when we our selves become uncomfortable.
Hello future colleagues! My name is De'Ashley Rainey and I will be beginning my teaching career this fall at Desoto Central Elementary School. I am unexplainably excited, nervous, anxious, and thankful to be among such reflective and supportive teachers in DCS. So far, I am enjoying the book and I must admit that I've already read more than I should've. I've enjoyed reading everyone's posts and have been absorbing every bit of you all's experiences and advice. Although I have not had any time in the classroom as a teacher (only student teaching), I feel that I am already learning and growing with you all's help. I know that it will take time to get where I really want to be in the field, but from what I'm reading, I feel confident in knowing that I can always go to a colleague for advice or anything I may need. As Whitaker said in the first chapter, "...although we might not agree with everything in the best essay, we can still learn from it. At the very least, we would probably see some new ideas that we could build on." I agree with a lot of the posts that I've read thus far and want to thank Mrs. Nye for extending the invitation to me in participating in this book study. Lastly, I want to say that Whitaker was right when he mentioned that educators who want to promote good teaching find value in examining what effective teachers do that other teachers do not. I feel like this summer blog is advantageous to me, especially being a first-year teacher and am excited to grow and learn from Whitaker and the great teachers and administrators at DCES and LES.
You will be so glad you had this book (and commentary) as a reference throughout your first year of teaching! I was telling another new teacher the other day that so many people warn you about the "first year" hardships! On the contrary, I had a wonderful experience and my first year was very sweet. And-it has only gotten better each year! Best of luck to you as we prepare for a new year!
Ms. Rainey, we are excited to have you at DCES! I started here right out of college too. Every year I learn something new, and it helps me to change the way I think about teaching. Have fun! You will love it here.
We are so glad to have you at DCES this year, better yet on 5th grade hall. Woo Hoo! I remember my first year, which wasn't long ago, I gained a wealth of knowledge from my peers. As I began reading the book, the one thing I got out of the first chapter was to challenge myself to self reflect accurately and be eager to always learn a better way. Can I do a better job? If you need anything this year, my door is always open. Have a great first year!
I am really enjoying Mr. Whitaker's philosophy so far and looking forward to delving deeper. While I have identified with so many of the things I have read mentioned here already, I also couldn't help but notice how his theory that watching/observing great teachers is so much more beneficial to us than watching poor teachers mirrors what we have been moving toward in our classrooms over the last couple of years. (And if someone has commented on this and I missed it, I apologize!) I just loved reading his position on this issue and thinking that if this is best practice for us (which I believe it is), then moving toward teaching methods such as mentor sentences/Jeff Anderson, close reading, and gradual release of responsibility through discussions, examples, group work, and partner work must be better for our students than just giving them worksheets of grammatically incorrect sentences to fix and random assignments to complete independently. It was quite an eye-opener to me because, while watching poor teaching methods may reinforce what we already know, being subjected to them as a student is so much more damaging!
With that being said, I will say that it has been my experience that there are some things that are difficult to really learn (and internalize) without actual observation. For example, I was told throughout all of my educational training that you shouldn't ever be sarcastic to a student, and of course I agree wholeheartedly. I thought I knew that until the first time I was in a classroom and experienced a teacher being sarcastic to a child. I will never forget how nasty and belittling it felt, and I REALLY learned that lesson on the day it went from a concept to a reality. So, I guess I am saying that I feel like there are some instances where we can learn what not to do - maybe by seeing someone doing something that you have done without realizing the effect it could have on your students? I personally thought my laid back attitude was conducive to a comfortable learning environment for my class until one of my students reflected that there had been times when it was hard for him to concentrate. Maybe if I had learned from observing other less structured classrooms I would have realized that certain students need that structure to cut down on distractions and enhance their ability to focus...
Just looking at both sides - I definitely think we get more out of learning from and observing the great ones. And, as Whitaker says, we owe it to our students to remember why we do what we do and treat each year like not only their first, but our first (at least with regard to energy and enthusiasm ;) Love that concept!!!
Erin, You are right when it comes to learning from both sides of our peers. I have learned just as much for those effective teachers as I have from those who were not as experienced. I love the peer observations at our school,I have gained a wealth of knowledge.
Before I was a school counselor, I was a behavior tech traveling from school to school across the county. I can remember seeing the SAME programs in almost all special education rooms producing very different results. A volume chart, a visual schedule, a sensory break room were as lovely from one school to the next. In one school, there was smooth sailing. My next stop was a struggle. In Chapter 2, T. W. says, "Assertive discipline was not the problem; Mr. Lewis was the problem." The way the programs were implemented by who was implementing them made all of the difference.
Hello Everyone! Glad to blog with you all this summer as we dig in to our reading:)
There were many statements I underlined, circled, and highlighted-along with margin notes! However, one statement really stuck with me: "One challenge in any profession is the ability to self-reflect accurately. Those who know how they come across to others and how others receive their behavior work more effectively."
And later on in the next paragraph: "In my experience, many ineffective teachers also think they are doing a good job."
#woah This really made me look in the "mirror" at myself as to how I may come across as a teacher to my students and colleague. I want to always be someone who is positive and helpful, someone who will encourage learning and growth. This is especially true with our students. They need to know we all make mistakes- it's a vital part of learning. I have really tried to step away from the mindset that "the teacher knows it all." We are all learners together, and I want my classroom atmosphere to foster that attitude.
This chapter, How To Accurately Self Reflect, many teachers are lacking including myself. What part of a lesson or learning can we truly cut and/ or add to in order to improve us as teachers. On page 83 of Chapter 14, One way of reflecting on our teaching practices is to look at why we do what we do. "What is our purpose?" This purpose is what should always be best for our students.
I couldn't agree more. I have loved reading everyone's comments, as well as the book. There is so much to learn and the whole summer to do it. Your attitude and demeanor is contagious, and I am thankful to have you next door!
I'm getting a late start on the book because I went on vacation the day we got out of school and forgot my book at home. I'm enjoying it so far. In chapter 1, Todd says "Educators who want to promote good teaching find value in examining what effective teachers do that other teachers do not. I found this true even more this year because of the mandatory teacher observations we do. I observed a wonderful 5th grade writing teacher this year. If only I could sit in her class one or two years to learn more and more. Anyways, this is what I thought about when I saw this quote.
I understand about getting a late start. I will be starting my third year teaching this year and this has been one of the best tools for me, peer observations. How do 'more seasoned', effective teachers handle time and classroom management, lesson planning, and peer collaboration? I can't wait to be able to do more observations in other teachers classrooms this year to see how I can improve in my own class.:)
I LOVE the peer observations too! I enjoyed seeing the different aspects and teaching methods of other colleagues. It's a great way to get new ideas, and it's also a big help if your struggling with teaching a certain objective/skill. Leslie, I may need to know of this said writing teacher :) I'm always looking for new ideas in writing!
Hello! Chapter 3 and 4 have once again articulated many of the same observations I have seen in my last few years of study. I have spent many of nights pondering and worrying how I will approach classroom management. In college, I felt like the subject was very glossed over and at best was taught minimizing the true enormity it plays in the actual classroom. It was not until I entered the classroom for observation and then later student teaching that I realized student behavior and effective teaching were not as I remembered from school as a child. I chalked it up to "kids are different these days, kids have lost respect, student’s parents or lack thereof must be to blame and so on"
I soon came to realize it might have less to do with students and more to do with the teacher. These same kids reacted differently for each teacher in their rotation. In watching some truly excellent teachers, their classroom management was effortless, almost a complete none issue. I did not get to witness the first few days of school when these expectations were introduced, but I asked plenty of questions! One aspect I feel TW may have left out is the engaged student approach. My favorite mentor expressed that if I wanted students to behave, I needed to intrigue them. Make each lesson interactive, fresh, and challenging to everyone. Although that is a tall order, I understood her meaning. I feel setting expectations, building relationships on mutual respect, engaged learning, and a child’s natural desire to please will set the tone for a class well managed. Just a side note…..this being my first classroom I am prepared to eat these words if my students eat me alive ;)
As for chapter 4, I took away five main points that I will laminate and read to myself several times a day until it is second nature. 1. Always think before reacting 2. If possible ignore the situation to divert additional attention 3. Wait to address the situation until my emotions are calm 4. Remove the audience and NEVER publicly or privately for that matter shame a child 5. Be consistent; if I say it, mean it.
I feel that classroom management was an understatement and never quite emphasized enough during student teaching. It truly is about knowing your students and their needs. I remember a teacher telling me how many things are handled in a classroom are not always fair. We do not discipline our own personal kids in the same manner, so why would we think that the same approach always fits every student. After reading Chapter 4, students understand between right and wrong, they want the teacher to deal with irresponsible peers in a professional and appropriate manner, they will side with the teacher. I did agree with with all your points on Chapter 4, but I added a couple more points. 1) Go ahead call parents w/o informing the student. 2) Disciplining the class as a group lines them up against the teacher.
Chapter 3 The Power of Expectations/ Expectations must be set at the start of the year and follow them consistently. I totally agree with this statement and follow it in the classroom. I am working on setting fewer rules in class focusing on 3 but expectations set high to encourage my students to reach their potential. I have also seen a shift in what is expected in me. I will continue to have high expectations for myself while consistently setting an example for my students.
Chapter 4 If You Say Something Mean It/ Kristen I agree with you completely. I will also work on the 5 main points posting them where I can have a reminder daily. I also believe , how I handle a situation has more to do with the teacher and not the incident. I loved the way Whitaker related the incident from his own experie
Kristen-Welcome to the wonderful world of teaching! It doesn't matter whether it is your first year or 14th year, we all need to read those 5 points every day. Every year is a new adventure and what worked one year does not necessarily work the next. I have always found that if I follow a basic formula of clear expectations, respect, and consistency (which parallels Ch. 3/4), I can adjust it according to the needs of my students. I truly believe that classroom management is the cornerstone to successful learning.
I really like these two chapters, they explain the approach Mrs. Nye and both use with students here at DCES. It felt good to know someone famous agrees that administrators should build relationships with students in order to prevent negative behavior. I love it, Go Team Whitaker!!!
Establishing clear expectations, and focusing on them throughout the year is key to success in the classroom. We want to keep pointing students back to those expectations, and encourage a positive climate in our classrooms. I particularly like the caption "Smile When You Say That", and the following paragraph. I have never thought that it was very realistic or conducive to a positive atmosphere to appear stoic and harsh to my students-as in "Don't Smile Until Thanksgiving". Why NOT smile and let them know that you truly enjoy getting to know them and teaching them new concepts every day? The adage, "You catch more flies with honey." certainly seems to apply here. :-)
How many times have I heard from teachers that have been teaching for many years, don't let the kids see you smile at least until after Christmas break, otherwise they will eat you alive. On the contrary, I want my students to feel comfortable in the classroom. This falls under the category that you need to be consistent with the expectations you set at the beginning of the year.
"It is people, not programs, that determine the quality of a school." This statement really stuck with me throughout these first two chapters. All too often new programs and ideas interfere with the real task at hand, which is developing trusting relationships with our kids that will allow us to grow them to their full potential. Todd says that great teachers come from many different backgrounds, but have the common denominator of having good rapport with their students. I couldn't agree more! I also liked the point he made that not all teachers should be required to manage their classrooms in the same manner. What works for some won't always work for others. Great book so far!
There were some many gems I took away after reading this book. I am going to share a few of my favorites: 1) Self reflect accurately. 2) Consequences are secondary to expectations. 3) "Stop Thumping"- don't draw attention to undesirable behavior. 4) If we don't smile, there's a chance our students never will. 5) Think before you speak or react. 6) Disciplining class as a group lines them up against the teacher. Deal with misbehaving students individually. ***7) Treat students, parents, and peers with respect, no matter how they behave. 8) Work to engage the student, or change your approach. **9) Effectiveness depends on what we expect of ourselves and not others. 10)If you don't like something, take the high road and express your concerns in a professional manner. 11) Students want their teachers to deal with irresponsible peers with respect. 12) Create a positive atmosphere and treat everyone with respect EVERYDAY.
Just a few more gems that have really highlighted this book. 1) Effective praise must be: authentic, specific, immediate, clean (without any if, and, or but), and private- no teacher's pets. 2) Focus on prevention, not punishment. 3) Give student specific language to apologize. 4) Ignore minor errors. 5) Don't put everyone in the same "fishbowl." 6) Make decisions on what is best for everyone. 7) How do others see you? 8) Have a plan and purpose for everything you do. 9) Reflect on what you can do differently, adjust your plans accordingly. 10) Love your kids (profession), they can tell if you don't. Thanks for all your comments and posts in this book blog. It truly is inspiring to know that we are all in this together.
Excited to get started.
ReplyDeleteAngela McKinnon
Lewisburg Elementart
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ReplyDeleteLooking forward to blogging with everyone!
ReplyDeleteLooking forward to reading the book and blogging this summer!
ReplyDeleteStarted the book and have enjoyed it so far! Excited about this summer read and blogging!
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ReplyDeleteGreat read so far!
ReplyDeleteWow! I have already read the first two chapters and I can't stop. The first two chapters really have some amazing points that are crucial to every teacher, principal, asst. principal even our superintendent.
ReplyDeleteGreat teachers never forget that it is people, NOT programs, that determine the quality of a school.
One of my all time fave quotes!
DeleteYES!! I also love "What matters is not whether they do it, but how appropriately and effectively they do it. All goes back to one thing for me: how we treat others.
DeleteEmily Smith
DCES
This quote also resonated with me! I truly believe when people work together in an uplifting manner it benefits everyone, but especially the students!
DeleteKayla Dearborn
DCES
Angela, this was my favorite quote and my heart leapt when I read it. It is truly all about people!
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ReplyDeleteI'm enjoying this book study so far. Self-reflecting is always a good thing. Outstanding teachers should be able to see things from the student's point of view. Effective teachers know how they come across to others. This is where I am trying to grow as an educator (being honest here). In chapter 2, I have always had a love/hate relationship with assertive discipline. I believe when it is used consistently, it is effective. I ❤ that Todd Whitaker states that: what matters is how appropriately and effectively we use it. I laughed out loud when he used the example of Mr. Lewis hunched over like a leprechaun giving checks to a student asking "... come on! You way another one?"
ReplyDeleteI can't wait to learn more ��
I also giggled at the thought of Mr. Lewis!
DeleteThe quote "hurt people hurt people" really hit home. This speaks volumes about behavior and class management. I believe in assertive discipline, but it has to be implemented correctly and the students have to understand from day 1 that you discipline out of love to correct an unwanted behavior. I also use a lot of positive reinforcement because kids almost always want to please and be recognized.
ReplyDeleteJennifer, that statement made me think too. A recent experience has me reading and searching this summer for ways to help students that are already hurt when they get to my classroom, hopefully preventing them from hurting others with actions and words.
DeleteJennifer, this quote spoke to me also. I believe that most students really need to know that we do love them and we are here for them.
DeleteJennifer, that same comment made me stop and think too. Trying to figure out how to get back at someone uses up time that could be spent on more positive ways. What I have learned from my past is that negativity can consume you and become harmful to your body. I believe in assertive discipline, as well. I completely agree that discipline should come from a place of love and not revenge or hatred. We all want to build positive, trusting relationships with our students.
DeleteChills... You all are giving me chills!
DeleteI agree with you, Jennifer. I think that whether we are thinking about students or teachers, hurt people DO really tend to hurt people. Some of the children who we teach look to us as a source of stability. I am thinking of a former student who had very limited contact with his mother this past year. More and more, I felt that he looked to me to provide that sense of acceptance, boundaries, and attention that he was not getting at home. He often had to be reminded to be kind to his peers. I think as a result of the hurt that he had felt. He was progressing in this area as the year ended.
DeleteAs adults, we also need to be cognizant of the fact that we do truly set the tone in our classrooms and for the climate of the room through our attitudes. We should be aware that these children look to us as role-models, whether they seem to or not, and make sure that we don't let anger or frustration drift into the situation. If we lose our "cool"-so so speak, that's what we've just modeled for them.
I'm enjoying this summer read so far! One thing that stuck with me from this weeks chapters was the ability to self-reflect. "Those who know how they come across to others and how others receive their behavior work more effectively." I really liked the example about the teacher who stayed inspired and kept her spark even after thirty-eight years of teaching. "This is my thirty-eighth year of teaching fifth grade, but for these students, it's the first time around." I've never thought of it in that way and that example really inspired me! I'm looking forward to continue reading!
ReplyDeleteAmy, I also thought that the example TW gave of the fifth grade teacher was very powerful! This really hit home with me, as I will begin my 25th year of teaching in August! We are so fortunate to be able to look into any classroom in our building for inspiration! I am loving the book so far. It's such an easy, but meaningful, read!
DeleteLove!! I also felt the same way!
DeleteThis stuck out to me too. Whether our first or twenty fifth year, it is their fist year there. They only have one shot and deserve the best from us. Also, we should continue to strive to be the type of teacher that we would want our children, grandchildren, or other family members to have.
DeleteHey, this is Laurie Poppenheimer, 5th grade ELA at Lewisburg. I underlined the same quote that Amy mentioned above. As teachers, we have a unique opportunity to "start over" each year. We always have the benefit of getting a fresh start. It truly is the students' first time around. It can be a special year for them if our attitude is positive. I want to incorporate a fresh outlook, attitude, and energy in my classroom next year. ( Uhhhh, my decorations won't be new!!!!!! Just sayin') But I promise that everything ELSE will be!!
DeleteKristie Busby, SLT, LES. I love this!! Every year is a new year for teachers and students. We should strive to make each year special for each class of students.
DeleteThe first two chapters immediately had me hooked. I highlighted the same quote. Looking at each school year through the students perspective, brought new light to me. I want to strive to make their year special. You never know what kind of lasting impression you will make on each student. We have the privilege to teach and love them for a year of their life. I want them to look back at their elementary school years and remember a positive experience. My oldest daughter,who is a senior, just recently made the comment that some of her best years in school were the years she spent in elementary. So, we can make a lasting impression.
DeleteI love this quote too. I love the way the teacher was focusing on the student's experience and perspective. I believe that view kept her fresh and motivated.
DeleteYes to all of these! How amazing to look back and know the power of your influence.
DeleteI could not agree more! Sometimes as teachers, we can get so caught up in ourselves that we kind of forget that these students have never had the experience of your class before. This year might not be new for us, but it is new for each child that walks through your door. That quote definitely motivated me! We, teachers, are powerful in their lives!
DeleteHello LES and so glad you all have joined the summer blog! I just finished Chapter 1 and 2 and really like this book so far. I like the way TW prepares us for what we are about to read in future chapters..."This book is about who we are...about what we do. Nothing in the following chapters is complicated. Everything described in this book is simple, but it's not always easy." Wow-enough said!
ReplyDeleteI am enjoying my summer reading so far and have read through Chapter 2. One of my favorite things I have read so far actually came from the introduction part of the book. "Effective teaching calls for "people skills," and the best teachers practice those skills every day."
ReplyDeleteThis is SO important. Public relations all day long. :)
DeleteI couldn't agree more! "People skills" are a huge part of our job (day in, day out.) Learning how to effectively "read" our students and communicate appropriately with them is essential to build positive student relationships.-This also applies to parent relationships as well.
DeleteI appreciate and agree with his viewpoint throughout Ch. 2. As teachers, we realize that each child is unique and we differentiate our instruction to meet those needs. So, why are schools and teachers expected to implement a "one size fits all" program? TW is exactly right-programs come and go (some just get recycled). It's like fashion. If you hold on to something long enough, it will eventually come back in style. It may be called by a different name, but the concept remains the same. Instead of a support system, these programs are brought in to "fix" existing problems. Effective teachers using their unique skills will help improve schools.
ReplyDeleteI love your "one size fits all" analogy. There are very few things in life that can be universally applied and be individually effective, especially in a classroom.
DeleteI am excited to be joining the "What Great Teachers Do Differently" book study this summer! I am so fascinated by great teachers and what exactly sets them apart from just doing a job well. As a first year teacher I am very passionate about reaching each child and finding a way to keep them actively engaged. I research daily about new approaches, concepts, techniques, and interesting lessons that others have tried and succeeded with. Todd Whitaker's 1st 2 chapters have already given me a sense of peace that my classroom has the opportunity to be a success based on not what I know, but who I am which ultimately defines what I do. Thank you all in advance for your contributions to these discussions!
ReplyDeleteI'm so glad you are reading this book as a first year teacher! I wish I had read this when I first started out. Like you, I was a sponge trying to soak up knowledge from exemplary teachers. I would identify a teacher I liked and then try to imitate them. I eventually learned that "there is more than one way to skin a cat"! Great teachers are different. They don't all do the exact same things and it's ok. I'm looking forward to finding out in this book how they are similar though. I think TW is on to something because he has found that it goes much deeper than a prescribed program.
DeleteThis was also my first year as a teacher. This year I watched different teachers and learned their ways in the classroom and how they work with other teachers. Todd Whitaker talks about starting each year out like it is your first because to these kids it is their first year with you! I know we will learn so much as new educators reading this book. :)
DeleteWelcome to the best profession ever, Kristen Morris & Mollie Sims! April Dailey, I agree with you! I wish I would have read TW's book my first year. I have many of his books in my professional library. I revisit them often!
DeleteIn these first two chapters, what stuck out to me the most was "They (the best teachers) adapt to change without losing sight of what really matters." and "...effective educators focus on the people, not on the programs." I know that I have been guilty of not adapting to change well. I have been guilty of losing sight of what really matters. I have been guilty of not focusing on the people, but rather on the programs. I'm glad he considers the first step, recognizing the need to improve, to potentially be the hardest because that part seems pretty easy for me. I'm looking forward to what else he has to say! :)
ReplyDelete-Ashley Frain
Ashley, I have to agree with you. Sometimes I lose focus of what really matters and I get "wrapped up in the programs." I am guilty too sometimes. I think that us realizing that is the first step to becoming that great teacher we long to be. By accepting that responsibility, we can improve in our classroom!
Delete- Michelle Heath
Make all decisions based on what is best for students! :)
DeleteAs a product of the "open classroom", I was thrilled and amazed to learn where that concept originated! I attended Horn Lake Elementary School in the 70's and our classrooms had no walls. We were in a pod of four classrooms in one large room separated by free-standing chalkboards and cubbies. You can imagine as a teacher and a student how distracting it was. Some teachers were "yellers" and disrupted everyone. . . and what about the poor students with ADHD! Even as a child, I remember the negative talk that accompanied the open classroom concept. Even so, there were some excellent teachers who made learning happen in this environment.
ReplyDeleteI'm not surprised by how this concept was born because I've seen it many times - watch what the good teachers do and make everyone do what they are doing. Sounds valid, but it doesn't usually work. I'm so glad that TW has written this book to help everyone understand what I have suspected, it's not "what" good teachers do, but "who" they are and how they can make virtually any program a tool to effectively teach children. Good teachers inherently know how to get the job done, sometimes in spite of the programs they are forced to implement.
~April Dailey
April, I was in an open classroom too! It started off being a distraction, but my teacher always had a way to keep our attention on her. I can only imagine how hard that was for the teachers.
DeleteThe open classroom reminded me of one of my student teaching observations that I had to do at an over crowded elementary school. They had taken a large he room and 4 teachers had to share it and when I first walked in my thought was how could anyone possibly be learning anything. The 4 awesome teachers I had the privilege of observing the rest of the semester changed my mind quickly. I did realize though that not just anyone could have made this space work. It took a group of 4 excellent teachers that were wiling to do what it took to make these students have a successful year no matter what type of space they were given.
DeleteAre you all wanting me to knock out a few walls? ;)
DeleteMy very first year of teaching I taught in an open classroom in a Memphis City school. I am so thankful for that experience because I learned so much that year! The teacher that I shared a space with was phenomenal.
DeleteCHAPTER 1 REFLECTION: #growth That's what comes to my mind after only reading the 1st chapter. I must spill my guts chapter by chapter, or my posts may overtake the page. Ha! I have turned into a true nerd with professional reading over the years, and I LOVE hearing what others have to say.
ReplyDeleteOver the last few years, I have truly found the benefits of professional reading. Thanks to the encouragement from my administrators. They have pushed me beyond my comfort zone. This is what it takes to improve and grow. This will be my 11th year as a teacher. I have witnessed more successes from myself and coworkers when we swallow our pride and take that "uncomfortable step". Sitting back and becoming stale and "comfortable" while repeating this year after year does not contribute to the "what we do and how we get better mentality," like Whitaker states.
I love the way Whitaker comes right out and states that, "Educators who want to promote good teaching find value in examining what effective teachers do that others teachers do not." To me, finding value means to find what's effective and to see this as a positive thing while perhaps trying to implement these instead of taking offense. I believe that sometimes when we look at what effective teachers do that we tend to feel intimated and take offense and may even see them as "too good for us". We all have done this. We run with this mindset back to our comfort zone and continue to settle in our bitterness. I know that Whitaker wants us to see beyond this for the sake of the students. "Those who know how they come across to others and how others receive their behavior work more effectively." The best teachers..."adapt to change without losing sight of what really matters." We must swallow our pride, take that leap of faith, reach out to those effective teachers. This means stepping out of our comfort zones to find what we can do better! #growth #collaboration #transparency #biggirlpanties
~Holly Engberg (LES, 5th grade teacher)
I need the fb love button for this one, Holly. :)
DeleteLove, love this!!
DeleteWell put Holly!
DeleteJanet
Holly you are truly a representation if a teacher that is not afraid to try something different to meet your students' needs.
DeleteWishing there was a like button!!!
Delete#AMEN #ROCKON
DeleteVery well said! #onpoint
DeleteSo many quotes and statements have stood out in the first two chapters. Todd Whitaker talks about finding what effective teachers do that other teachers do not. I know that I, especially in my student teaching and first year, would just look around and observe other teachers in order to see what sets them apart. I am not referring to the showy projects. I am referring to their attitudes, how they work with others, and the little things they did to make a big difference. I studied them, and still do study them. I am certain that this helps me grow.
ReplyDeleteJust as I observe other teachers, I need to observe my students. I need to be able to identify if what I am doing in the classroom isn't working and hold myself accountable for their learning, not a program (because that will change). I also have to be sure that I'm doing my part to uphold the quality of our school. The perspective is important.
The first two chapters have been very applicable. Identifying strengths and weaknesses help me grow, and that's the whole goal. :)
True reflection in all areas of life is worth the time. KH ~ you are great at finding the positive in all situations. This is contagious and I have loved learning from you!
DeleteWelcome to the Blog, I have enjoyed reading your insights and feel like I am getting to know each of you already as I read and learn from what you share. My favorite quote from the first two chapters has to be, "Outstanding educators know that if a school has great teachers, it is a great school. Teachers are a school's keystone of greatness". As a principal I know without a doubt that teachers are the heart and soul of a school. They are the difference makers, they have influence that reaches beyond the present and into the future. What an awesome responsibility and honor.
ReplyDeleteThank you so much for inviting LES to join in this study and blog experience. I have always loved the professional conversations I have had with you, so I am so pumped about connecting our awesome teachers.
DeleteMrs. Nye & Mrs. Samples - what a great idea this was! It's awesome to get to know and learn from teachers in other buildings!! We are all in this together!
DeleteChange is a good thing if the change begins in you. In chapter 2 Mr. Whitaker remind us that the people not the program's make the difference. It's not what I do, it is how I do it.
ReplyDeleteI love this book study and being able to talk to and read comments that are so transparent. Without repeating all of the comments above, I really like how Todd Whitaker ends Chapter 1. He is describing the phenomenal teacher. "Her spark and energy never gave out. One day I asked her how she managed to stay inspired. She replied, "This is my 38th year of teaching 5th grade, but for these students, it's the first time around." -she brought her people skills-to bear on new experiences every day, and her students reaped the rewards." This is why it is important to remember "It's people and not the program",continue to grow professionally together, and leave this legacy behind. I look forward to more summer reading together!!!
ReplyDeleteI loved the description Whitaker gave of the phenomenal teacher and the quote the teacher gave about how she managed to stay inspired. It is so easy to get bogged down with curriculum, tests, basically checking things off of a never-ending list. It is easy to lose sight of why we do what we do. I am looking forward to the opportunity to learn through this book and sort of recharge for August!
DeleteHello. My name is Yolanda Flie. This will be my 7th year of teaching beginning in August at DCES. That quote struck a nerve for me too. It made me rethink my student's perspectives. I believe I have done a pretty good job of gauging what my students needed from the beginning of the year, but I'll be honest it can be easy to fall into doing some things the same way because that's how it has always been done or I limit an experience because I've taught a standard a skill so many times before it's not necessary to do it differently because it is easier for me.
DeleteThat statement was a light bulb moment. I do try to reflect and think how I can do somethings better each year, but I also need to remember what I have "always" done is new to them so I shouldn't short change their experiences just because it's old habit for me. The statement the teacher made with 38 years of experience was a reminder that each year is a new year in fourth grade for my student. I should not short Chang's them in any way.
I drew a HUGE exclamation mark in the margin next to this teacher's quote! TW says the 38 year veteran teacher "brought her people skills to bear on new experiences every day..." A GREAT reminder that every day is different and those students bring a new set of circumstances with them each day! It's up to us as effective educators to rally and use our "people skills" so that our students experience success in academics AND life every day! :)
DeleteChills... I am getting more chills reading all of these awesome posts.
DeleteHello Everyone! My name is Emily Douglas from DCES. I have read some interesting post up to this point.
ReplyDeleteI just finished the second chapter earlier today,and many of the same things mentioned above are the very things that stood out to me as well.
In chapter two the one thing that stands out the most is, "It's Not What You Do,It's How You Do It." This statement rings truth in so many ways,but it is beyond just programs to me.I can teach my precious little heart out ALL day long,but if their is no heart in what I am doing then it will never be effective no matter what is implemented within the four walls I teach in.
How we connect with our students makes a world of difference. Educators must start by seeing these students as people that are not a level on a test there to be programmed by a program in hopes that it helps them to receive proficient or advanced on an academic test.
They are kids that want us to notice them and all their many talents in a world that so often overlooks them and an education system that at times appears to only see them as minimal,proficient,or advanced.
Emily Douglas
Well said, Mrs. Douglas!
DeleteSo true, Emily! I feel if we don't establish strong relationships with our kids from the beginning that it won't matter how well we know and teach our curriculum.
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ReplyDeleteCHAPTER 2 REFLECTION: #accountability
ReplyDeleteTo me, this chapter indefinitely points us in the direction of self reflection/evaluations and their importance. Identifying our strengths, weaknesses, and setting goals for ourselves each year as teachers should be priority. How effective are we? "It's people, not programs." Programs should be used as tools to guide our instruction, and we should adjust based on our students' needs. This shouldn't look the same for every classroom. Teachers and students have individual strengths and weaknesses. Comparing classrooms is like comparing apples to oranges. From the environment, the meaningful activities, to the expectations, our end goals are still the same. I am very grateful to work in a school where this is encouraged. No matter what program I am given, I trust the fact that this is what our county believes is best for students at the time. I appreciate this. However, I also know that I have the freedom to take this curriculum and weave it into what works for my students. That is my job. I am grateful for the opportunity to have the multiple resources available as well as a chance to share what is working and what is not when it comes to curriculum. Having an open mind and using common sense are valuable assets in education. I'm grateful for #teamDCS and what this means for our county and more importantly our students. One of my favorite quotes is "We must always remember that as teachers, we teach kids first, content second. No connection, no content." #doyouknowyourstudents Building relationships with students out trumps programs any day! We teach more than academics. :)
YES, Holly! We teach kids first! Loved that! Building that sense of community within the classroom is so vital to the school year!
DeleteI couldn't agree with you more, Holly! We do teach kids first, and getting to know our students is so vitally important. When we know our students, we can use our knowledge of a program and adjust it based on what our students need! This definitely hits home with me!
Delete"I am grateful for the opportunity to have the multiple resources available as well as a chance to share what is working and what is not when it comes to curriculum. Having an open mind and using common sense are valuable assets in education."
DeleteHolly ~ You have no idea how happy this quote makes me. I had an email conversation recently with a Professor from ASU. Something she "said" had really stuck with me. She said, "Everything in education starts out with great intentions, but these get lost in the realities of the classroom." This is where what you have said is extremely important. Thank you!
Thank you Mrs. Samples, I liked your reply about having an open mind and using common sense as an asset. Sometimes people overlook the obvious and slide away from common sense when working in education. Remember we work with people who have emotions and feelings, not programs. In Chpt. 2, "Educators must be equally aware that faculty members also vary in their individual abilities and approaches." We are not cookie cutter teachers.
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ReplyDeleteWow, I really enjoy the first two chapters of the book. I hope the rest of the book is as good as the beginning. As a teacher and a principal I have always felt that teachers are the heart of any school. I'm glad to see that Mr. Whitaker agrees with me, great minds right (smile). I enjoyed the quotes a lot. My favorites one is "It is never about programs; it is always about people". A good leader always tries his/her best to surround themselves with great people. If they are smart they will. TTYL!
ReplyDeleteI agree it's not about the programs but about the teachers. In eleven years I've seen many Mr. Lewis and Mrs. Hamiltons. The Mrs. Hamiltons are always much more enjoyable to be around. Also the Mrs. Hamiltons still have energy at the end of the day :)
DeleteThumbs up Mr. Brown!
ReplyDeleteI just have to comment on the introduction too! LOVED that TW wrote, "Learning can happen in isolation; teaching happens between people." Really made me reflect on the whole "gradual release of responsibility" idea. Our students are truly taught SO MUCH from small group settings and of course 1:1 conferencing. A great reminder that our jobs should focus on not only building our own "people skills", but helping our students build their people skills as well! After all, that's when we'll really see the "teaching" taking place!
ReplyDeleteJust like with this book... We can all read to learn individually, but look how much I am learning from reading all of the commentary from great teachers. :)
DeleteSo true, girls! If our students aren't taught "people skills", how will they use everything else that we've taught them?
DeleteI have learned so much from reading other great effective teachers' posts, as well. As a 5th grade teacher, I believe teaching those "people skills", or as I so many times put it "life lessons" is much a part of the education as reading, writing, and math.
DeleteAt the end of chapter two, TW sums it all up: "Great teachers never forget that it is people, not programs, that determine the quality of a school." Programs, such as the open-classroom and assertive discipline, have their place and can be effective in some classrooms, but I love that TW says that "faculty members also vary in their individual abilities and approaches." What works for Mrs. A in fourth grade may not work for Mrs. B in third grade. What has worked for Mrs. A for years may need to change with her students. Programs come and go (and sometimes come back again), but the quality of the school resides on the teachers, not the programs. As an educator, I always want to learn professionally, and I am constantly trying to improve. This book seems like just the tool to give me a recharge for next year. Even though I've been teaching for 12 years, this will be the first time around for my students! (I LOVE that mindset!)
ReplyDeleteI too have enjoyed the first two chapters of this book. In a time when it seems we can get overwhelmed by mandates and legislative concerns and all that goes with that, it is a great reminder that we are here for people. Near the end of Ch. 1, TW basically states that if we fail to know our students, then the amount of knowledge we have is irrelevant. We have to be able to relate to them and try to see things from their perspective. I wanted to cheer out loud in Ch. 2 when I read, "It's people, not programs." This Fall, I will begin my 23rd year in education as both a teacher and counselor. Many programs have come and gone during that time. Teachers and students are the constant. It's okay (even necessary) for us to put our own twist on things and do what is needed to relate to our students or a particular student, at that time. I get so excited about a new school year each year. The example of the 5th grade teacher is a good reminder for me of the importance of keeping that excitement all year long. Even in February (how can such a short month be so long) and in May!
ReplyDeleteI am always excited about what the new school year brings. It is up to us to bring the positive atmosphere, model self control, break out of the "norm", effectively praise students and peers, and think before we react. Change comes when we our selves become uncomfortable.
DeleteHello future colleagues! My name is De'Ashley Rainey and I will be beginning my teaching career this fall at Desoto Central Elementary School. I am unexplainably excited, nervous, anxious, and thankful to be among such reflective and supportive teachers in DCS. So far, I am enjoying the book and I must admit that I've already read more than I should've. I've enjoyed reading everyone's posts and have been absorbing every bit of you all's experiences and advice. Although I have not had any time in the classroom as a teacher (only student teaching), I feel that I am already learning and growing with you all's help. I know that it will take time to get where I really want to be in the field, but from what I'm reading, I feel confident in knowing that I can always go to a colleague for advice or anything I may need. As Whitaker said in the first chapter, "...although we might not agree with everything in the best essay, we can still learn from it. At the very least, we would probably see some new ideas that we could build on." I agree with a lot of the posts that I've read thus far and want to thank Mrs. Nye for extending the invitation to me in participating in this book study. Lastly, I want to say that Whitaker was right when he mentioned that educators who want to promote good teaching find value in examining what effective teachers do that other teachers do not. I feel like this summer blog is advantageous to me, especially being a first-year teacher and am excited to grow and learn from Whitaker and the great teachers and administrators at DCES and LES.
ReplyDeleteWelcome to the teaching profession! :)
DeleteMs.Rainey we are thrilled to have you at DCES!
DeleteYou will be so glad you had this book (and commentary) as a reference throughout your first year of teaching! I was telling another new teacher the other day that so many people warn you about the "first year" hardships! On the contrary, I had a wonderful experience and my first year was very sweet. And-it has only gotten better each year! Best of luck to you as we prepare for a new year!
DeleteMs. Rainey, we are excited to have you at DCES! I started here right out of college too. Every year I learn something new, and it helps me to change the way I think about teaching. Have fun! You will love it here.
DeleteWe are so glad to have you at DCES this year, better yet on 5th grade hall. Woo Hoo! I remember my first year, which wasn't long ago, I gained a wealth of knowledge from my peers. As I began reading the book, the one thing I got out of the first chapter was to challenge myself to self reflect accurately and be eager to always learn a better way. Can I do a better job? If you need anything this year, my door is always open. Have a great first year!
DeleteI am really enjoying Mr. Whitaker's philosophy so far and looking forward to delving deeper. While I have identified with so many of the things I have read mentioned here already, I also couldn't help but notice how his theory that watching/observing great teachers is so much more beneficial to us than watching poor teachers mirrors what we have been moving toward in our classrooms over the last couple of years. (And if someone has commented on this and I missed it, I apologize!) I just loved reading his position on this issue and thinking that if this is best practice for us (which I believe it is), then moving toward teaching methods such as mentor sentences/Jeff Anderson, close reading, and gradual release of responsibility through discussions, examples, group work, and partner work must be better for our students than just giving them worksheets of grammatically incorrect sentences to fix and random assignments to complete independently. It was quite an eye-opener to me because, while watching poor teaching methods may reinforce what we already know, being subjected to them as a student is so much more damaging!
ReplyDeleteWith that being said, I will say that it has been my experience that there are some things that are difficult to really learn (and internalize) without actual observation. For example, I was told throughout all of my educational training that you shouldn't ever be sarcastic to a student, and of course I agree wholeheartedly. I thought I knew that until the first time I was in a classroom and experienced a teacher being sarcastic to a child. I will never forget how nasty and belittling it felt, and I REALLY learned that lesson on the day it went from a concept to a reality. So, I guess I am saying that I feel like there are some instances where we can learn what not to do - maybe by seeing someone doing something that you have done without realizing the effect it could have on your students? I personally thought my laid back attitude was conducive to a comfortable learning environment for my class until one of my students reflected that there had been times when it was hard for him to concentrate. Maybe if I had learned from observing other less structured classrooms I would have realized that certain students need that structure to cut down on distractions and enhance their ability to focus...
Just looking at both sides - I definitely think we get more out of learning from and observing the great ones. And, as Whitaker says, we owe it to our students to remember why we do what we do and treat each year like not only their first, but our first (at least with regard to energy and enthusiasm ;) Love that concept!!!
P.S. Welcome to DCS, Deashley!
Great job at looking at both sides!
DeleteErin, You are right when it comes to learning from both sides of our peers. I have learned just as much for those effective teachers as I have from those who were not as experienced. I love the peer observations at our school,I have gained a wealth of knowledge.
DeleteBefore I was a school counselor, I was a behavior tech traveling from school to school across the county. I can remember seeing the SAME programs in almost all special education rooms producing very different results. A volume chart, a visual schedule, a sensory break room were as lovely from one school to the next. In one school, there was smooth sailing. My next stop was a struggle. In Chapter 2, T. W. says, "Assertive discipline was not the problem; Mr. Lewis was the problem." The way the programs were implemented by who was implementing them made all of the difference.
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DeleteHello Everyone! Glad to blog with you all this summer as we dig in to our reading:)
ReplyDeleteThere were many statements I underlined, circled, and highlighted-along with margin notes! However, one statement really stuck with me:
"One challenge in any profession is the ability to self-reflect accurately. Those who know how they come across to others and how others receive their behavior work more effectively."
And later on in the next paragraph:
"In my experience, many ineffective teachers also think they are doing a good job."
#woah This really made me look in the "mirror" at myself as to how I may come across as a teacher to my students and colleague. I want to always be someone who is positive and helpful, someone who will encourage learning and growth. This is especially true with our students. They need to know we all make mistakes- it's a vital part of learning. I have really tried to step away from the mindset that "the teacher knows it all." We are all learners together, and I want my classroom atmosphere to foster that attitude.
This chapter, How To Accurately Self Reflect, many teachers are lacking including myself. What part of a lesson or learning can we truly cut and/ or add to in order to improve us as teachers. On page 83 of Chapter 14, One way of reflecting on our teaching practices is to look at why we do what we do. "What is our purpose?" This purpose is what should always be best for our students.
DeleteI couldn't agree more. I have loved reading everyone's comments, as well as the book. There is so much to learn and the whole summer to do it. Your attitude and demeanor is contagious, and I am thankful to have you next door!
ReplyDeleteI'm getting a late start on the book because I went on vacation the day we got out of school and forgot my book at home. I'm enjoying it so far. In chapter 1, Todd says "Educators who want to promote good teaching find value in examining what effective teachers do that other teachers do not. I found this true even more this year because of the mandatory teacher observations we do. I observed a wonderful 5th grade writing teacher this year. If only I could sit in her class one or two years to learn more and more. Anyways, this is what I thought about when I saw this quote.
ReplyDeleteI understand about getting a late start. I will be starting my third year teaching this year and this has been one of the best tools for me, peer observations. How do 'more seasoned', effective teachers handle time and classroom management, lesson planning, and peer collaboration? I can't wait to be able to do more observations in other teachers classrooms this year to see how I can improve in my own class.:)
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DeleteI LOVE the peer observations too! I enjoyed seeing the different aspects and teaching methods of other colleagues. It's a great way to get new ideas, and it's also a big help if your struggling with teaching a certain objective/skill. Leslie, I may need to know of this said writing teacher :) I'm always looking for new ideas in writing!
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ReplyDeleteHello! Chapter 3 and 4 have once again articulated many of the same observations I have seen in my last few years of study. I have spent many of nights pondering and worrying how I will approach classroom management. In college, I felt like the subject was very glossed over and at best was taught minimizing the true enormity it plays in the actual classroom. It was not until I entered the classroom for observation and then later student teaching that I realized student behavior and effective teaching were not as I remembered from school as a child. I chalked it up to "kids are different these days, kids have lost respect, student’s parents or lack thereof must be to blame and so on"
I soon came to realize it might have less to do with students and more to do with the teacher. These same kids reacted differently for each teacher in their rotation. In watching some truly excellent teachers, their classroom management was effortless, almost a complete none issue. I did not get to witness the first few days of school when these expectations were introduced, but I asked plenty of questions! One aspect I feel TW may have left out is the engaged student approach. My favorite mentor expressed that if I wanted students to behave, I needed to intrigue them. Make each lesson interactive, fresh, and challenging to everyone. Although that is a tall order, I understood her meaning. I feel setting expectations, building relationships on mutual respect, engaged learning, and a child’s natural desire to please will set the tone for a class well managed. Just a side note…..this being my first classroom I am prepared to eat these words if my students eat me alive ;)
As for chapter 4, I took away five main points that I will laminate and read to myself several times a day until it is second nature. 1. Always think before reacting 2. If possible ignore the situation to divert additional attention 3. Wait to address the situation until my emotions are calm 4. Remove the audience and NEVER publicly or privately for that matter shame a child 5. Be consistent; if I say it, mean it.
I feel that classroom management was an understatement and never quite emphasized enough during student teaching. It truly is about knowing your students and their needs. I remember a teacher telling me how many things are handled in a classroom are not always fair. We do not discipline our own personal kids in the same manner, so why would we think that the same approach always fits every student. After reading Chapter 4, students understand between right and wrong, they want the teacher to deal with irresponsible peers in a professional and appropriate manner, they will side with the teacher. I did agree with with all your points on Chapter 4, but I added a couple more points. 1) Go ahead call parents w/o informing the student. 2) Disciplining the class as a group lines them up against the teacher.
DeleteChapter 3 The Power of Expectations/ Expectations must be set at the start of the year and follow them consistently. I totally agree with this statement and follow it in the classroom. I am working on setting fewer rules in class focusing on 3 but expectations set high to encourage my students to reach their potential. I have also seen a shift in what is expected in me. I will continue to have high expectations for myself while consistently setting an example for my students.
ReplyDeleteChapter 4 If You Say Something Mean It/ Kristen I agree with you completely. I will also work on the 5 main points posting them where I can have a reminder daily. I also believe , how I handle a situation has more to do with the teacher and not the incident. I loved the way Whitaker related the incident from his own experie
ReplyDeleteKristen-Welcome to the wonderful world of teaching! It doesn't matter whether it is your first year or 14th year, we all need to read those 5 points every day. Every year is a new adventure and what worked one year does not necessarily work the next. I have always found that if I follow a basic formula of clear expectations, respect, and consistency (which parallels Ch. 3/4), I can adjust it according to the needs of my students.
ReplyDeleteI truly believe that classroom management is the cornerstone to successful learning.
I really like these two chapters, they explain the approach Mrs. Nye and both use with students here at DCES. It felt good to know someone famous agrees that administrators should build relationships with students in order to prevent negative behavior. I love it, Go Team Whitaker!!!
ReplyDeleteEstablishing clear expectations, and focusing on them throughout the year is key to success in the classroom. We want to keep pointing students back to those expectations, and encourage a positive climate in our classrooms. I particularly like the caption "Smile When You Say That", and the following paragraph. I have never thought that it was very realistic or conducive to a positive atmosphere to appear stoic and harsh to my students-as in "Don't Smile Until Thanksgiving". Why NOT smile and let them know that you truly enjoy getting to know them and teaching them new concepts every day? The adage, "You catch more flies with honey." certainly seems to apply here. :-)
ReplyDeleteHow many times have I heard from teachers that have been teaching for many years, don't let the kids see you smile at least until after Christmas break, otherwise they will eat you alive. On the contrary, I want my students to feel comfortable in the classroom. This falls under the category that you need to be consistent with the expectations you set at the beginning of the year.
Delete"It is people, not programs, that determine the quality of a school." This statement really stuck with me throughout these first two chapters. All too often new programs and ideas interfere with the real task at hand, which is developing trusting relationships with our kids that will allow us to grow them to their full potential. Todd says that great teachers come from many different backgrounds, but have the common denominator of having good rapport with their students. I couldn't agree more! I also liked the point he made that not all teachers should be required to manage their classrooms in the same manner. What works for some won't always work for others. Great book so far!
ReplyDeleteThere were some many gems I took away after reading this book. I am going to share a few of my favorites: 1) Self reflect accurately. 2) Consequences are secondary to expectations. 3) "Stop Thumping"- don't draw attention to undesirable behavior. 4) If we don't smile, there's a chance our students never will. 5) Think before you speak or react. 6) Disciplining class as a group lines them up against the teacher. Deal with misbehaving students individually. ***7) Treat students, parents, and peers with respect, no matter how they behave. 8) Work to engage the student, or change your approach. **9) Effectiveness depends on what we expect of ourselves and not others. 10)If you don't like something, take the high road and express your concerns in a professional manner. 11) Students want their teachers to deal with irresponsible peers with respect. 12) Create a positive atmosphere and treat everyone with respect EVERYDAY.
ReplyDeleteJust a few more gems that have really highlighted this book. 1) Effective praise must be: authentic, specific, immediate, clean (without any if, and, or but), and private- no teacher's pets. 2) Focus on prevention, not punishment. 3) Give student specific language to apologize. 4) Ignore minor errors. 5) Don't put everyone in the same "fishbowl." 6) Make decisions on what is best for everyone. 7) How do others see you? 8) Have a plan and purpose for everything you do. 9) Reflect on what you can do differently, adjust your plans accordingly. 10) Love your kids (profession), they can tell if you don't. Thanks for all your comments and posts in this book blog. It truly is inspiring to know that we are all in this together.
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