Are you a worrier or warrior? When it comes to mapping out your instruction, do you plan defensively, conservatively, or are you prepping a shared adventure for you and your students? In most cases, the content is established, the curriculum is set, and the objectives need to be met, but you you get to drive the bus! You are the guide on your students journey, but which tools do you carry?
Are you more equipped for control or adventure? A good marker may be to identify whether more mental energy and preparation is directed toward behavior management versus engagement. Are you creating a moment that students will remember? A good hook can capture attention and engage attention, but can also fall flat if it's clearly just the "ice-breaker."
Here's an example. I have been teaching a frequent greenscreen basics lesson across our district in the past few months. These lessons have been an engaging and effective first entry into classrooms through my coaching role. Teachers have embraced the innovative technology and come up with incredible ways to integrate the chroma-key possibilities across the curriculum. Even though the tech-effect seems like magic, and even though I am a "special" guest or co-teacher, the most dynamic part of the lesson is always the classroom teacher building the model "silly selfie." Students see modeled learning, excitement, flexibility and creativity. How better to promote creativity or engagement than by the classroom teacher modeling?
Actual excitement and shared enthusiasm can frame an activity for success beyond any planned opener that may not authentically connect to the lesson or task ahead. Modeling inspiration, inquiry, and interest is an invitation for students to join in the process. It frames that moment we're trying to capture.
Empowered teaching and learning is not about relinquishing control. Control is a powerful and damaging element to any classroom dynamic. If you are concerned with whether you are winning or losing control, you are already emotionally and professionally misdirected. Students pay the price, through missed opportunity, trust and collaboration. Chasing compliance takes the focus away from teaching and learning, instantly reducing the level of communication, collaboration, and creation.
Are you more equipped for control or adventure? A good marker may be to identify whether more mental energy and preparation is directed toward behavior management versus engagement. Are you creating a moment that students will remember? A good hook can capture attention and engage attention, but can also fall flat if it's clearly just the "ice-breaker."
Here's an example. I have been teaching a frequent greenscreen basics lesson across our district in the past few months. These lessons have been an engaging and effective first entry into classrooms through my coaching role. Teachers have embraced the innovative technology and come up with incredible ways to integrate the chroma-key possibilities across the curriculum. Even though the tech-effect seems like magic, and even though I am a "special" guest or co-teacher, the most dynamic part of the lesson is always the classroom teacher building the model "silly selfie." Students see modeled learning, excitement, flexibility and creativity. How better to promote creativity or engagement than by the classroom teacher modeling?
Actual excitement and shared enthusiasm can frame an activity for success beyond any planned opener that may not authentically connect to the lesson or task ahead. Modeling inspiration, inquiry, and interest is an invitation for students to join in the process. It frames that moment we're trying to capture.
Empowered teaching and learning is not about relinquishing control. Control is a powerful and damaging element to any classroom dynamic. If you are concerned with whether you are winning or losing control, you are already emotionally and professionally misdirected. Students pay the price, through missed opportunity, trust and collaboration. Chasing compliance takes the focus away from teaching and learning, instantly reducing the level of communication, collaboration, and creation.
Yes, STEM challenges and engineering lessons tend to be louder or messier than other times in the day, but sometimes we need to push ourselves (temporarily) beyond our comfort zones, even if that in our environmental comfort. Sometimes a roomful of loud and moving parts can make an administrator's or colleague's hair stand on end, but upon a closer look may reveal higher-order thinking, collaboration and critical-thinking problem solving. We know those magic moments when we see them. Of course the stimulation of such an environment can lead to distraction, but that distraction is far less likely if students are genuinely engaged, emotionally invested, and the task itself is more interesting than the rest of the room.
Is there a trick to avoiding instructional design that's overly influenced by compliance and curriculum obligations? As a younger teacher, I remember watching veteran teachers and wondering how they had it all figured out and how they were able to “manage” it all. As a veteran teacher, I will admit I’m far from having it all figured out. As far as managing, it all has more to do with balancing life’s demands (family, career, daily routines), and my own self-regulation than that of a classroom full of kids.
You can’t support and attend to the needs of 20 others without being grounded yourself. On those out-of-balance days, or those overloaded weeks, having a solid team to turn to, whether it’s a family at home or colleagues in the building can make all the difference, whether they know it or not. Worriers do so in isolation where warriors draw strength from their clan. PLC's , PLN's or even room neighbors can be the steadying force deeded to take the plunge. Sometimes a simple word of encouragement, venting session, or lesson pre-brief or debrief can make all the difference toward feeling ready and charged to create these moments that achieve that magic mix of being memorable, meaningful and measurable. If those 3 elements frame planning and lesson design, student engagement, intention and understanding will be on display.
Author/presenter Dan Ryder (wickeddecentlearning.com) talks about understanding and intention. He writes, blogs and presents on effective design-thinking and mixing problem solving with empathy. I recently went to one of his sessions and was struck by his energy and what it must be like for students who work with him. We all want to make learning visible, and being able to do so in a way that is fun makes it easy to invite students to share their stories, showcase their thinking, but also reflect on failure as part of their personal process.
Worriers won't become warriors overnight. Lots of pieces have to go right along the way, an first steps are always hardest. As I write this post on New Year's Day 2018, my invitation is to take those first steps, break out of the routine, let things get loud, and resolve to evolve!
Happy New Year! -Jed
Here's a taste of Dan Ryder's work-
Author/presenter Dan Ryder (wickeddecentlearning.com) talks about understanding and intention. He writes, blogs and presents on effective design-thinking and mixing problem solving with empathy. I recently went to one of his sessions and was struck by his energy and what it must be like for students who work with him. We all want to make learning visible, and being able to do so in a way that is fun makes it easy to invite students to share their stories, showcase their thinking, but also reflect on failure as part of their personal process.
Worriers won't become warriors overnight. Lots of pieces have to go right along the way, an first steps are always hardest. As I write this post on New Year's Day 2018, my invitation is to take those first steps, break out of the routine, let things get loud, and resolve to evolve!
Happy New Year! -Jed
