Teach Inspire Lead

Formative assessment, discovering what students know about what they are learning during the learning process, or “assessment for learning, not of learning” is not a new concept for educators. Formative assessment has been called “dip sticking” because it is quick and easy, similar to checking the oil in your car. Whichever definition or term you choose to use, the premise is the same. It occurs while students are in your presence and can occur before, during and after instruction. In fact, I assert that the best formative assessment is ongoing throughout the lesson. Just as there are numerous definitions for formative assessment, there are numerous methods teachers can use to gauge learners’ understanding. Today, I am going to talk about Padlet, one of my favorite digital tools that can be used with all learners.

Padlet is a web tool that allows users to create different boards where students can respond
to questions or prompts and it is super easy to set up and use. Once you create a free account, you click on “Make a Padlet.” You will name your Padlet; I suggest using a name specific to what your students are learning and your class. Then you will select a layout and a background; Padlet gives you many different options. The grid format works great when you have many students who will be posting. Viola~you are now ready to share the link with your students, which you can do via your Google classroom, through your class website or learning management system, or by posting it on the whiteboard. Once students click on the link, they are ready to respond.

Elementary teacher, Mary, shares an example of how she use Padlet with her elementary students here. Or check out the how to video below by Dear DIS.

It’s New Year’s Eve. While most of us are preparing to ring in the new year with noise makers and party  hats, many of our pre-service teachers are getting ready to ring in the semester with their student teaching internships. Although we hope that the semester comes with lots of celebration (maybe not the noise makers and party hats), we know that our students are filled with excitement and anxiety. For all of you embarking on this life-changing journey, I have some advice that I borrowed from some great educators.

Jennifer Gonzales, blogger from Cult of Pedagogy, answers the question, “What advice would
you give a student teacher?” here. My favorite piece of advice is “Find Your Marigold.” Seek out that one teacher, it may or may not be your cooperating teacher, that embodies everything you want to be in a future teacher and find ways to spend time with that person.

The site Teachers First here provides Ten Tips for Student Teachers. My favorite things to consider are way at the bottom of the post. They write to remember the extras! For example, be prepared to:

• Offer help for Bulletin boards, grading papers, making copies, extracurriculars
• Be available  (Early to work – and late to leave)
• Have solid lesson plans and don’t be afraid to ask for help
• Be appreciative and say thank you often
• Invite the principal in to observe your class
• Dress professionally and appropriately at all times (even on field trips)
• Smile and model joy every minute of the day!

The blog Apples and ABCs also agrees that student teachers need to be prepared to offer help but takes it one step further by stating that student teachers should say “Yes” to everything. This shows you are a team player and are invested in getting to know the “real” job of a teacher. Among the other tips offered here, my favorite is Tip 1: Treat everyday of student teaching as one GIANT interview because essentially that is what it is. Teachers and administrators talk and can be your best ally during the job search and interview process.

Finally, check out this infographic by stacylloydteaching that provides 8 pieces of advice for student teachers. Among these, number 8, Hold on to Your Ideals, is my favorite. During student teaching you will come across many different types of teachers those who were born to teach and those who were born to be prison wardens. Try to avoid the latter if you can; but remember, we learn just as much from poor models as we do from good models so seek to learn as much as you can from everyone you meet and observe. In the end, remember to remain true to yourself. Remind yourself daily about why you want to teach: To make a difference for students.

As I was searching journal articles for preservice teachers to read in Professional Seminar this coming spring 2020, I came across the article, “The Real Deal on Classroom Management for New Teachers” by Craig Simmons (2019). Throughout the semester, the preservice teachers, all of whom are student teaching, almost always report that classroom management is the one thing they wished they learned more about prior to student teaching. Classroom management is hard to teach, especially when it is just theory without practice. Student teaching is really the first true application of what preservice teachers may have learned through various strategy and methods courses. Simmons article shares what he wishes he would have known as a new teacher  “about managing disruptive behaviors and assure new teachers that—with a growth mindset and a love of teaching and learning—things will get better with time” (p. 44).

Many educators have heard the old adage, “Don’t smile until holiday break.” Simmons doesn’t suggest that new teachers adopt this philosophy but he also doesn’t believe new teachers should “come in like a lamb.” Instead, Simmons suggests new teachers be lionlike in their presence. A lionlike presence shows students your confidence and follow-through, things all veteran teachers already know  as important to display. Students crave consistency and safety and want to know that the teacher is in control. This doesn’t mean that you don’t smile. Instead, it is all about establishing authority in the classroom.

Being a “lion” doesn’t equate to being mean or disrespectful.
It’s about presence and approach.

Next, Simmons lauds the importance of establishing routines and procedures early in the school year and using these consistently and with authority throughout the year. Just as new content needs taught so do routines and procedures. The younger the student the more repetitions and practice needed. Simmons actually builds time into the school day so that students can practice the routines. When students do act out inappropriately it is important to “save face.” Getting into a verbal confrontation with students is a losing battle. And, true professionals would never try to one up a child. Instead, Simmons suggests addressing the behavior in private during transition times in instruction.

Engaging lessons  that meet diverse learner needs as well as building strong relationships with students are really the cornerstone of good classroom management. When students are captivated with learning, they want to engage, not disrupt. When students know you respect them, in turn, they will respect you.

Things to Ponder:  Simmons suggests that new teachers use assertive body language and eye contact with students when giving directions. What do you think? Does the type of body language we use vary based on the grade level we teach?

What else might new teachers need to know about classroom management? Have you learned anything from your cooperating teacher?

How do you answer the interview question, “Tell us about your philosophy of classroom management?” What portfolio artifacts might you use to help provide evidence for your answer?

Reference

Simmons, C. (2019). The Real Deal on Classroom Management for New Teachers. Educational Leadership, 77(1), 42-48.