Browsing Tag

Coach

Empower Learning featured Luminous Culture

Transformational Teaching Catalyzes the Classroom

The little blond girl, with her heart pounding, worked at a rapid pace to complete the double digit addition problems. She had been absent for the past two days, and didn’t grasp how to add double digits and suppressed the feeling to ask for help as she didn’t trust how her teacher would respond. Prior to being absent, her teacher had only taught how to add single digits. Upon her return to school, her teacher didn’t seize the opportunity to review or catch her up to pace.

As she furiously worked, the little girl felt her teacher move beside her. She hunched over her work, fearful that others would see that she didn’t grasp the concept. The teacher briskly picked up the little girl’s worksheet, and scrutinized the work with eyebrows raised. She circled the completed, yet incorrect problems in her bright red pen and then in an exasperated tone said, “you need to work harder to figure this out.” Work harder? Her stomach felt like it was in knots. She was just 6 years old and this was the beginning of many years to come of struggling with math due to not grasping the why behind the process.

That little girl was me. I share this story with you because I vividly remember how irrelevant school felt at times and how much anxiety it caused me, even in first grade, especially as I struggled to grasp math concepts. There’s a huge difference between allowing students to struggle to the point of frustration compared to engaging them in the process of a productive struggle. What I really needed was a transformational teacher who understood my needs.

Transformational teachers are strategic at providing students with opportunities to grapple with problems in a productive struggle. They ensure tools are accessible to students, and they intentionally scaffold skills to allow learners to construct meaning and develop deep conceptual understanding. Personally, it’s important for me today, just as it was when I was younger, to understand why we are doing what we were doing. Transformational teachers place an emphasis on fostering a culture that prioritizes the process of learning and developing critical thinking skills in students as opposed to merely memorizing facts. In reflecting on my memory from first grade I recognize that my learning situation would have been vastly different if my teacher had embraced the transformational teaching methods listed below.

Transformational Teaching Methods:

  • Provide students with access to manipulatives and other tools to support their learning.
  • Serve as a coach to students as you engage them in inquiry based teaching.
  • Strategically scaffold collaborative conversation strategies with students so that they can  dissect the process with their peers rather than solely partnering up to complete work.
  • Demonstrate empathy for students and listen with understanding when working with students.
  • Foster rich relationships with students to establish trust and serve as a catalyst for risk taking.
  • Craft hands-on learning experiences for students.

While I’ve been blessed to have numerous teachers positively impact who I am today, one stands out in particular. My seventh grade social studies teacher, Mr. Merritt, demonstrated the behaviors of a transformational teacher. He made the curriculum come to life when it came to the way he taught and how he facilitated our interactions with peers. Mr. Merritt embraced a constructivist approach. Constructivist pedagogy consists of teachers facilitating hands-on learning where students construct understanding and meaning from their experiences. Mr. Merrit immersed us in a culture that valued meaningful conversations around thought provoking topics and events. Rather than simply transmitting information to us to regurgitate later, he was an artist when it came to how he cognitively engaged us to analyze, synthesize, defend alternative perspectives and reference background knowledge. As students, we were provided choice to demonstrate our understanding of the content.

Being a transformational teacher means supporting students to take ownership over their learning and becoming invested in the process. As educators, how do we teach the skills that lead students to seek ways to further their learning without constantly holding a carrot out in front of them?

Transformational Teachers Support Students To Thrive By:

  • Fostering a collaborative classroom community through experiential community building protocols and debriefing the process, interactions between peers and emotions.
  • Developing a candescent culture of Ignite Your S.H.I.N.E.® where students learn to embrace one another’s strengths and support each other using strategies modeled by their teacher when their peers struggle.
  • Empowering student voice and providing choice in how students learn as well as demonstrate their understanding.
  • Collaborating with colleagues to create dynamic learning experiences using backwards design such as the Understanding by Design Framework.
  • Scaffolding learning of developing skill sets to engage in productive struggle.
  • Involving students in understanding the content standards and learning outcomes in addition to involving them in goal setting and reflection.
  • Infusing technology in a purposeful way to deepen the learning experience and amplify student voice along with enhancing the 4Cs of learning (creation, communication, collaboration, and critical thinking).
  • Embedding the Habits of Mind to support learners to listen with understanding and empathy and take responsible risks, to name a few.
  • Utilizing the feedback loop as it allows learners to grow uniquely based on their specific needs and continuously refine their learning and work.
  • Incorporating the Visible Learning Research by John Hattie daily to maximize student growth.

As an educator, I didn’t start out as a transformational teacher. Each year I layered new strategies by immersing myself in reading educational articles and books to grow. I’m also fortunate to work with a phenomenal team in my elementary school as we share best practices with one another and collaboratively plan. Connecting on Twitter and developing a professional learning network with educators around the world continues to challenge my thinking and provides me with new resources and ideas. I’m deeply passionate about teaching and learning, and learning alongside others fuels me! Transformational teachers exemplify the qualities of what we desire for our students; they continually learn in effort to grow and they embrace change.

It may surprise you that when I was in college I never imagined that I’d become a teacher. While I had some outstanding teachers, I left school thinking that teaching was not for me based on some of my negative experiences. I couldn’t see myself standing and delivering content. My passions included anything that I could integrate creativity, imagination, wonder and awe into. I’ve always been fascinated by psychology and how the brain works too. One day, as I attended a child psychology class, I had an epiphany. While I can’t recall exactly what triggered it, it was at that moment I realized that I could be the change. I could go into education and be the difference by bringing wonder and awe to the forefront. I wanted to shake things up by channeling Mr. Merrit’s transformational teaching methods, and invigorate a true love of learning within students. I yearned to go into education because teachers have the potential to change the world. Sure, that may sound idealistic, but I think we need people who believe it with all their heart. In the end, we can!

wings

Transformational teachers grasp that they have immense impact when they provide students with the tools to be successful and become invested in their own learning, with trust and relationships as the cornerstone of classroom culture. As a teacher myself, I want every kid to leave my class knowing they are loved and respected. My goal is to support them in feeling confident that they can apply their skill sets to new situations. That’s different than purely wanting students to have content under their belt to be prepared for the next grade level. Transformational teaching is all about teachers being masterful in their planning, delivery and facilitation of learning within a culture where students engage in metacognition and create, imagine and innovate. Furthermore, transformational teachers infuse opportunities for students to explore their passions whether it’s through integrating coding, robotics, makerspace or passion projects. I find that when we make learning relevant along with blending students’ interests into what we do in the classroom, they begin to make the connection that learning is beyond just the core subjects. Additionally, it triggers true comprehension of how individuals vary in their strengths, and promotes every student to feel increased confidence.

Being able to observe the whole child grow, drives me to continually reflect and retool my practice. There’s no finality to teaching. I believe that in being a transformational teacher it means that we continuously adjust to the needs of our students, while engaging them in learning that leaves them thirsting for more. Each of us has the potential to be a transformational teacher. Make the commitment to create small shifts in your practice for maximum impact on learners, that will last a lifetime.

Empower Learning Leadership

Entering a New Frontier

Envision learners jubilantly returning from winter break who are eager to connect with peers, staff, and to be empowered as learners. Excitedly they re-enter the learning space while having conversations and greeting others. It’s possible that many learners were still connected with one another, and their teacher through platforms such as Edmodo over break. Remaining connected maintains that sense of family, and keeps conversations flowing so that when reunited as a team they can readily begin to synergize.

How are you setting the stage for the new year with your students? What are your students anticipating returning to? As we enter the new year, consider one shift that you’ll make to ignite students’ passion to learn. Learning is a natural desire, yet when forced or if not engaging, students can shut down and lose their drive to learn. We need to be creating a sense of wonder within our students to foster deeper questioning which promotes innovative thinking. Who are we to teach today’s students, yesterday’s information? What’s comfortable for both teachers and students isn’t necessarily what’s best. In fact, I find that when I am in a place of struggle or discomfort that it’s a blessing because it signals that I’m in a place of growth. When we enter a new frontier it isn’t meant to feel convenient or safe. However, that’s where we need to be for continual improvement. As I consider the shifts I’ve made, I recognize that they’re some of the main reasons my students eagerly anticipate returning to school.
Project Based Learning
I’m wholeheartedly committed to flipping education to move beyond mandated programs. My goal is to immerse students into authentic, relevant, real-world problem solving, and empower students to own the direction of their learning. I’m incredibly fortunate to have been trained and to be provided with ongoing training in PBL by the Buck Institute for Education. Through my journey I’ve noticed that when students develop their own driving questions it propels their research, and they begin to crave learning including the next steps of their project. What I observed this fall exceeded my expectations. In all transparency, our class also hit rough patches. There were times when my students looked to me in search of direction or answers. Similarly, as educators we experienced moments where we had to go back to our training notes as we collaborated to reconsider our process. As a team we hit several moments of discomfort because it was so different than our classic ELA block. While we always utilize best instructional strategies and structures for learning, PBL definitely took us in a whole new direction. For me, it was refreshing. As for the students, it’s evident that they’re more cognitively engaged within PBL. During this winter break they’ve continued researching and posting links for their peers to respond to around their PBL focus on our Edmodo page. The depth of knowledge, success skills, and vocabulary that they have developed is incredible.
Makerspace
When we started, students required reassurance that what they chose to design was their choice. They had to solve problems that arose along the way, but they knew that I was there to support them. Using inquiry as a driving force students worked through many issues. They’re constantly learning how to appropriately interact and converse with peers during challenging times. As our makerspace grows I am devoted to carving out time for students to wonder, explore, and create. Makerspaces provide opportunities for students to create, build prototypes, explore questions, fail and retry, develop critical thinking and problem solving skills, bounce ideas off one another and collaborate on building together. Innovative thinking blossoms in makerspaces.
Innovation Time
Last school year students had opportunities to explore their passions, and share their projects with peers through a variety of presentation methods. This school year I’ll be integrating innovation time more purposefully within the second half of the school year. Sure, students have a lot of choices in class. Within PBL students have ownership over their driving questions, method of presentation, and community contacts. However, I want to extend learning to be increasingly student centered. During the second half of this school year learners will have opportunities to identify and explore their passions with purpose. As I reflect on the first half of the year I feel that beginning with PBL and makerspace has set the stage for students to continue forward into innovation time. They all share a similar philosophy and compliment one another well.
Culture of a Growth Mindset Embedded in Relationships
Fostering and continuously nurturing a culture of a growth mindset embedded in relationships has been one of the biggest factors in allowing PBL, makerspace, and learning in general to be extremely successful. Growth mindset along with relationships is one of the pivotal components that serves as the foundation for all that I work towards. In our learning space you can visibly see and hear that we have a culture of a growth mindset. It’s developed through experiential learning, debriefing, and modeling as well as practicing how to emote through a variety of structures. We also consciously utilize the Habits of Mind and The Leader in Me. During math class students openly share when they’ve made a mistake in order to help their peers learn from what they’ve done. Their peers celebrate them by clapping and making genuine comments. This practice has encouraged students to share out often. Students also use a variety of talk moves to demonstrate that they were either thinking something similar, have something to add on, or new to contribute. All of these simple strategies not only maintain engagement, but also allow students to receive immediate feedback that others are truly listening to them and making connections. Student conversations have developed to be so purposeful that students clarify by asking their team members, “What do you mean by____?” or rephrase by saying, “In other words what you’re saying is_____.” The freedom to make mistakes, question one another, and clear up any misconceptions in a safe environment promotes deeper student learning as they become unguarded and open to risk taking to explore all areas of learning.
Tech as a Tool
Using tech as a tool to foster the four C’s is new for the students who enter my classroom each year, therefore it takes some time to integrate it. This school year students have been exposed to many different types of tech to enhance learning. The tech we’ve utilized has been scaffolded intentionally. We began using tech as formative assessment. Kahoot, Plickers, and Nearpod have been excellent to engage students while also providing quick and accurate feedback for reflection. At the beginning of the year it was messy. Students were unfamiliar with knowing how to login to websites and how to use basic functions on a keyboard. The experience provided me with a wealth of information, and I realized that I needed to back up the instruction more than I had expected. Taking the time to demonstrate, and allowing students opportunities to explore and ask questions made a difference. After working with formative assessment tools, we then picked up Edmodo as a communication and collaboration platform that also allows me to blend learning. Students are now creating and demonstrating their learning using Explain Everything, Prezi, and ThingLink. Once learners grasp how to use tech as a tool, they quickly find ways to integrate it independently and are prepared to choose the appropriate tool when necessary.Coding
While all students participated in the Hour of Code, we as educators cannot just expose students to an hour of code. We need to examine what the needs are of today’s learners. Today’s learners are required to be literate in different ways than yesterday’s learners were expected to be.  Dr. Ryan B. Jackson proposes that coding is the new literacy. I, too, believe that all schools ought to address coding as a significant need in today’s schools.  It’s inspiring to listen to students problem solve as they code, communicate effectively with peers when they hit an obstacle, and the excitement they experience when they overcome barriers.  If you’re tempted to say that this is just one more thing being added in, we need to step back and look at the current job market and contemplate the fact that we don’t know which direction our future will head. Our students are going into a future where many jobs will be newly developed. As educators we need to reevaluate what the greatest needs in our students are, and how we can reshape schools with flexible scheduling and interdisciplinary learning to promote innovative practices.

Enter a New Frontier
As we move forward into the new year we need to support one another as educators, and be fearless in the pursuit of what’s best for students. Yes, it can be uncomfortable to take on new initiatives, but it’s exhilarating too. By crafting a clear vision with a focus that is student centered, you will surely find your footing. Consider how you will enter this new frontier as an advocate for learners. We are the change, together we make the difference.