I believe that students should be independent thinkers and problem solvers. They need to be prepared to work collaboratively to solve problems in the real world. Solving problems takes critical thinking, perseverance, and teamwork. Innovative integration will help provide hands-on opportunities to foster these skills. I believe students can learn to think critically when we immerse them in meaningful investigations and project-based learning. I believe the teacher should serve as a facilitator and guide. Providing integrated, relevant, student-centered experiences allows learners to make connections between content areas. Teachers should guide the process, maintain a level of rigor through questioning and constraints, all while encouraging student development as communicators and collaborators. We want learners to be more than creators, but innovators. I positively impact students’ growth by seeking out and learning new instructional strategies, while building relationships with other teachers so that I can learn from them. Taking risks by using new materials, new methods of instruction, and trying new technology, keeps me and my collaborative partners on the forefront of best educational practices. Making mistakes and reflecting on how I can improve is constantly modeled for my students. I measure student success by the student’s willingness to participate and enjoy a productive struggle, and their ability to function independently and also in a group. Students should be faced with problems that they are invested in solving and should be motivated to share their thinking and perspectives. When students are immersed in meaningful problem based learning, they learn to think, communicate, collaborate, and persevere. If we promote this type of learning environment we will see academic gains as well as the social and emotional growth that will produce a life-long love of learning. Questions drive my instruction: Why is that? What do you think about? How do you feel? What would happen if? By asking thought provoking questions and providing an environment where not knowing is celebrated, students remain engaged and develop perseverance. Talk to your shoulder partner. Discuss with your group. Focused student discourse moves us through content seamlessly. Students are driven to question it, prove it, create it, fix it, show me, and share. Students understand that hard work leads to success and they are praised for their efforts and process and not for producing a “right” answer. My classroom environment would be described as student driven, inquiry based, and engaging. Setting up environments so that students discover and uncover strategies in reading and math makes them invested in our process. Whether it is a classroom assignment, multi-week innovation projects, or implementing new technologies, students are engaged, motivated, and determined learners. A new strategy I have been using with students is the Breakout Box Challenges. These require students to work in teams to solve content related puzzles to open a series of locks. When all the locks are open, they can access the inside of the box. There is rarely anything inside except for a sign saying, “You did it.” A fifth grader, Henry, exclaimed after opening the box, “I feel so satisfied!” Henry described perfectly how I feel about teaching. I am faced with the challenge of engaging students in meaningful learning. By listening to and valuing student feedback and by having high expectations, students know that I believe in them. Students know that I am completely dedicated to them and that I work tirelessly to make sure that they are enjoying the learning process. The students respond with enthusiasm every time I enter the room. They even call it being “Gemmill Ready”, which means being focused and ready for a challenge. Watching the students enjoy and look forward to that perfect level of productive struggle is like opening that Breakout Box; it makes me feel so satisfied. Comments are closed.
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Author“Challenge me! Inspire me! Listen to me!” This is the message in their eyes. I see myself in so many of the students I serve, because I was not easily inspired as a young learner. Now, as an inspired educator, I hope to motivate students to find joy in learning and to take pride in being part of a community of learners. Archives
March 2018
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