Everything is Progress

 Everything is progress. 

 

Each day we can take our students one step further in their learning if we ourselves commit to taking  a step out of our own comfort zones of teaching.  The best teachers are avid learners who find no satisfaction in the status quo.  Great teachers plan for the best and strategize for the issues that inevitably present.  They are willing to try things and understand that every problem that arises has a solution.  We just need to find it.   And the first step to finding those solutions is careful planning.   

 

Vow to make every day in your classroom an opportunity to take your students a step further.  It’s not just post professional development or after reading a great new book that you can stretch the boundaries.  There are little steps you can take any day for any lesson that will increase your teaching satisfaction and student learning. 

 

Make sure the tasks you have lined up for the day have a reasonable chance to be completed.  Be intentional about creating an environment where concentration is entirely possible.  Clearly state your goals for the lesson and vow to make feedback relevant by being timely and immediate.  Use community building rituals to ease outside worries or concerns so students can focus on the business of school.  Attention to these seemingly small acts have maximum payoff to the teaching and learning in your classroom and are well worth the time to plan for them. 

 

Astrophysicists say that the universe is always expanding, and you, my teacher friends, and your students, are part of our universe.  So, plan well and let that learning expansion begin.  

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Training Spotlight

1st-3rd grade educators worked together to learn engaging ways to develop number sense. Students will develop fact fluency while playing games that use their number sense strategies. By learning their facts in this way, students are not merely memorizing, but rather learning to work with numbers flexibly.  “Low achievers are often low achievers not because they know less but because they don’t use numbers flexibly – they have been set on the wrong path, often from an early age, of trying to memorize methods instead of interacting with numbers flexibly.” Jo Boaler,  Stanford University, 2009

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April 8, 2019

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