Redefining Teachers with a 21st Century Education 'Story'
How Much Performance Pizzazz Does a Teacher Need to be Effective?
A Problem-Solving Game For Teachers and Administrators
Report Finds Teachers Underutilize Resources for Digital Games in the Classroom
Where Can Teachers Start? Step 1: Look to Your Peers
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She also reviews books and conducts interviews.","avatar":"https://secure.gravatar.com/avatar/6bca04c0736bf5eaea80654019de688f?s=600&d=blank&r=g","twitter":"LindaFlanagan2","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["contributor"]}],"headData":{"title":"Linda Flanagan | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/6bca04c0736bf5eaea80654019de688f?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/6bca04c0736bf5eaea80654019de688f?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/lindaflan"},"kdnewhouse":{"type":"authors","id":"11487","meta":{"index":"authors_1591205172","id":"11487","found":true},"name":"Kara Newhouse","firstName":"Kara","lastName":"Newhouse","slug":"kdnewhouse","email":"knewhouse@kqed.org","display_author_email":false,"staff_mastheads":["news"],"title":"MindShift Editor","bio":null,"avatar":"https://secure.gravatar.com/avatar/3dceed6fb271527113abfa9a8e9df34e?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"","roles":["editor"]},{"site":"mindshift","roles":["editor"]}],"headData":{"title":"Kara Newhouse | KQED","description":"MindShift Editor","ogImgSrc":"https://secure.gravatar.com/avatar/3dceed6fb271527113abfa9a8e9df34e?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/3dceed6fb271527113abfa9a8e9df34e?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/kdnewhouse"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_58702":{"type":"posts","id":"mindshift_58702","meta":{"index":"posts_1591205157","site":"mindshift","id":"58702","score":null,"sort":[1635837544000]},"guestAuthors":[],"slug":"is-it-ok-for-teachers-to-cry-in-class","title":"Is it OK for teachers to cry in class?","publishDate":1635837544,"format":"audio","headTitle":"Is it OK for teachers to cry in class? | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Teacher Leah Calote pulled up a big digital stopwatch on her shared screen. “You are going to have 90 seconds to grab anything around you to make a party costume,” she told the advanced theater arts students in her Zoom classroom. It was March 2021, and Rancho Campana High School, like others in California, was operating virtually amid the COVID-19 pandemic. At the word “go,” students ducked out of view or switched off their cameras while they assembled impromptu get-ups.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some students donned a wig or Halloween mask. One wore a banana-colored hoodie and clutched a Curious George toy to be “the man in the yellow hat.” Another applied magenta lipstick and tugged on a blazer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Ally, what are you?” Calote asked the blazer-wearer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I am a girl boss!” the teen replied, flashing victory ‘v’s with her fingers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Oh, yeah, you are!” Calote said, laughing. “Girl boss! 2021!”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Calote’s classes, students spend a lot of time in character. But when they’re not performing, she wants them to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57646/how-unconditional-positive-regard-can-help-students-feel-cared-for\">\u003cspan style=\"font-weight: 400\">feel safe just being themselves\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. To encourage that, Calote tries to model it. She participates in warm-up games, shares parts of her life from beyond school, and, perhaps most importantly, she’s honest about her emotions, both the highs and the lows. “You have to have boundaries,” Calote says, but she advocates “being generous with the things that you can so that (students) can feel safe being generous and compassionate with each other.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That kind of openness is not the norm, according to \u003c/span>\u003ca href=\"https://education.virginia.edu/patricia-jennings\">\u003cspan style=\"font-weight: 400\">Patricia Jennings\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a University of Virginia researcher who studies teacher stress and how it affects the social emotional context of the classroom. Jennings said that our modern education system tends to view teachers “as people who are always sweet and wonderful and nice and kind and engaged.” But that ideal is impossible to maintain 100% of the time. “Of course, we as teachers all have feelings. And so what happens is teachers suppress those uncomfortable feelings.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Suppressing negative emotions isn’t good for anyone, Jennings said. It just makes stress worse. The coronavirus pandemic has brought that reality into focus for educators. Over the past year and half, teachers have described the heavy burden of worrying about their students’ academic progress and their own health while being \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58221/down-with-toxic-positivity-for-teachers-and-students-healing-isnt-blind-optimism\">\u003cspan style=\"font-weight: 400\">asked to embody a constant “we can do this!” spirit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the face of frequent changes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Calote, being truthful about the challenges has been the only realistic way to survive the rollercoaster of uncertainty — and help her students do the same. While \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/what-teachers-who-might-quit-are-really-thinking/2021/10\">\u003cspan style=\"font-weight: 400\">many teachers have contemplated quitting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> during the pandemic, Calote’s approach has helped her reaffirm that \u003c/span>\u003ca href=\"https://twitter.com/RanchoBackstage/status/1405217960516485121\">\u003cspan style=\"font-weight: 400\">she belongs in the classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC9181391206\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch1>\u003cb>Seeing the tears\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the nadirs for Calote’s advanced theater class came in early April. Throughout the prior summer and fall, the veteran teacher put a lot of effort into learning the ropes of digital theater. In the spring, her students dove into creating a show that they could perform on Zoom. They decided to do two versions of the murder mystery Clue — one traditional and one with a modern twist. In both versions, the audience would be able to visit different virtual rooms and make choices that affected the story.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It was exciting. It was innovative. “What you are doing is not being done in most places in the world,” Calote told the young thespians.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But then, after months of adapting to a new artistic form, Calote received an unexpected email from the superintendent. The \u003c/span>\u003ca href=\"https://www.npr.org/sections/health-shots/2021/01/28/960901166/how-is-the-covid-19-vaccination-campaign-going-in-your-state\">\u003cspan style=\"font-weight: 400\">coronavirus vaccine\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was rolling out across the country. Pressure to reopen school buildings was mounting. Calote’s superintendent wrote that district teachers would be mandated to return to school buildings within a few weeks.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The news sent Calote reeling. She worried for own health. She worried for her students who weren’t old enough to be vaccinated. And she quickly realized that their plans for Clue would be untenable in the new arrangement.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because Calote’s classroom at Rancho Campana has no windows, her principal said the school would place air scrubbers near the door. Those machines are loud. Students who remained virtual would hear a sound like a constant ocean wave when Calote or her in-person students spoke into their microphones. Even those in the classroom would have a hard time hearing each other through the noise and masks. The interactive Zoom show they’d been planning could not go on.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Calote’s voice shook as she broke the news to her students over Zoom. “Sorry, I’m trying to like, stay calm. My heart is beating really fast right now,” she said. As she spoke, students sent her messages like, “I’m so sorry you have to go in like this. It’s unfair,” and “It’s OK, Ms. Calote, you’ve done so much for us.” Seeing the messages, Calote’s tears spilled over. She reached for a tissue and wiped her eyes. Then she promised students that she’d find new, safe ways for them to perform and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58668/how-arts-practices-can-be-the-foundation-of-teaching-and-learning\">\u003cspan style=\"font-weight: 400\">create\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “It’ll, it’ll be fine,” she said. “I know it doesn’t look like it right now because I’m kind of a mess. But, you know, it’s very shocking and pretty new.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a moment like this, many teachers might have tried to \u003c/span>\u003ca href=\"https://www.npr.org/sections/ed/2015/10/22/450575463/it-s-okay-to-cry-in-your-car-fighting-disillusionment-as-a-first-year-teacher\">\u003cspan style=\"font-weight: 400\">hide their tears\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> until they were off camera or students left the room. But that’s not always possible. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When you’re in a classroom with a bunch of students and you’re all basically captive in this room, you can’t leave,” said Jennings, the UVA professor. “When your emotions get the best of you, you have to manage them in front of everybody. You have no privacy.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Is it OK for teachers to cry in class? Jennings said it’s a difficult question to answer, and it depends. But when a teacher and her students are facing a major disappointment like Calote’s class was, “being honest makes a lot of sense. … I’m sure (crying is) not your first go-to in any given situation. But when it happens, I think it’s OK.”\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Permission to feel\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Calote hadn’t expected to cry that day, but she didn’t feel bad about it either. “I just did the best I could, and I knew that it’s safe to be expressive and truthful with that particular group. I didn’t need to act and put on, like, a brave face,” she said. After all, she’d been honest all year long about how the pandemic was affecting her, in hopes that students would feel comfortable \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58663/pediatricians-say-the-mental-health-crisis-among-kids-has-become-a-national-emergency\">\u003cspan style=\"font-weight: 400\">doing the same\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/RanchoBackstage/status/1395090767245320197\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jennings said it’s true that being emotionally vulnerable can give students permission to feel their own emotions. That was the case for Allison Gertler, a junior in Calote’s theater class last spring. She said she was angry at how the district’s sudden change in plans disrupted their show, and she was glad Calote didn’t try to shrug it off. “I feel like so much of school has this almost fake positivity energy. But when we come in this class, it’s actually, you know, it’s real.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to giving students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57992/the-importance-of-mourning-losses-even-when-they-seem-small\">\u003cspan style=\"font-weight: 400\">permission to feel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Jennings said that teachers can use their own stressors to model how to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57002/how-mindfulness-during-class-can-help-students-and-teachers\">\u003cspan style=\"font-weight: 400\">recognize and respond to those emotions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For instance, if a teacher is feeling frustrated — “which happens a lot” — they can narrate their observations and responses: “Oh, I’m noticing how frustrated I’m feeling. My shoulders are getting tense. My jaw is getting tense. I’m feeling hot. I need to take some breaths and calm myself down.” These teaching moments can provide real examples to complement more structured \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56268/how-learning-emotional-skills-can-help-boys-become-men\">\u003cspan style=\"font-weight: 400\">social emotional learning activities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in schools.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Building social connections\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are other ways that a teacher being emotionally vulnerable can positively impact students, too. Jennings said it can be “an exercise in perspective-taking” and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58638/listening-to-learn-why-ear-hustle-stories-about-prison-life-is-so-engaging-to-students\">\u003cspan style=\"font-weight: 400\">foster empathy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Take Bailey Venzon as an example. She was a senior last spring, and she said that seeing Calote cry was “a wake up call that the students aren’t the only ones that are having a hard time.” It made her appreciate how teachers “learned to do everything virtually just so they can teach us new things.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sharing feelings also builds social connections, according to Jennings. “And students feeling connected to their teachers, we know from lots of research, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54878/how-strengthening-relationships-with-boys-can-help-them-learn\">\u003cspan style=\"font-weight: 400\">helps kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Venzon said she and her peers already felt connected to Calote because they knew she was an \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58487/how-parents-can-have-conversations-that-motivate-teens\">\u003cspan style=\"font-weight: 400\">empathetic listener\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: “She’s kind of like the airbags where she just stops you before hitting your head on the wheel.” But being on the other side strengthened the bond. “Since Calote has always been here for us, having her open up to us was kind of like she was saying that she trusts us.”\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC9181391206\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After Clue was cancelled, Calote’s students spent the remainder of the school year on independent creative projects, such as choreographing a ballet number or designing character makeup. While they didn’t have a stage or Zoom show to look back on, Calote saw those \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57241/six-ways-to-build-community-in-online-classrooms\">\u003cspan style=\"font-weight: 400\">connections they forged\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the year’s highs and lows as their collective achievement. “Everybody had their moments of darkness and their weeks that were terrible, and we lifted each other up during those times. I’m proud of that,” she said at the end of the year.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/RanchoBackstage/status/1405217960516485121\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For her own creative project, Calote \u003c/span>\u003ca href=\"https://twitter.com/RanchoBackstage/status/1402495170134700032\">\u003cspan style=\"font-weight: 400\">wrote a farewell song\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the seniors. The lyrics called out some of their shared memories, cheered their next steps and reminded them that “if you ever need support, you know, you’re always welcome here.” During their last class, Calote performed the song on her ukelele — just another medium for being emotionally open with students.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>The MindShift team thanks \u003ca href=\"https://www.npr.org/people/6576424/steve-drummond\">Steve Drummond\u003c/a> for editorial guidance on this story. \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Most teachers feel they have to hide negative emotions from students. That puts them in a tough situation because - as we showed in our episode on toxic positivity - research shows suppressing negative emotions can make stress worse. In this minisode, we look at what happens when teachers show their real emotions in class, from the highs to the lows.","status":"publish","parent":0,"modified":1700528707,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":31,"wordCount":1794},"headData":{"title":"Is it OK for teachers to cry in class? | KQED","description":"Most teachers feel they have to hide negative emotions from students. That puts them in a tough situation because - as we showed in our episode on toxic positivity - research shows suppressing negative emotions can make stress worse. In this minisode, we look at what happens when teachers show their real emotions in class, from the highs to the lows.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Is it OK for teachers to cry in class?","datePublished":"2021-11-02T07:19:04.000Z","dateModified":"2023-11-21T01:05:07.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://dcs.megaphone.fm/KQINC9181391206.mp3?key=4ebd555681a9fcb02724992f51481025","subhead":"What happens if teachers stop putting on a happy face, and start showing their real emotions in the classroom?","excludeFromSiteSearch":"Include","path":"/mindshift/58702/is-it-ok-for-teachers-to-cry-in-class","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Teacher Leah Calote pulled up a big digital stopwatch on her shared screen. “You are going to have 90 seconds to grab anything around you to make a party costume,” she told the advanced theater arts students in her Zoom classroom. It was March 2021, and Rancho Campana High School, like others in California, was operating virtually amid the COVID-19 pandemic. At the word “go,” students ducked out of view or switched off their cameras while they assembled impromptu get-ups.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some students donned a wig or Halloween mask. One wore a banana-colored hoodie and clutched a Curious George toy to be “the man in the yellow hat.” Another applied magenta lipstick and tugged on a blazer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Ally, what are you?” Calote asked the blazer-wearer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I am a girl boss!” the teen replied, flashing victory ‘v’s with her fingers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Oh, yeah, you are!” Calote said, laughing. “Girl boss! 2021!”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Calote’s classes, students spend a lot of time in character. But when they’re not performing, she wants them to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57646/how-unconditional-positive-regard-can-help-students-feel-cared-for\">\u003cspan style=\"font-weight: 400\">feel safe just being themselves\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. To encourage that, Calote tries to model it. She participates in warm-up games, shares parts of her life from beyond school, and, perhaps most importantly, she’s honest about her emotions, both the highs and the lows. “You have to have boundaries,” Calote says, but she advocates “being generous with the things that you can so that (students) can feel safe being generous and compassionate with each other.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That kind of openness is not the norm, according to \u003c/span>\u003ca href=\"https://education.virginia.edu/patricia-jennings\">\u003cspan style=\"font-weight: 400\">Patricia Jennings\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a University of Virginia researcher who studies teacher stress and how it affects the social emotional context of the classroom. Jennings said that our modern education system tends to view teachers “as people who are always sweet and wonderful and nice and kind and engaged.” But that ideal is impossible to maintain 100% of the time. “Of course, we as teachers all have feelings. And so what happens is teachers suppress those uncomfortable feelings.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Suppressing negative emotions isn’t good for anyone, Jennings said. It just makes stress worse. The coronavirus pandemic has brought that reality into focus for educators. Over the past year and half, teachers have described the heavy burden of worrying about their students’ academic progress and their own health while being \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58221/down-with-toxic-positivity-for-teachers-and-students-healing-isnt-blind-optimism\">\u003cspan style=\"font-weight: 400\">asked to embody a constant “we can do this!” spirit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the face of frequent changes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Calote, being truthful about the challenges has been the only realistic way to survive the rollercoaster of uncertainty — and help her students do the same. While \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/what-teachers-who-might-quit-are-really-thinking/2021/10\">\u003cspan style=\"font-weight: 400\">many teachers have contemplated quitting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> during the pandemic, Calote’s approach has helped her reaffirm that \u003c/span>\u003ca href=\"https://twitter.com/RanchoBackstage/status/1405217960516485121\">\u003cspan style=\"font-weight: 400\">she belongs in the classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC9181391206\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch1>\u003cb>Seeing the tears\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the nadirs for Calote’s advanced theater class came in early April. Throughout the prior summer and fall, the veteran teacher put a lot of effort into learning the ropes of digital theater. In the spring, her students dove into creating a show that they could perform on Zoom. They decided to do two versions of the murder mystery Clue — one traditional and one with a modern twist. In both versions, the audience would be able to visit different virtual rooms and make choices that affected the story.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It was exciting. It was innovative. “What you are doing is not being done in most places in the world,” Calote told the young thespians.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But then, after months of adapting to a new artistic form, Calote received an unexpected email from the superintendent. The \u003c/span>\u003ca href=\"https://www.npr.org/sections/health-shots/2021/01/28/960901166/how-is-the-covid-19-vaccination-campaign-going-in-your-state\">\u003cspan style=\"font-weight: 400\">coronavirus vaccine\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was rolling out across the country. Pressure to reopen school buildings was mounting. Calote’s superintendent wrote that district teachers would be mandated to return to school buildings within a few weeks.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The news sent Calote reeling. She worried for own health. She worried for her students who weren’t old enough to be vaccinated. And she quickly realized that their plans for Clue would be untenable in the new arrangement.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because Calote’s classroom at Rancho Campana has no windows, her principal said the school would place air scrubbers near the door. Those machines are loud. Students who remained virtual would hear a sound like a constant ocean wave when Calote or her in-person students spoke into their microphones. Even those in the classroom would have a hard time hearing each other through the noise and masks. The interactive Zoom show they’d been planning could not go on.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Calote’s voice shook as she broke the news to her students over Zoom. “Sorry, I’m trying to like, stay calm. My heart is beating really fast right now,” she said. As she spoke, students sent her messages like, “I’m so sorry you have to go in like this. It’s unfair,” and “It’s OK, Ms. Calote, you’ve done so much for us.” Seeing the messages, Calote’s tears spilled over. She reached for a tissue and wiped her eyes. Then she promised students that she’d find new, safe ways for them to perform and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58668/how-arts-practices-can-be-the-foundation-of-teaching-and-learning\">\u003cspan style=\"font-weight: 400\">create\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “It’ll, it’ll be fine,” she said. “I know it doesn’t look like it right now because I’m kind of a mess. But, you know, it’s very shocking and pretty new.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a moment like this, many teachers might have tried to \u003c/span>\u003ca href=\"https://www.npr.org/sections/ed/2015/10/22/450575463/it-s-okay-to-cry-in-your-car-fighting-disillusionment-as-a-first-year-teacher\">\u003cspan style=\"font-weight: 400\">hide their tears\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> until they were off camera or students left the room. But that’s not always possible. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When you’re in a classroom with a bunch of students and you’re all basically captive in this room, you can’t leave,” said Jennings, the UVA professor. “When your emotions get the best of you, you have to manage them in front of everybody. You have no privacy.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Is it OK for teachers to cry in class? Jennings said it’s a difficult question to answer, and it depends. But when a teacher and her students are facing a major disappointment like Calote’s class was, “being honest makes a lot of sense. … I’m sure (crying is) not your first go-to in any given situation. But when it happens, I think it’s OK.”\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Permission to feel\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Calote hadn’t expected to cry that day, but she didn’t feel bad about it either. “I just did the best I could, and I knew that it’s safe to be expressive and truthful with that particular group. I didn’t need to act and put on, like, a brave face,” she said. After all, she’d been honest all year long about how the pandemic was affecting her, in hopes that students would feel comfortable \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58663/pediatricians-say-the-mental-health-crisis-among-kids-has-become-a-national-emergency\">\u003cspan style=\"font-weight: 400\">doing the same\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1395090767245320197"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jennings said it’s true that being emotionally vulnerable can give students permission to feel their own emotions. That was the case for Allison Gertler, a junior in Calote’s theater class last spring. She said she was angry at how the district’s sudden change in plans disrupted their show, and she was glad Calote didn’t try to shrug it off. “I feel like so much of school has this almost fake positivity energy. But when we come in this class, it’s actually, you know, it’s real.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to giving students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57992/the-importance-of-mourning-losses-even-when-they-seem-small\">\u003cspan style=\"font-weight: 400\">permission to feel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Jennings said that teachers can use their own stressors to model how to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57002/how-mindfulness-during-class-can-help-students-and-teachers\">\u003cspan style=\"font-weight: 400\">recognize and respond to those emotions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For instance, if a teacher is feeling frustrated — “which happens a lot” — they can narrate their observations and responses: “Oh, I’m noticing how frustrated I’m feeling. My shoulders are getting tense. My jaw is getting tense. I’m feeling hot. I need to take some breaths and calm myself down.” These teaching moments can provide real examples to complement more structured \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56268/how-learning-emotional-skills-can-help-boys-become-men\">\u003cspan style=\"font-weight: 400\">social emotional learning activities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in schools.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Building social connections\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are other ways that a teacher being emotionally vulnerable can positively impact students, too. Jennings said it can be “an exercise in perspective-taking” and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58638/listening-to-learn-why-ear-hustle-stories-about-prison-life-is-so-engaging-to-students\">\u003cspan style=\"font-weight: 400\">foster empathy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Take Bailey Venzon as an example. She was a senior last spring, and she said that seeing Calote cry was “a wake up call that the students aren’t the only ones that are having a hard time.” It made her appreciate how teachers “learned to do everything virtually just so they can teach us new things.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sharing feelings also builds social connections, according to Jennings. “And students feeling connected to their teachers, we know from lots of research, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54878/how-strengthening-relationships-with-boys-can-help-them-learn\">\u003cspan style=\"font-weight: 400\">helps kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Venzon said she and her peers already felt connected to Calote because they knew she was an \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58487/how-parents-can-have-conversations-that-motivate-teens\">\u003cspan style=\"font-weight: 400\">empathetic listener\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: “She’s kind of like the airbags where she just stops you before hitting your head on the wheel.” But being on the other side strengthened the bond. “Since Calote has always been here for us, having her open up to us was kind of like she was saying that she trusts us.”\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC9181391206\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After Clue was cancelled, Calote’s students spent the remainder of the school year on independent creative projects, such as choreographing a ballet number or designing character makeup. While they didn’t have a stage or Zoom show to look back on, Calote saw those \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57241/six-ways-to-build-community-in-online-classrooms\">\u003cspan style=\"font-weight: 400\">connections they forged\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the year’s highs and lows as their collective achievement. “Everybody had their moments of darkness and their weeks that were terrible, and we lifted each other up during those times. I’m proud of that,” she said at the end of the year.\u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1405217960516485121"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">For her own creative project, Calote \u003c/span>\u003ca href=\"https://twitter.com/RanchoBackstage/status/1402495170134700032\">\u003cspan style=\"font-weight: 400\">wrote a farewell song\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the seniors. The lyrics called out some of their shared memories, cheered their next steps and reminded them that “if you ever need support, you know, you’re always welcome here.” During their last class, Calote performed the song on her ukelele — just another medium for being emotionally open with students.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>The MindShift team thanks \u003ca href=\"https://www.npr.org/people/6576424/steve-drummond\">Steve Drummond\u003c/a> for editorial guidance on this story. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58702/is-it-ok-for-teachers-to-cry-in-class","authors":["11487"],"programs":["mindshift_21847"],"categories":["mindshift_21130","mindshift_21848"],"tags":["mindshift_21344","mindshift_358","mindshift_20865","mindshift_21213","mindshift_21347","mindshift_21398","mindshift_394"],"featImg":"mindshift_58703","label":"mindshift_21847"},"mindshift_42572":{"type":"posts","id":"mindshift_42572","meta":{"index":"posts_1591205157","site":"mindshift","id":"42572","score":null,"sort":[1446015891000]},"guestAuthors":[],"slug":"stressed-out-what-can-teachers-do-about-it","title":"Stressed Out! What Can Teachers Do About It?","publishDate":1446015891,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Marcy Rosner started her career as a college counselor, but decided to switch to teaching when she realized her favorite part of the job was working with students. She lives in Oakland and teaches U.S. and world history to 10\u003csup>th-\u003c/sup>graders at a nearby charter school. Now in her fourth year as a teacher, she appreciates how much she didn’t understand about the work.\u003c/p>\n\u003cp>“Teaching is infinitely more difficult than I pictured,” she said.\u003c/p>\n\u003cp>The challenges most teachers encounter are well known. In exchange for modest pay and marginal status, teachers are expected to inspire a love of learning among their students, introduce exciting new technologies and be attentive to distinctive learning and emotional styles -- while somehow carrying out state and federal educational standards, managing behavior problems and keeping standardized test scores respectable.\u003c/p>\n\u003cp>For Rosner, these and other pressures interfered with her ability to teach effectively. Tension between veteran and new teachers insinuated itself into the classrooms. Though the charter management organization that ran her school encouraged flexibility, it lacked the resources to transform her classroom environment, which Rosner called “oppressive” for students and for teachers. And delivering daily lectures to squirrelly 15-year-olds triggered performance anxiety.\u003c/p>\n\u003cp>“So much is expected of me, I have to perform in front of 30 10\u003csup>th-\u003c/sup>graders,” Rosner said. “Sometimes I don’t feel prepared to do that.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A \u003ca href=\"https://www.washingtonpost.com/blogs/answer-sheet/wp/2013/02/21/u-s-teachers-job-satisfaction-craters-report/\">2013 survey\u003c/a> of teachers conducted by MetLife suggests that many educators share Rosner’s strain. Fifty-one percent of teachers surveyed admitted to feeling “great stress” during the school week, up from 36 percent in 1985. But emotional support systems in schools are lacking, according to the \u003ca href=\"http://www.srcd.org/sites/default/files/documents/spr_264_final_2.pdf\">Society for Research in Child Development\u003c/a>, and scant professional training addresses teachers’ chronic stress.\u003c/p>\n\u003cp>While teachers’ emotional discomfort is damaging enough for them, it also, some research shows, has an impact on student learning. A \u003ca href=\"http://www.sciencedaily.com/releases/2015/02/150211084106.htm\">small study\u003c/a> conducted by Lieny Jeon and others at Ohio State University in 2014 found that unhappy teachers were more apt to have students -- in this case 3-year-olds — with behavior problems. Researchers at Arizona State University studying the effects of teacher depression on 523 third-grade students found that children who were weakest academically \u003ca href=\"https://clas.asu.edu/asu-study-finds-teacher-depression-affects-students-math-skills\">suffered most\u003c/a> from a distant or dejected teacher, especially in math.\u003c/p>\n\u003cp>In the absence of institutional support, teachers have come up with their own ways of reducing the unease that often comes with their jobs.\u003c/p>\n\u003cp>\u003cstrong>Getting back to first principles\u003cbr>\n\u003c/strong>When Rosner feels especially wound up about her work, she reminds herself why she wanted to teach. Rather than dwell on office politics or what’s missing in the school, she consciously thinks about her students. “Lots of teachers focus on the injustice of something, or the failure of the administration, instead of how we’re going to prepare our students for college,” she said. “It’s really easy to forget why we went into teaching.\" Clearing her mind of petty distractions and concentrating on the students helps Rosner remain centered.\u003c/p>\n\u003cp>\u003cstrong>Building relationships with the students\u003cbr>\n\u003c/strong>Last year 600 teachers in Houston took part in an innovative menu of programs designed to help them understand and improve their relationships with students. \u003ca href=\"http://fueledschools.com/wordpress/\">FuelEd\u003c/a>, founded by Megan Marcus three years ago, partners with schools to help teachers build these connections.\u003c/p>\n\u003cp>“Learning happens through relationships,” Marcus said, yet teachers aren’t taught how to foster those personal bonds that allow for connection and genuine learning. Job stresses, the Type A personality many teachers bring to class, and the lack of professional training in identifying and responding to personal triggers also interfere, Marcus said. To correct that imbalance, FuelEd offers workshops on active listening, emotional intelligence and communication skills, and provides one-on-one counseling sessions to teachers.\u003c/p>\n\u003cp>Rosner said that paying close attention to student -- and parent -- relationships made a difference in her class. “I call parents all the time,” she said. “My students know that I have a relationship with their parents, so there’s a sense of accountability.\" Rosner strives to build a community with the students and their parents, so that the kids understand that they matter, and that grownups are paying attention. One problem with this approach? “It’s a lot of work,” she said.\u003c/p>\n\u003cp>\u003cstrong>Take part in teacher wellness programs\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.psyc.jmu.edu/gradpsyc/people/kipps-vaughan.html\">Deborah Kipps-Vaughan\u003c/a>, associate professor of psychology at James Madison University, began offering wellness training for teachers when a school superintendent asked her why teachers in the district seemed so miserable and upset. She had seen for herself an uptick in teachers’ anxiety, beginning when standardized testing and evaluations began to take over the classroom. “Teachers experience a lack of sense of ownership of their classrooms, and being part of a standardized system,” she said.\u003c/p>\n\u003cp>In response, she created a program at an elementary school that focuses on teachers’ common challenges: working with difficult parents, handling conflicts, and developing communication and problem-solving strategies. Teachers are divided into small groups and are encouraged to reframe how they interpret their mistakes and to develop healthy coping mechanisms, like exercise or yoga. The group discussions alone reduce stress, Kipps-Vaughan said, because most participants take comfort in the universality of their difficulties.\u003c/p>\n\u003cp>Since then, Kipps-Vaughan has developed wellness programs for 10 other schools and has presented the program nationally; she shares it freely with interested schools. Kipps-Vaughan believes schools should make stress reduction a priority for teachers. “The purpose of teaching is instruction,” she said. “That gets put aside if people are suffering.\"\u003c/p>\n\u003cp>\u003cstrong>Using technology to connect with other teachers\u003cbr>\n\u003c/strong>What lifted the cloud for Alexa Schlechter, then an English teacher at Norwalk High School in Connecticut, was engaging with other teachers online. She started by reading teachers’ blogs, first soaking up their ideas and then reaching out to ask questions. Schlechter was reluctant at first to dive into social media, but gave in when a colleague promised that using Twitter would be the best move for her career and her sanity.\u003c/p>\n\u003cp>“It was a moment in my professional life that really changed everything for me,” she said.\u003c/p>\n\u003cp>Schlechter found a huge community of educators on Twitter with whom she could ask questions and share problems. One popular Twitter feed, \u003ca href=\"https://twitter.com/BFC530?lang=en\">#BFC530\u003c/a> -- for Breakfast Club, 5:30 -- invites teachers to “chat” for a few minutes before the day begins about one education-related question. “Once I connected with like-minded and supportive teachers who had amazing ideas -- I stopped feeling so isolated,” Schlechter said.\u003c/p>\n\u003cp>\u003cstrong>Focusing on preparation\u003cbr>\n\u003c/strong>What happens before, between and after classes can be as challenging for teachers as anything that happens within the school room. “You’re your own secretary, your own supply manager and sometimes your own supervisor,” said Heather Lukeman, who has been teaching chemistry to high school kids for 12 years. “What happens in class is the least stressful part of the day,” she added. Being prepared and organized shrinks stress, she said, and allows her to concentrate more fully on the students while in class. For Rosner, disciplined preparation serves a similar purpose. When she’s confident that her lesson is rich and thorough, her performance anxiety wanes.\u003c/p>\n\u003cp>\u003cstrong>Switching schools\u003cbr>\n\u003c/strong>If administrators are rigid and unsympathetic, standardized testing mandates too onerous and the workload unbearable, some teachers look for relief in other schools. “How did I manage the stress?” asks Eleanor Lear, who taught English to hundreds of public high school kids in Summit, New Jersey, and Hood River, Oregon, before switching to private schools. “Poorly. I drank a lot of wine. I lowered my professional standards. And then I left the public school arena,” she said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Now, she teaches fewer students at a private school and works part time.\u003c/p>\n\n","blocks":[],"excerpt":"Educators are finding ways to deal with stress by developing social and emotional tools for families and connecting with other teachers on Twitter chats. ","status":"publish","parent":0,"modified":1446043268,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1338},"headData":{"title":"Stressed Out! What Can Teachers Do About It? | KQED","description":"Educators are finding ways to deal with stress by developing social and emotional tools for families and connecting with other teachers on Twitter chats. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Stressed Out! What Can Teachers Do About It?","datePublished":"2015-10-28T07:04:51.000Z","dateModified":"2015-10-28T14:41:08.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"42572 http://ww2.kqed.org/mindshift/?p=42572","disqusUrl":"https://ww2.kqed.org/mindshift/2015/10/28/stressed-out-what-can-teachers-do-about-it/","disqusTitle":"Stressed Out! What Can Teachers Do About It?","path":"/mindshift/42572/stressed-out-what-can-teachers-do-about-it","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Marcy Rosner started her career as a college counselor, but decided to switch to teaching when she realized her favorite part of the job was working with students. She lives in Oakland and teaches U.S. and world history to 10\u003csup>th-\u003c/sup>graders at a nearby charter school. Now in her fourth year as a teacher, she appreciates how much she didn’t understand about the work.\u003c/p>\n\u003cp>“Teaching is infinitely more difficult than I pictured,” she said.\u003c/p>\n\u003cp>The challenges most teachers encounter are well known. In exchange for modest pay and marginal status, teachers are expected to inspire a love of learning among their students, introduce exciting new technologies and be attentive to distinctive learning and emotional styles -- while somehow carrying out state and federal educational standards, managing behavior problems and keeping standardized test scores respectable.\u003c/p>\n\u003cp>For Rosner, these and other pressures interfered with her ability to teach effectively. Tension between veteran and new teachers insinuated itself into the classrooms. Though the charter management organization that ran her school encouraged flexibility, it lacked the resources to transform her classroom environment, which Rosner called “oppressive” for students and for teachers. And delivering daily lectures to squirrelly 15-year-olds triggered performance anxiety.\u003c/p>\n\u003cp>“So much is expected of me, I have to perform in front of 30 10\u003csup>th-\u003c/sup>graders,” Rosner said. “Sometimes I don’t feel prepared to do that.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A \u003ca href=\"https://www.washingtonpost.com/blogs/answer-sheet/wp/2013/02/21/u-s-teachers-job-satisfaction-craters-report/\">2013 survey\u003c/a> of teachers conducted by MetLife suggests that many educators share Rosner’s strain. Fifty-one percent of teachers surveyed admitted to feeling “great stress” during the school week, up from 36 percent in 1985. But emotional support systems in schools are lacking, according to the \u003ca href=\"http://www.srcd.org/sites/default/files/documents/spr_264_final_2.pdf\">Society for Research in Child Development\u003c/a>, and scant professional training addresses teachers’ chronic stress.\u003c/p>\n\u003cp>While teachers’ emotional discomfort is damaging enough for them, it also, some research shows, has an impact on student learning. A \u003ca href=\"http://www.sciencedaily.com/releases/2015/02/150211084106.htm\">small study\u003c/a> conducted by Lieny Jeon and others at Ohio State University in 2014 found that unhappy teachers were more apt to have students -- in this case 3-year-olds — with behavior problems. Researchers at Arizona State University studying the effects of teacher depression on 523 third-grade students found that children who were weakest academically \u003ca href=\"https://clas.asu.edu/asu-study-finds-teacher-depression-affects-students-math-skills\">suffered most\u003c/a> from a distant or dejected teacher, especially in math.\u003c/p>\n\u003cp>In the absence of institutional support, teachers have come up with their own ways of reducing the unease that often comes with their jobs.\u003c/p>\n\u003cp>\u003cstrong>Getting back to first principles\u003cbr>\n\u003c/strong>When Rosner feels especially wound up about her work, she reminds herself why she wanted to teach. Rather than dwell on office politics or what’s missing in the school, she consciously thinks about her students. “Lots of teachers focus on the injustice of something, or the failure of the administration, instead of how we’re going to prepare our students for college,” she said. “It’s really easy to forget why we went into teaching.\" Clearing her mind of petty distractions and concentrating on the students helps Rosner remain centered.\u003c/p>\n\u003cp>\u003cstrong>Building relationships with the students\u003cbr>\n\u003c/strong>Last year 600 teachers in Houston took part in an innovative menu of programs designed to help them understand and improve their relationships with students. \u003ca href=\"http://fueledschools.com/wordpress/\">FuelEd\u003c/a>, founded by Megan Marcus three years ago, partners with schools to help teachers build these connections.\u003c/p>\n\u003cp>“Learning happens through relationships,” Marcus said, yet teachers aren’t taught how to foster those personal bonds that allow for connection and genuine learning. Job stresses, the Type A personality many teachers bring to class, and the lack of professional training in identifying and responding to personal triggers also interfere, Marcus said. To correct that imbalance, FuelEd offers workshops on active listening, emotional intelligence and communication skills, and provides one-on-one counseling sessions to teachers.\u003c/p>\n\u003cp>Rosner said that paying close attention to student -- and parent -- relationships made a difference in her class. “I call parents all the time,” she said. “My students know that I have a relationship with their parents, so there’s a sense of accountability.\" Rosner strives to build a community with the students and their parents, so that the kids understand that they matter, and that grownups are paying attention. One problem with this approach? “It’s a lot of work,” she said.\u003c/p>\n\u003cp>\u003cstrong>Take part in teacher wellness programs\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.psyc.jmu.edu/gradpsyc/people/kipps-vaughan.html\">Deborah Kipps-Vaughan\u003c/a>, associate professor of psychology at James Madison University, began offering wellness training for teachers when a school superintendent asked her why teachers in the district seemed so miserable and upset. She had seen for herself an uptick in teachers’ anxiety, beginning when standardized testing and evaluations began to take over the classroom. “Teachers experience a lack of sense of ownership of their classrooms, and being part of a standardized system,” she said.\u003c/p>\n\u003cp>In response, she created a program at an elementary school that focuses on teachers’ common challenges: working with difficult parents, handling conflicts, and developing communication and problem-solving strategies. Teachers are divided into small groups and are encouraged to reframe how they interpret their mistakes and to develop healthy coping mechanisms, like exercise or yoga. The group discussions alone reduce stress, Kipps-Vaughan said, because most participants take comfort in the universality of their difficulties.\u003c/p>\n\u003cp>Since then, Kipps-Vaughan has developed wellness programs for 10 other schools and has presented the program nationally; she shares it freely with interested schools. Kipps-Vaughan believes schools should make stress reduction a priority for teachers. “The purpose of teaching is instruction,” she said. “That gets put aside if people are suffering.\"\u003c/p>\n\u003cp>\u003cstrong>Using technology to connect with other teachers\u003cbr>\n\u003c/strong>What lifted the cloud for Alexa Schlechter, then an English teacher at Norwalk High School in Connecticut, was engaging with other teachers online. She started by reading teachers’ blogs, first soaking up their ideas and then reaching out to ask questions. Schlechter was reluctant at first to dive into social media, but gave in when a colleague promised that using Twitter would be the best move for her career and her sanity.\u003c/p>\n\u003cp>“It was a moment in my professional life that really changed everything for me,” she said.\u003c/p>\n\u003cp>Schlechter found a huge community of educators on Twitter with whom she could ask questions and share problems. One popular Twitter feed, \u003ca href=\"https://twitter.com/BFC530?lang=en\">#BFC530\u003c/a> -- for Breakfast Club, 5:30 -- invites teachers to “chat” for a few minutes before the day begins about one education-related question. “Once I connected with like-minded and supportive teachers who had amazing ideas -- I stopped feeling so isolated,” Schlechter said.\u003c/p>\n\u003cp>\u003cstrong>Focusing on preparation\u003cbr>\n\u003c/strong>What happens before, between and after classes can be as challenging for teachers as anything that happens within the school room. “You’re your own secretary, your own supply manager and sometimes your own supervisor,” said Heather Lukeman, who has been teaching chemistry to high school kids for 12 years. “What happens in class is the least stressful part of the day,” she added. Being prepared and organized shrinks stress, she said, and allows her to concentrate more fully on the students while in class. For Rosner, disciplined preparation serves a similar purpose. When she’s confident that her lesson is rich and thorough, her performance anxiety wanes.\u003c/p>\n\u003cp>\u003cstrong>Switching schools\u003cbr>\n\u003c/strong>If administrators are rigid and unsympathetic, standardized testing mandates too onerous and the workload unbearable, some teachers look for relief in other schools. “How did I manage the stress?” asks Eleanor Lear, who taught English to hundreds of public high school kids in Summit, New Jersey, and Hood River, Oregon, before switching to private schools. “Poorly. I drank a lot of wine. I lowered my professional standards. And then I left the public school arena,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Now, she teaches fewer students at a private school and works part time.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/42572/stressed-out-what-can-teachers-do-about-it","authors":["4613"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_943","mindshift_20716","mindshift_394"],"featImg":"mindshift_42585","label":"mindshift"},"mindshift_39314":{"type":"posts","id":"mindshift_39314","meta":{"index":"posts_1591205157","site":"mindshift","id":"39314","score":null,"sort":[1423666603000]},"guestAuthors":[],"slug":"redefining-teachers-with-a-21st-century-education-story","title":"Redefining Teachers with a 21st Century Education 'Story'","publishDate":1423666603,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_35515\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/on-the-edge-of-chaos-where-creativity-flourishes/attachment/475253193/\" rel=\"attachment wp-att-35515\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/475253193-e1399403283931.jpg\" alt=\"Getty\" width=\"640\" height=\"360\" class=\"size-full wp-image-35515\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/475253193-e1399403283931.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/475253193-e1399403283931-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/475253193-e1399403283931-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Getty\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Thom Markham\u003c/strong>\u003c/p>\n\u003cp>The world’s top performing organizations achieve their goals by offering a rich blend of culture, work, and engagement that deeply enrolls employees in the mission and purpose of the organization, attracts highly motivated, committed individuals to join a rewarding social network, and infuses the journey to success with joy and passion. That results in innovation, creativity, and a personal desire to contribute to systematic improvement. Overall, employees become part of a ‘story’ that enrolls them in a cause and brings out their best talents.\u003c/p>\n\u003cp>This does not describe education in the U.S. Why?\u003c/p>\n\u003cp>Anyone who has read \u003ca href=\"http://www.amazon.com/Teacher-Wars-Americas-Embattled-Profession-ebook/dp/B00IWTSK7Q/ref=sr_1_1?s=books&ie=UTF8&qid=1423074991&sr=1-1&keywords=the+teacher+wars\">\u003cem>The Teacher Wars\u003c/em>\u003c/a> or similar books about the history of education knows the reasons. For well over 150 years, education has been stuck in an endless wash cycle that alternates between a ‘hands-on, better citizenship, student-oriented’ and a ‘scientific, strict outcomes, measurable results’ approach to children’s learning. The latest tension between inquiry and project based approaches versus testing and standards is simply the latest iteration of a long and unresolved debate.\u003c/p>\n\u003cp>[contextly_sidebar id=\"dFWnscxP4NKnjD3qUFSnYSNAO2ZpMyFU\"]\u003c/p>\n\u003cp>Add in the historically confusing role of teachers themselves—initially as women focused on bettering the morals of children during the Common Schools period, then as blue-collar cogs in an industrial machine at the beginning of the 20th century, and today as under-empowered participants in a stagnant system designed to broadcast standardized information—and it’s easy to see why an undertone of resignation, cynicism, or even learned helplessness permeates too many conversations in hallways, staff rooms, and parking lots. Those emotions leak into the school culture, don’t fuel the creative parts of the brain, and lead to inertia, not innovation.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And right now, there’s no story that will lead educators out of this historical wilderness. Winning the global battle for jobs, higher standards, more ‘rigorous learning’, teacher evaluation, merit pay, and testing requirements are all themes drawn straight from the technocratic approach of the last 100 years. It’s not the future, and those initiatives, though useful for daily use, don’t inspire—not in a world that so obviously demands joy and genius.\u003c/p>\n\u003cp>\u003cstrong>\u003cem> \u003c/em>\u003c/strong>\u003cstrong>The New Story\u003c/strong>\u003c/p>\n\u003cp>Tapping the deepest energies of teachers, or any employees, requires a connection with big, meaningful themes that promise a significant, positive effect on the world. The themes contain simple, truthful, future-oriented plot lines—the elements of a story—that provide context for the daily work and help one refocus on larger goals. The more whole hearted the embrace of the goals, the more the hidden resources of the inner self are activated.\u003c/p>\n\u003cp>At a time of great transformation in the world, there are no shortages of themes to pick from. But teachers have special opportunities to tell a magnificent story about themselves and their profession:\u003c/p>\n\u003cp>\u003cstrong>Appreciate the power, beauty, and challenge of the present moment. \u003c/strong>If you’re a teacher, you have placed yourself in the most enviable, challenging, fulfilling role possible in the 21\u003csup>st\u003c/sup> century: You are responsible for co-creating a future that no one can imagine, and helping an untested generation of youth navigate unknown waters. Nothing—\u003cem>nothing\u003c/em>—really prepares you for this role. But the future will be invented—and you will be part of it. Your passion, vision, and sense of mission will determine your level of contribution, but those qualities are liberated by appreciation and gratitude. The more grateful for your opportunity, the better the outcome and the more joyful the work. The same, by the way, applies to your students\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003cstrong>Contribute to a global vision. \u003c/strong>Thinking about test scores is important for job security and job satisfaction. But confining performance to your school or district, or even your country, is a small slice of reality. Instead, imagine how 300 million youth under the age of 18 world-wide will rise out of poverty, find decent jobs, seek fulfillment, and design a livable world. Know that a \u003cem>significant\u003c/em> shift has taken place world-wide: The concerns of teachers everywhere have converged, and every forward-focused teacher can be not just a local teacher, but part of connected network of educators trying to rally the world on behalf of youth. It’s a noble effort.\u003c/p>\n\u003cp>\u003cstrong>Redefine smart.\u003c/strong> The image of success associated with the old model is breaking down. A college degree and technical mastery are enormously helpful, but they don’t capture the essential attitudes necessary to succeed in a global environment that teeters every day on uncertainty. Test scores may affect funding and hiring, but nearly every teacher recognizes the passivity that testing encourages. ‘Smart’ these days includes grit, resiliency, empathy, curiosity, openness, creativity, and evaluative thinking. Figuring out how to teach, instill, or elicit these strengths in children as they move through school is the most acute challenge education has ever faced. No one really knows how to design a system that leads to ‘better’ people—and yet that’s the task.\u003c/p>\n\u003cp>\u003cstrong>Live the collaborative reality. \u003c/strong>The level of stress reported in high-performing organizations is considerable, so it’s not all roses, even when driven by passion and commitment. The answer is to share, either in person or beyond. Just signing up for Twitter, for example, will alert every teacher to the daily flow of powerful, hopeful ideas about education that are flowing 24/7 across the globe. If you’re a teacher in the U.S., try posting a wonderful, inventive insight about your classroom and watch Australia light up. See yourself as a cyber-partner. Get your \u003ca href=\"http://teacherchallenge.edublogs.org/pln-challenge-1-what-the-heck-is-a-pln/\">personal learning network\u003c/a> Think of yourself as living in a peer-driven world, in which ideas and change come from within and below, not from the top, and you can make the difference. Be part of these amazing times.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-admin/thom@thommarkham.com\">Thom Markham\u003c/a> is a psychologist, school redesign consultant, and the author of the \u003ca href=\"http://www.amazon.com/Project-Based-Learning-Design-Coaching/dp/1616233613/ref=sr_1_3?s=books&ie=UTF8&qid=1334257826&sr=1-3\">Project Based Learning Design and Coaching Guide: Expert tools for inquiry and innovation for K-12 educators\u003c/a>. Find many more resources on his website, \u003ca href=\"http://www.thommarkham.com/\">www.thommarkham.com\u003c/a>\u003c/em>\u003c/em>\u003cem> or tweet him @thommarkham.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Thom Markham sees an opportunity for teachers to tell stories about themselves and their profession to give more voice to what's important to them. ","status":"publish","parent":0,"modified":1423666805,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":1044},"headData":{"title":"Redefining Teachers with a 21st Century Education 'Story' | KQED","description":"Thom Markham sees an opportunity for teachers to tell stories about themselves and their profession to give more voice to what's important to them. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Redefining Teachers with a 21st Century Education 'Story'","datePublished":"2015-02-11T14:56:43.000Z","dateModified":"2015-02-11T15:00:05.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"39314 http://blogs.kqed.org/mindshift/?p=39314","disqusUrl":"https://ww2.kqed.org/mindshift/2015/02/11/redefining-teachers-with-a-21st-century-education-story/","disqusTitle":"Redefining Teachers with a 21st Century Education 'Story'","path":"/mindshift/39314/redefining-teachers-with-a-21st-century-education-story","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35515\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/on-the-edge-of-chaos-where-creativity-flourishes/attachment/475253193/\" rel=\"attachment wp-att-35515\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/475253193-e1399403283931.jpg\" alt=\"Getty\" width=\"640\" height=\"360\" class=\"size-full wp-image-35515\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/475253193-e1399403283931.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/475253193-e1399403283931-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/475253193-e1399403283931-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Getty\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Thom Markham\u003c/strong>\u003c/p>\n\u003cp>The world’s top performing organizations achieve their goals by offering a rich blend of culture, work, and engagement that deeply enrolls employees in the mission and purpose of the organization, attracts highly motivated, committed individuals to join a rewarding social network, and infuses the journey to success with joy and passion. That results in innovation, creativity, and a personal desire to contribute to systematic improvement. Overall, employees become part of a ‘story’ that enrolls them in a cause and brings out their best talents.\u003c/p>\n\u003cp>This does not describe education in the U.S. Why?\u003c/p>\n\u003cp>Anyone who has read \u003ca href=\"http://www.amazon.com/Teacher-Wars-Americas-Embattled-Profession-ebook/dp/B00IWTSK7Q/ref=sr_1_1?s=books&ie=UTF8&qid=1423074991&sr=1-1&keywords=the+teacher+wars\">\u003cem>The Teacher Wars\u003c/em>\u003c/a> or similar books about the history of education knows the reasons. For well over 150 years, education has been stuck in an endless wash cycle that alternates between a ‘hands-on, better citizenship, student-oriented’ and a ‘scientific, strict outcomes, measurable results’ approach to children’s learning. The latest tension between inquiry and project based approaches versus testing and standards is simply the latest iteration of a long and unresolved debate.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Add in the historically confusing role of teachers themselves—initially as women focused on bettering the morals of children during the Common Schools period, then as blue-collar cogs in an industrial machine at the beginning of the 20th century, and today as under-empowered participants in a stagnant system designed to broadcast standardized information—and it’s easy to see why an undertone of resignation, cynicism, or even learned helplessness permeates too many conversations in hallways, staff rooms, and parking lots. Those emotions leak into the school culture, don’t fuel the creative parts of the brain, and lead to inertia, not innovation.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And right now, there’s no story that will lead educators out of this historical wilderness. Winning the global battle for jobs, higher standards, more ‘rigorous learning’, teacher evaluation, merit pay, and testing requirements are all themes drawn straight from the technocratic approach of the last 100 years. It’s not the future, and those initiatives, though useful for daily use, don’t inspire—not in a world that so obviously demands joy and genius.\u003c/p>\n\u003cp>\u003cstrong>\u003cem> \u003c/em>\u003c/strong>\u003cstrong>The New Story\u003c/strong>\u003c/p>\n\u003cp>Tapping the deepest energies of teachers, or any employees, requires a connection with big, meaningful themes that promise a significant, positive effect on the world. The themes contain simple, truthful, future-oriented plot lines—the elements of a story—that provide context for the daily work and help one refocus on larger goals. The more whole hearted the embrace of the goals, the more the hidden resources of the inner self are activated.\u003c/p>\n\u003cp>At a time of great transformation in the world, there are no shortages of themes to pick from. But teachers have special opportunities to tell a magnificent story about themselves and their profession:\u003c/p>\n\u003cp>\u003cstrong>Appreciate the power, beauty, and challenge of the present moment. \u003c/strong>If you’re a teacher, you have placed yourself in the most enviable, challenging, fulfilling role possible in the 21\u003csup>st\u003c/sup> century: You are responsible for co-creating a future that no one can imagine, and helping an untested generation of youth navigate unknown waters. Nothing—\u003cem>nothing\u003c/em>—really prepares you for this role. But the future will be invented—and you will be part of it. Your passion, vision, and sense of mission will determine your level of contribution, but those qualities are liberated by appreciation and gratitude. The more grateful for your opportunity, the better the outcome and the more joyful the work. The same, by the way, applies to your students\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003cstrong>Contribute to a global vision. \u003c/strong>Thinking about test scores is important for job security and job satisfaction. But confining performance to your school or district, or even your country, is a small slice of reality. Instead, imagine how 300 million youth under the age of 18 world-wide will rise out of poverty, find decent jobs, seek fulfillment, and design a livable world. Know that a \u003cem>significant\u003c/em> shift has taken place world-wide: The concerns of teachers everywhere have converged, and every forward-focused teacher can be not just a local teacher, but part of connected network of educators trying to rally the world on behalf of youth. It’s a noble effort.\u003c/p>\n\u003cp>\u003cstrong>Redefine smart.\u003c/strong> The image of success associated with the old model is breaking down. A college degree and technical mastery are enormously helpful, but they don’t capture the essential attitudes necessary to succeed in a global environment that teeters every day on uncertainty. Test scores may affect funding and hiring, but nearly every teacher recognizes the passivity that testing encourages. ‘Smart’ these days includes grit, resiliency, empathy, curiosity, openness, creativity, and evaluative thinking. Figuring out how to teach, instill, or elicit these strengths in children as they move through school is the most acute challenge education has ever faced. No one really knows how to design a system that leads to ‘better’ people—and yet that’s the task.\u003c/p>\n\u003cp>\u003cstrong>Live the collaborative reality. \u003c/strong>The level of stress reported in high-performing organizations is considerable, so it’s not all roses, even when driven by passion and commitment. The answer is to share, either in person or beyond. Just signing up for Twitter, for example, will alert every teacher to the daily flow of powerful, hopeful ideas about education that are flowing 24/7 across the globe. If you’re a teacher in the U.S., try posting a wonderful, inventive insight about your classroom and watch Australia light up. See yourself as a cyber-partner. Get your \u003ca href=\"http://teacherchallenge.edublogs.org/pln-challenge-1-what-the-heck-is-a-pln/\">personal learning network\u003c/a> Think of yourself as living in a peer-driven world, in which ideas and change come from within and below, not from the top, and you can make the difference. Be part of these amazing times.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-admin/thom@thommarkham.com\">Thom Markham\u003c/a> is a psychologist, school redesign consultant, and the author of the \u003ca href=\"http://www.amazon.com/Project-Based-Learning-Design-Coaching/dp/1616233613/ref=sr_1_3?s=books&ie=UTF8&qid=1334257826&sr=1-3\">Project Based Learning Design and Coaching Guide: Expert tools for inquiry and innovation for K-12 educators\u003c/a>. Find many more resources on his website, \u003ca href=\"http://www.thommarkham.com/\">www.thommarkham.com\u003c/a>\u003c/em>\u003c/em>\u003cem> or tweet him @thommarkham.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/39314/redefining-teachers-with-a-21st-century-education-story","authors":["4354"],"categories":["mindshift_192","mindshift_194"],"tags":["mindshift_20784","mindshift_1040","mindshift_394"],"featImg":"mindshift_35515","label":"mindshift"},"mindshift_38470":{"type":"posts","id":"mindshift_38470","meta":{"index":"posts_1591205157","site":"mindshift","id":"38470","score":null,"sort":[1416424258000]},"guestAuthors":[],"slug":"how-much-performance-pizzazz-does-a-teacher-need-to-be-effective","title":"How Much Performance Pizzazz Does a Teacher Need to be Effective?","publishDate":1416424258,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_38472\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/teacher-perform2_slide-9dd15112dafe963cfaf89b76c762db832fb152dd.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/teacher-perform2_slide-9dd15112dafe963cfaf89b76c762db832fb152dd-640x426.jpg\" alt=\"Second-grade teacher Amanda Siepiola points to Hannah Wiener during a game at Horace Mann Elementary in Washington, DC. (Gabrielle Emanuel/NPR)\" width=\"640\" height=\"426\" class=\"size-large wp-image-38472\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Second-grade teacher Amanda Siepiola points to Hannah Wiener during a game at Horace Mann Elementary in Washington, DC. (Gabrielle Emanuel/NPR)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By GABRIELLE EMANUEL, \u003ca href=\"http://www.npr.org/blogs/ed/2014/11/17/343729767/channeling-springsteen-teachers-as-performers\">NPR\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003cem>This fall the NPR Ed team is celebrating great teachers and examining what makes great teaching.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">When Amanda Siepiola steps into her second-grade classroom, she channels two role models.\u003c/p>\n\u003cp>\"I'm a big Bruce Springsteen fan,\" says Siepiola, a teacher at Horace Mann Elementary School in Washington, DC. \"And when I go to his concerts, I end up leaving and saying, 'I want to teach like him.' \"\u003c/p>\n\u003cp>The other role model is Siepiola's own English teacher from the 1990s at Clinton High School in upstate New York: Ms. Hepburn.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"She was a performer, where she was on all the time,\" Siepiola says. \"That made me want to stay in that chair and be there.\"\u003c/p>\n\u003cp>Siepiola has been teaching for well over a decade and says she is naturally quiet and reserved but, in the classroom, she amps up her enthusiasm. She mixes the energy of Springsteen and the drama of Ms. Hepburn.\u003c/p>\n\u003cp>Siepiola readily admits, \"I am performing.\"\u003c/p>\n\u003cp>One morning as her second-graders sit cross-legged on the rug, Siepiola whispers, \"See what makes you feel excited.\" The students are learning to browse the classroom books.\u003c/p>\n\u003cp>\"See what makes your heart race a little bit, your face get a little hot. Which book adventures do you want to go on?\" Her voice is rising as she anticipates the impending adventures.\u003c/p>\n\u003cp>One girl's hand shoots up as she blurts out, \"I know what it means by 'lost in a book.' \"\u003c/p>\n\u003cp>Siepiola swears her own energy makes the students more engaged and motivated. I spoke to a lot of teachers for this story and all of them said they feel like they're performing.\u003c/p>\n\u003cp>But here's a funny thing: this isn't something you'll find in a typical ed school curriculum. It's rarely taught.\u003c/p>\n\u003cp>\"I don't think I have ever learned any techniques in any kind of formal way,\" says Siepiola.\u003c/p>\n\u003cfigure id=\"attachment_38471\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/teacher-perform1_slide-11ba5b7ef564fb4817f6b461885dd257ec8443cb.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/teacher-perform1_slide-11ba5b7ef564fb4817f6b461885dd257ec8443cb-640x426.jpg\" alt=\"Second-grade teacher Amanda Siepiola reads with Cornelia Blixt and Isabelle Posner-Brown. (Gabrielle Emanuel/NPR)\" width=\"640\" height=\"426\" class=\"size-large wp-image-38471\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Second-grade teacher Amanda Siepiola reads with Cornelia Blixt and Isabelle Posner-Brown. (Gabrielle Emanuel/NPR)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>'Anyone? Anyone?'\u003c/strong>\u003c/p>\n\u003cp>In other words, a basic element of a teacher's job — the very way in which they impart information — may not be a part of their training.\u003c/p>\n\u003cp>Now, maybe that's not a surprise to anyone who's struggled to stay awake through a droning 90-minute lecture. But it raises a question: How much performance — how much pizzazz — does a teacher need?\u003c/p>\n\u003cp>For answers, let's go to the movies.\u003c/p>\n\u003cp>There is Ben Stein, master of the monotone lecture, in the 1986 classic, \u003cem>Ferris Bueller's Day Off\u003c/em>. His lifeless, \"Anyone? Anyone?\" punctuates his speaking and has earned him a spot as one of the most boring teachers in movie history.\u003c/p>\n\u003cp>At the other end of the spectrum, more in the Springsteen and Ms. Hepburn category, is the late Robin Williams in the 1989 film,\u003cem> Dead Poets Societ\u003c/em>y.\u003c/p>\n\u003cp>This prep school teacher peppers his lectures with skilled impersonations. He leaps onto his desk to demonstrate that looking at things from a new perspective is important. His excitement, his passion, his theatrics have made him a model of educational inspiration.\u003c/p>\n\u003cp>So, is Robin Williams' character all the things a great teacher should be?\u003c/p>\n\u003cp>\u003cstrong>Beyond The Lecture\u003c/strong>\u003c/p>\n\u003cp>Maybe not, says Bruce Lenthall, who runs the Center for Teaching and Learning at the University of Pennsylvania. He has seen some teachers bristle at the idea that successful teachers have to also be performers.\u003c/p>\n\u003cp>\"Remember that's not what they've signed on for and that can, in fact, be alienating to them.\" Lenthall says teachers tell him, \" 'I'm here to convey my ideas, I don't need to get into this stuff that seems ephemeral.' \"\u003c/p>\n\u003cp>But what if the teacher is really boring?\u003c/p>\n\u003cp>Lenthall says that's not his primary concern. He's worried about what students are learning, and argues that entertaining doesn't equal learning.\u003c/p>\n\u003cp>\"There is not a clear relationship between whether students enjoy paying attention to a lecture and whether they learn from the experience,\" Lenthall says.\u003c/p>\n\u003cp>So it's more complicated that Ben Stein vs. Robin Williams.\u003c/p>\n\u003cp>Lenthall and others say it's not supposed to be about the teacher. It's about the students. They are the ones who should be fired up. The teacher's role is to guide, to encourage, to prod along. And that doesn't necessarily mean standing on the desk or playing the guitar.\u003c/p>\n\u003cp>This model is called \"active learning.\" It's a popular idea that largely rejects the lecture. Instead of sitting quietly in the audience, the students experience the magic of discovering information and exploring ideas themselves.\u003c/p>\n\u003cp>\"That's where the push is going on right now in educational theory,\" says Lenthall.\u003c/p>\n\u003cp>Of course, he doesn't think teachers should be boring. But he also doesn't think lectures are the way to go.\u003c/p>\n\u003cp>In many ways, the performance question has gotten caught up in this fight between active learning and lecturing.\u003c/p>\n\u003cp>\"We assume that performance only relates to lecture, only relates to the passive delivery. And thus it should be discarded along with the lecture,\" says Robert Lue, the faculty director of Harvard University's Derek Bok Center for Teaching and Learning.\u003c/p>\n\u003cp>Lue is a big fan of honing a teacher's performance gene. He insists the absolute best active learning teachers have it too.\u003c/p>\n\u003cp>\"You look at these faculty members and you watch them. Oh boy! They are performers. They are performers. I mean you have to be,\" Lue says. \"And our failure to recognize that is a problem.\"\u003c/p>\n\u003cp>But maybe just maybe, there is another factor here too.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Perhaps it's not just a question of which method imparts more facts or produces the highest test score. It's also about a teacher's ability to inspire. \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Channeling+Springsteen%3A+Teachers+As+Performers&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Does does a teacher's performance distract, or does it inspire?","status":"publish","parent":0,"modified":1416424258,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":40,"wordCount":1000},"headData":{"title":"How Much Performance Pizzazz Does a Teacher Need to be Effective? | KQED","description":"Does does a teacher's performance distract, or does it inspire?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Much Performance Pizzazz Does a Teacher Need to be Effective?","datePublished":"2014-11-19T19:10:58.000Z","dateModified":"2014-11-19T19:10:58.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"38470 http://blogs.kqed.org/mindshift/?p=38470","disqusUrl":"https://ww2.kqed.org/mindshift/2014/11/19/how-much-performance-pizzazz-does-a-teacher-need-to-be-effective/","disqusTitle":"How Much Performance Pizzazz Does a Teacher Need to be Effective?","nprByline":"Gabrielle Emanuel","nprStoryId":"343729767","nprApiLink":"http://api.npr.org/query?id=343729767&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/blogs/ed/2014/11/17/343729767/channeling-springsteen-teachers-as-performers?ft=3&f=343729767","nprRetrievedStory":"1","nprPubDate":"Mon, 17 Nov 2014 21:59:00 -0500","nprStoryDate":"Mon, 17 Nov 2014 16:18:00 -0500","nprLastModifiedDate":"Mon, 17 Nov 2014 17:28:54 -0500","nprAudio":"http://pd.npr.org/anon.npr-mp3/npr/atc/2014/11/20141117_atc_channeling_springsteen_teachers_as_performers.mp3?orgId=1&topicId=1013&aggIds=359618671&ft=3&f=343729767","nprAudioM3u":"http://api.npr.org/m3u/1364760970-804e3a.m3u?orgId=1&topicId=1013&aggIds=359618671&ft=3&f=343729767","path":"/mindshift/38470/how-much-performance-pizzazz-does-a-teacher-need-to-be-effective","audioUrl":"http://pd.npr.org/anon.npr-mp3/npr/atc/2014/11/20141117_atc_channeling_springsteen_teachers_as_performers.mp3?orgId=1&topicId=1013&aggIds=359618671&ft=3&f=343729767","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38472\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/teacher-perform2_slide-9dd15112dafe963cfaf89b76c762db832fb152dd.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/teacher-perform2_slide-9dd15112dafe963cfaf89b76c762db832fb152dd-640x426.jpg\" alt=\"Second-grade teacher Amanda Siepiola points to Hannah Wiener during a game at Horace Mann Elementary in Washington, DC. (Gabrielle Emanuel/NPR)\" width=\"640\" height=\"426\" class=\"size-large wp-image-38472\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Second-grade teacher Amanda Siepiola points to Hannah Wiener during a game at Horace Mann Elementary in Washington, DC. (Gabrielle Emanuel/NPR)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By GABRIELLE EMANUEL, \u003ca href=\"http://www.npr.org/blogs/ed/2014/11/17/343729767/channeling-springsteen-teachers-as-performers\">NPR\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003cem>This fall the NPR Ed team is celebrating great teachers and examining what makes great teaching.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">When Amanda Siepiola steps into her second-grade classroom, she channels two role models.\u003c/p>\n\u003cp>\"I'm a big Bruce Springsteen fan,\" says Siepiola, a teacher at Horace Mann Elementary School in Washington, DC. \"And when I go to his concerts, I end up leaving and saying, 'I want to teach like him.' \"\u003c/p>\n\u003cp>The other role model is Siepiola's own English teacher from the 1990s at Clinton High School in upstate New York: Ms. Hepburn.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"She was a performer, where she was on all the time,\" Siepiola says. \"That made me want to stay in that chair and be there.\"\u003c/p>\n\u003cp>Siepiola has been teaching for well over a decade and says she is naturally quiet and reserved but, in the classroom, she amps up her enthusiasm. She mixes the energy of Springsteen and the drama of Ms. Hepburn.\u003c/p>\n\u003cp>Siepiola readily admits, \"I am performing.\"\u003c/p>\n\u003cp>One morning as her second-graders sit cross-legged on the rug, Siepiola whispers, \"See what makes you feel excited.\" The students are learning to browse the classroom books.\u003c/p>\n\u003cp>\"See what makes your heart race a little bit, your face get a little hot. Which book adventures do you want to go on?\" Her voice is rising as she anticipates the impending adventures.\u003c/p>\n\u003cp>One girl's hand shoots up as she blurts out, \"I know what it means by 'lost in a book.' \"\u003c/p>\n\u003cp>Siepiola swears her own energy makes the students more engaged and motivated. I spoke to a lot of teachers for this story and all of them said they feel like they're performing.\u003c/p>\n\u003cp>But here's a funny thing: this isn't something you'll find in a typical ed school curriculum. It's rarely taught.\u003c/p>\n\u003cp>\"I don't think I have ever learned any techniques in any kind of formal way,\" says Siepiola.\u003c/p>\n\u003cfigure id=\"attachment_38471\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/teacher-perform1_slide-11ba5b7ef564fb4817f6b461885dd257ec8443cb.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/teacher-perform1_slide-11ba5b7ef564fb4817f6b461885dd257ec8443cb-640x426.jpg\" alt=\"Second-grade teacher Amanda Siepiola reads with Cornelia Blixt and Isabelle Posner-Brown. (Gabrielle Emanuel/NPR)\" width=\"640\" height=\"426\" class=\"size-large wp-image-38471\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Second-grade teacher Amanda Siepiola reads with Cornelia Blixt and Isabelle Posner-Brown. (Gabrielle Emanuel/NPR)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>'Anyone? Anyone?'\u003c/strong>\u003c/p>\n\u003cp>In other words, a basic element of a teacher's job — the very way in which they impart information — may not be a part of their training.\u003c/p>\n\u003cp>Now, maybe that's not a surprise to anyone who's struggled to stay awake through a droning 90-minute lecture. But it raises a question: How much performance — how much pizzazz — does a teacher need?\u003c/p>\n\u003cp>For answers, let's go to the movies.\u003c/p>\n\u003cp>There is Ben Stein, master of the monotone lecture, in the 1986 classic, \u003cem>Ferris Bueller's Day Off\u003c/em>. His lifeless, \"Anyone? Anyone?\" punctuates his speaking and has earned him a spot as one of the most boring teachers in movie history.\u003c/p>\n\u003cp>At the other end of the spectrum, more in the Springsteen and Ms. Hepburn category, is the late Robin Williams in the 1989 film,\u003cem> Dead Poets Societ\u003c/em>y.\u003c/p>\n\u003cp>This prep school teacher peppers his lectures with skilled impersonations. He leaps onto his desk to demonstrate that looking at things from a new perspective is important. His excitement, his passion, his theatrics have made him a model of educational inspiration.\u003c/p>\n\u003cp>So, is Robin Williams' character all the things a great teacher should be?\u003c/p>\n\u003cp>\u003cstrong>Beyond The Lecture\u003c/strong>\u003c/p>\n\u003cp>Maybe not, says Bruce Lenthall, who runs the Center for Teaching and Learning at the University of Pennsylvania. He has seen some teachers bristle at the idea that successful teachers have to also be performers.\u003c/p>\n\u003cp>\"Remember that's not what they've signed on for and that can, in fact, be alienating to them.\" Lenthall says teachers tell him, \" 'I'm here to convey my ideas, I don't need to get into this stuff that seems ephemeral.' \"\u003c/p>\n\u003cp>But what if the teacher is really boring?\u003c/p>\n\u003cp>Lenthall says that's not his primary concern. He's worried about what students are learning, and argues that entertaining doesn't equal learning.\u003c/p>\n\u003cp>\"There is not a clear relationship between whether students enjoy paying attention to a lecture and whether they learn from the experience,\" Lenthall says.\u003c/p>\n\u003cp>So it's more complicated that Ben Stein vs. Robin Williams.\u003c/p>\n\u003cp>Lenthall and others say it's not supposed to be about the teacher. It's about the students. They are the ones who should be fired up. The teacher's role is to guide, to encourage, to prod along. And that doesn't necessarily mean standing on the desk or playing the guitar.\u003c/p>\n\u003cp>This model is called \"active learning.\" It's a popular idea that largely rejects the lecture. Instead of sitting quietly in the audience, the students experience the magic of discovering information and exploring ideas themselves.\u003c/p>\n\u003cp>\"That's where the push is going on right now in educational theory,\" says Lenthall.\u003c/p>\n\u003cp>Of course, he doesn't think teachers should be boring. But he also doesn't think lectures are the way to go.\u003c/p>\n\u003cp>In many ways, the performance question has gotten caught up in this fight between active learning and lecturing.\u003c/p>\n\u003cp>\"We assume that performance only relates to lecture, only relates to the passive delivery. And thus it should be discarded along with the lecture,\" says Robert Lue, the faculty director of Harvard University's Derek Bok Center for Teaching and Learning.\u003c/p>\n\u003cp>Lue is a big fan of honing a teacher's performance gene. He insists the absolute best active learning teachers have it too.\u003c/p>\n\u003cp>\"You look at these faculty members and you watch them. Oh boy! They are performers. They are performers. I mean you have to be,\" Lue says. \"And our failure to recognize that is a problem.\"\u003c/p>\n\u003cp>But maybe just maybe, there is another factor here too.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Perhaps it's not just a question of which method imparts more facts or produces the highest test score. It's also about a teacher's ability to inspire. \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Channeling+Springsteen%3A+Teachers+As+Performers&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/38470/how-much-performance-pizzazz-does-a-teacher-need-to-be-effective","authors":["byline_mindshift_38470"],"categories":["mindshift_192"],"tags":["mindshift_20786","mindshift_20784","mindshift_1040","mindshift_394"],"featImg":"mindshift_38472","label":"mindshift"},"mindshift_38229":{"type":"posts","id":"mindshift_38229","meta":{"index":"posts_1591205157","site":"mindshift","id":"38229","score":null,"sort":[1414158194000]},"guestAuthors":[],"slug":"a-problem-solving-game-for-teachers-and-administrators","title":"A Problem-Solving Game For Teachers and Administrators ","publishDate":1414158194,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_38244\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Teamwork.gif\">\u003cimg class=\"size-large wp-image-38244\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Teamwork-640x360.gif\" alt=\"iStock\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">iStock\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Gayle Allen\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Earlier, I wrote about four activities teachers and school leaders can use to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/four-activities-to-jump-start-teamwork-among-teachers-and-school-leaders/\">jump-start creative problem-solving\u003c/a> in teams. Given the increased pressure on educators to innovate, the goals for each activity were to build or deepen skills associated with that work. Readers expressed particular interest in one of these activities, so I wanted to do a deep dive and provide additional information.\u003c/p>\n\u003cp>This activity grew out of my work with teachers and school leaders to identify effective solutions to school problems. Over time, I became curious about how schools might make pain points visible, in order to tap into educators’ collective wisdom to solve them. I wondered, too, if we could structure this problem-solving in such a way that everyone’s voice would be heard. Finally, I wondered if there might be a way to make it a fun and creative game. That’s where a set of index cards comes in.\u003c/p>\n\u003cp>\u003cstrong>Game Objective\u003c/strong> \u003c/p>\n\u003cp>To identify as many creative solutions to pain points as possible by pairing each to a relevant observation.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Rules of the Game\u003c/strong>\u003c/p>\n\u003cp>1. Each team plays with an identical set of cards.\u003cbr>\n2. Each deck of cards will be developed in advance of game play.\u003cbr>\n3. Every stakeholder will have an opportunity to contribute cards to the deck. This ensures that all pain points are made public.\u003cbr>\n4. Observations are neutral. There is no such thing as a “bad” observation.\u003cbr>\nAs many stakeholders as possible -- teachers, staff, administrators, students, parents, families, board members, etc. -- will participate, so that everyone can be part of the solution.\u003cbr>\n5. Team size is determined by the amount of time for card play and by the total number of cards per deck.\u003cbr>\n6. Teams should be no larger than six and no smaller than two.\u003c/p>\n\u003cp>\u003cstrong>How to Build the Deck\u003c/strong>\u003c/p>\n\u003cp>1. There are two types of cards in every deck, Pain Point and Observation cards.\u003cbr>\n2. Each deck will include an equal number of Pain Point and Observation cards.\u003cbr>\n3. Create cards using index cards or, if card players prefer, an online note tool, like Evernote.\u003cbr>\n4. Cards will be highly readable, and pain points and observations will make sense to everyone. This is especially important if game play will include teachers from across the district or stakeholders from outside the school.\u003cbr>\n5. Everyone who plays the game will have an opportunity to create cards for the deck. Players are more invested if they can contribute pain points and observations.\u003cbr>\n6. Time will be provided for everyone to create cards. It’s best to request cards in advance of game day, although game facilitators can also build time into the day to allow everyone to build the deck.\u003c/p>\n\u003cp>\u003cstrong>Building Pain Point Cards\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_38240\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Pain-Point-Card.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Pain-Point-Card-640x400.gif\" alt=\"Sample Pain Point card (Courtesy of Gayle Allen)\" width=\"640\" height=\"400\" class=\"size-large wp-image-38240\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sample Pain Point card (Courtesy of Gayle Allen)\u003c/figcaption>\u003c/figure>\n\u003cp>Every Pain Point card should include the following:\u003c/p>\n\u003cp>-The title “Pain Point” so that players know it’s not an observation\u003cbr>\n-Problem question or statement. Examples include: “How can we find more time for community service in the middle school?” or “Laptop carts are also signed out in the high school. We don’t have enough carts for all students and teachers.”\u003cbr>\n-Tags. Possible tags for the sample two cards would include community service, middle school, laptop carts and high school.\u003c/p>\n\u003cp>For those addressing issues beyond their immediate school, include the school level (e.g., elementary, middle, high school, etc.) to avoid confusion. Knowing the school level will allow stakeholders unfamiliar with pain points and observations associated with that school to tailor their solutions.\u003c/p>\n\u003cp>\u003cstrong>Building Observation Cards\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_38239\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Observation-Card.gif\">\u003cimg class=\"size-large wp-image-38239\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Observation-Card-640x400.gif\" alt=\"Sample Observation card (Courtesy of Gayle Allen)\" width=\"640\" height=\"400\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sample Observation card (Courtesy of Gayle Allen)\u003c/figcaption>\u003c/figure>\n\u003cp>Every Observation card should include the following:\u003c/p>\n\u003cp>-The title “Observation” so players know it’s not a pain point.\u003cbr>\n-Neutral observation statement or question. Examples include: ““We don’t provide language classes in the elementary school” or “Why are there so few girls in AP Computer Science in our high school?”\u003cbr>\n-Tags. Possible tags for the sample two cards would include language classes, elementary school, girls, high school and AP Computer Science.\u003c/p>\n\u003cp>If relevant, be sure to include the school level (e.g., elementary, middle, high school, etc.) or grade.\u003c/p>\n\u003cp>\u003cstrong>Instructions for Play\u003c/strong>\u003c/p>\n\u003cp>1. To start, provide each team with an identical deck of cards. Keep team sizes to no more than six and no fewer than two. Size should be determined by the number of cards in the set – larger teams if deck size is 20 or more – and the amount of time allotted. The goal is for each team to work through the entire set of cards. Not all Pain Point cards will have a potentially matching Observation card. Set those cards aside and work with the matching pairs. \u003c/p>\n\u003cp>2. Each team should identify a note taker before the activity begins.\u003c/p>\n\u003cp>3. Provide at least one hour for this activity. Remember that participants will need time to read each card in the deck, to sort and re-sort cards, to think through and process with one another all the possible connections between the Pain Point and Observation cards, and to record connections and solutions. Rushing the process will make it more difficult for participants to be creative and to engage in the types of discussions needed to work through their ideas.\u003c/p>\n\u003cp>4. Provide time at the end for each team to share out at least one innovative solution. If possible, ask teams to post or tape all solutions and connections on a board or wall. Then ask all teams to do a gallery walk around the room, in order to learn from other teams.\u003c/p>\n\u003cp>5. Be sure to gather everyone’s recordings at the end of the activity. Facilitators create a shared document, like a Google doc, to which everyone can contribute. They can also collect hard-copy recordings and add the information to a shared document. Announce the timeline for how you will analyze this information and report back to everyone, and any other next steps. Facilitators can follow up at schoolwide meetings to lay out findings and next steps. Participants will be more engaged if they know there will be follow-up and that their solutions may be implemented.\u003c/p>\n\u003cp>Every time you do this activity, it should take less time, since participants will know what to expect, will have a stronger skill set in making creative connections, and will have a smaller deck of cards (there should be fewer Pain Points as time goes on).\u003c/p>\n\u003cp>\u003cstrong>Three Examples\u003c/strong>\u003c/p>\n\u003cp>1. A \u003cstrong>middle school loses a dedicated maker space \u003c/strong>to a much needed classroom due to increased enrollment. A team reads through their cards and looks for patterns. They notice that several cards include the tags of \"physical space.\" They put them to one side and read through them together. They wonder if they can find a way, as a group of teachers, to get creative with their classrooms by building a pop-up maker space schedule. While they don’t yet have all the answers, they know there’s something there. They pair up the cards, write up the connection, along with a draft of their solution -- a classroom “timeshare” -- and then move on to the other cards.\u003c/p>\n\u003cfigure id=\"attachment_38243\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Enrollment-Card.gif\">\u003cimg class=\"size-large wp-image-38243\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Enrollment-Card-640x750.gif\" alt=\"Sample Pain Point card (Courtesy of Gayle Allen)\" width=\"640\" height=\"750\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sample Pain Point card and Observation cards.(Courtesy of Gayle Allen)\u003c/figcaption>\u003c/figure>\n\u003cp>2. Another team gets caught up in the \u003cstrong>computer programming Pain Point\u003c/strong>. Several members of the team have read articles about online resources for learning how to code. This prompts another member of the group to look at the card tags more closely. She sees one focused on online resources and asks the group what it thinks. Immediately, another group member brings up the idea of creating an after-school programming club, open to all high school students, using free online resources that they can research, vet, and select as part of the club. Soon the group is recording the connections it has made and the solution it's proposing.\u003c/p>\n\u003cfigure id=\"attachment_38241\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Programming-Card.gif\">\u003cimg class=\"size-large wp-image-38241\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Programming-Card-640x750.gif\" alt=\"Sample Pain Point card (Courtesy of Gayle Allen)\" width=\"640\" height=\"750\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sample Pain Point and Observation cards. (Courtesy of Gayle Allen)\u003c/figcaption>\u003c/figure>\n\u003cp>3. Finally, another team gets caught up in a discussion of the card about the fifth-grade research project. For many of the team’s members, mostly middle and high school teachers in schools across the district, this is the first time they’re learning about this project. Several reflect on how hard it is for their own students to decide on research topics, and this gets them wondering if there isn’t a more real-world way to do it. In sorting through their observation cards, they notice the “real-world skills” card. This triggers a team member to talk about student entrepreneurship and a recent article he read about \u003cstrong>student pitch fests\u003c/strong>. The team categorizes pitching as a real-world skill and makes the connection between it and the research topic pain point. They record their idea and mention the article as a resource.\u003c/p>\n\u003cfigure id=\"attachment_38242\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Real-World-Card.gif\">\u003cimg class=\"size-large wp-image-38242\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Real-World-Card-640x750.gif\" alt=\"Sample Pain Point card (Courtesy of Gayle Allen)\" width=\"640\" height=\"750\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sample Pain Point and Observation cards. (Courtesy of Gayle Allen)\u003c/figcaption>\u003c/figure>\n\u003cp>Clearly, this is just the start. Once ideas are recorded and shared, team members may want to connect with others post-activity to work through the details of problem-solving and implementation.\u003c/p>\n\u003cp>\u003cstrong>Empower Everyone to Innovate\u003c/strong>\u003c/p>\n\u003cp>This activity empowers all stakeholders. It gives everyone an opportunity to share pain points and observations and to brainstorm solutions. By building a card deck of context-specific pain points and observations, there’s buy-in from the start. All participants have a vested interest in the cards they create. Likewise, the activity has enough structure built in to drive toward solutions.\u003c/p>\n\u003cp>All who participate get to practice and deepen their creative problem-solving skills. You’ll be surprised at how energizing it will be to problem-solve with colleagues, how creative the solutions will be, and how pain points will begin to disappear.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Gayle Allen spent nearly two decades as a teacher, school leader and founder of two professional development institutes. She holds an Ed.D. from Teachers College, Columbia University, where she focused her research on teacher learning. Gayle currently serves on the advisory board for \u003ca href=\"http://biobuilder.org/\">BioBuilder Educational Foundation\u003c/a> and is an edupreneur at BrightBytes. She blogs at \u003ca href=\"http://www.gayleallen.net/\">Connecting the Thoughts\u003c/a> and tweets \u003ca href=\"https://twitter.com/GAllenTC\">@GAllenTC\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"A simple game can bring educators together to talk about pain points and observations, and ultimately, find a solution. ","status":"publish","parent":0,"modified":1414159173,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":1720},"headData":{"title":"A Problem-Solving Game For Teachers and Administrators | KQED","description":"A simple game can bring educators together to talk about pain points and observations, and ultimately, find a solution. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"A Problem-Solving Game For Teachers and Administrators ","datePublished":"2014-10-24T13:43:14.000Z","dateModified":"2014-10-24T13:59:33.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"38229 http://blogs.kqed.org/mindshift/?p=38229","disqusUrl":"https://ww2.kqed.org/mindshift/2014/10/24/a-problem-solving-game-for-teachers-and-administrators/","disqusTitle":"A Problem-Solving Game For Teachers and Administrators ","path":"/mindshift/38229/a-problem-solving-game-for-teachers-and-administrators","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38244\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Teamwork.gif\">\u003cimg class=\"size-large wp-image-38244\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Teamwork-640x360.gif\" alt=\"iStock\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">iStock\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Gayle Allen\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Earlier, I wrote about four activities teachers and school leaders can use to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/four-activities-to-jump-start-teamwork-among-teachers-and-school-leaders/\">jump-start creative problem-solving\u003c/a> in teams. Given the increased pressure on educators to innovate, the goals for each activity were to build or deepen skills associated with that work. Readers expressed particular interest in one of these activities, so I wanted to do a deep dive and provide additional information.\u003c/p>\n\u003cp>This activity grew out of my work with teachers and school leaders to identify effective solutions to school problems. Over time, I became curious about how schools might make pain points visible, in order to tap into educators’ collective wisdom to solve them. I wondered, too, if we could structure this problem-solving in such a way that everyone’s voice would be heard. Finally, I wondered if there might be a way to make it a fun and creative game. That’s where a set of index cards comes in.\u003c/p>\n\u003cp>\u003cstrong>Game Objective\u003c/strong> \u003c/p>\n\u003cp>To identify as many creative solutions to pain points as possible by pairing each to a relevant observation.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Rules of the Game\u003c/strong>\u003c/p>\n\u003cp>1. Each team plays with an identical set of cards.\u003cbr>\n2. Each deck of cards will be developed in advance of game play.\u003cbr>\n3. Every stakeholder will have an opportunity to contribute cards to the deck. This ensures that all pain points are made public.\u003cbr>\n4. Observations are neutral. There is no such thing as a “bad” observation.\u003cbr>\nAs many stakeholders as possible -- teachers, staff, administrators, students, parents, families, board members, etc. -- will participate, so that everyone can be part of the solution.\u003cbr>\n5. Team size is determined by the amount of time for card play and by the total number of cards per deck.\u003cbr>\n6. Teams should be no larger than six and no smaller than two.\u003c/p>\n\u003cp>\u003cstrong>How to Build the Deck\u003c/strong>\u003c/p>\n\u003cp>1. There are two types of cards in every deck, Pain Point and Observation cards.\u003cbr>\n2. Each deck will include an equal number of Pain Point and Observation cards.\u003cbr>\n3. Create cards using index cards or, if card players prefer, an online note tool, like Evernote.\u003cbr>\n4. Cards will be highly readable, and pain points and observations will make sense to everyone. This is especially important if game play will include teachers from across the district or stakeholders from outside the school.\u003cbr>\n5. Everyone who plays the game will have an opportunity to create cards for the deck. Players are more invested if they can contribute pain points and observations.\u003cbr>\n6. Time will be provided for everyone to create cards. It’s best to request cards in advance of game day, although game facilitators can also build time into the day to allow everyone to build the deck.\u003c/p>\n\u003cp>\u003cstrong>Building Pain Point Cards\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_38240\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Pain-Point-Card.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Pain-Point-Card-640x400.gif\" alt=\"Sample Pain Point card (Courtesy of Gayle Allen)\" width=\"640\" height=\"400\" class=\"size-large wp-image-38240\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sample Pain Point card (Courtesy of Gayle Allen)\u003c/figcaption>\u003c/figure>\n\u003cp>Every Pain Point card should include the following:\u003c/p>\n\u003cp>-The title “Pain Point” so that players know it’s not an observation\u003cbr>\n-Problem question or statement. Examples include: “How can we find more time for community service in the middle school?” or “Laptop carts are also signed out in the high school. We don’t have enough carts for all students and teachers.”\u003cbr>\n-Tags. Possible tags for the sample two cards would include community service, middle school, laptop carts and high school.\u003c/p>\n\u003cp>For those addressing issues beyond their immediate school, include the school level (e.g., elementary, middle, high school, etc.) to avoid confusion. Knowing the school level will allow stakeholders unfamiliar with pain points and observations associated with that school to tailor their solutions.\u003c/p>\n\u003cp>\u003cstrong>Building Observation Cards\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_38239\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Observation-Card.gif\">\u003cimg class=\"size-large wp-image-38239\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Observation-Card-640x400.gif\" alt=\"Sample Observation card (Courtesy of Gayle Allen)\" width=\"640\" height=\"400\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sample Observation card (Courtesy of Gayle Allen)\u003c/figcaption>\u003c/figure>\n\u003cp>Every Observation card should include the following:\u003c/p>\n\u003cp>-The title “Observation” so players know it’s not a pain point.\u003cbr>\n-Neutral observation statement or question. Examples include: ““We don’t provide language classes in the elementary school” or “Why are there so few girls in AP Computer Science in our high school?”\u003cbr>\n-Tags. Possible tags for the sample two cards would include language classes, elementary school, girls, high school and AP Computer Science.\u003c/p>\n\u003cp>If relevant, be sure to include the school level (e.g., elementary, middle, high school, etc.) or grade.\u003c/p>\n\u003cp>\u003cstrong>Instructions for Play\u003c/strong>\u003c/p>\n\u003cp>1. To start, provide each team with an identical deck of cards. Keep team sizes to no more than six and no fewer than two. Size should be determined by the number of cards in the set – larger teams if deck size is 20 or more – and the amount of time allotted. The goal is for each team to work through the entire set of cards. Not all Pain Point cards will have a potentially matching Observation card. Set those cards aside and work with the matching pairs. \u003c/p>\n\u003cp>2. Each team should identify a note taker before the activity begins.\u003c/p>\n\u003cp>3. Provide at least one hour for this activity. Remember that participants will need time to read each card in the deck, to sort and re-sort cards, to think through and process with one another all the possible connections between the Pain Point and Observation cards, and to record connections and solutions. Rushing the process will make it more difficult for participants to be creative and to engage in the types of discussions needed to work through their ideas.\u003c/p>\n\u003cp>4. Provide time at the end for each team to share out at least one innovative solution. If possible, ask teams to post or tape all solutions and connections on a board or wall. Then ask all teams to do a gallery walk around the room, in order to learn from other teams.\u003c/p>\n\u003cp>5. Be sure to gather everyone’s recordings at the end of the activity. Facilitators create a shared document, like a Google doc, to which everyone can contribute. They can also collect hard-copy recordings and add the information to a shared document. Announce the timeline for how you will analyze this information and report back to everyone, and any other next steps. Facilitators can follow up at schoolwide meetings to lay out findings and next steps. Participants will be more engaged if they know there will be follow-up and that their solutions may be implemented.\u003c/p>\n\u003cp>Every time you do this activity, it should take less time, since participants will know what to expect, will have a stronger skill set in making creative connections, and will have a smaller deck of cards (there should be fewer Pain Points as time goes on).\u003c/p>\n\u003cp>\u003cstrong>Three Examples\u003c/strong>\u003c/p>\n\u003cp>1. A \u003cstrong>middle school loses a dedicated maker space \u003c/strong>to a much needed classroom due to increased enrollment. A team reads through their cards and looks for patterns. They notice that several cards include the tags of \"physical space.\" They put them to one side and read through them together. They wonder if they can find a way, as a group of teachers, to get creative with their classrooms by building a pop-up maker space schedule. While they don’t yet have all the answers, they know there’s something there. They pair up the cards, write up the connection, along with a draft of their solution -- a classroom “timeshare” -- and then move on to the other cards.\u003c/p>\n\u003cfigure id=\"attachment_38243\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Enrollment-Card.gif\">\u003cimg class=\"size-large wp-image-38243\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Enrollment-Card-640x750.gif\" alt=\"Sample Pain Point card (Courtesy of Gayle Allen)\" width=\"640\" height=\"750\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sample Pain Point card and Observation cards.(Courtesy of Gayle Allen)\u003c/figcaption>\u003c/figure>\n\u003cp>2. Another team gets caught up in the \u003cstrong>computer programming Pain Point\u003c/strong>. Several members of the team have read articles about online resources for learning how to code. This prompts another member of the group to look at the card tags more closely. She sees one focused on online resources and asks the group what it thinks. Immediately, another group member brings up the idea of creating an after-school programming club, open to all high school students, using free online resources that they can research, vet, and select as part of the club. Soon the group is recording the connections it has made and the solution it's proposing.\u003c/p>\n\u003cfigure id=\"attachment_38241\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Programming-Card.gif\">\u003cimg class=\"size-large wp-image-38241\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Programming-Card-640x750.gif\" alt=\"Sample Pain Point card (Courtesy of Gayle Allen)\" width=\"640\" height=\"750\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sample Pain Point and Observation cards. (Courtesy of Gayle Allen)\u003c/figcaption>\u003c/figure>\n\u003cp>3. Finally, another team gets caught up in a discussion of the card about the fifth-grade research project. For many of the team’s members, mostly middle and high school teachers in schools across the district, this is the first time they’re learning about this project. Several reflect on how hard it is for their own students to decide on research topics, and this gets them wondering if there isn’t a more real-world way to do it. In sorting through their observation cards, they notice the “real-world skills” card. This triggers a team member to talk about student entrepreneurship and a recent article he read about \u003cstrong>student pitch fests\u003c/strong>. The team categorizes pitching as a real-world skill and makes the connection between it and the research topic pain point. They record their idea and mention the article as a resource.\u003c/p>\n\u003cfigure id=\"attachment_38242\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Real-World-Card.gif\">\u003cimg class=\"size-large wp-image-38242\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Real-World-Card-640x750.gif\" alt=\"Sample Pain Point card (Courtesy of Gayle Allen)\" width=\"640\" height=\"750\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sample Pain Point and Observation cards. (Courtesy of Gayle Allen)\u003c/figcaption>\u003c/figure>\n\u003cp>Clearly, this is just the start. Once ideas are recorded and shared, team members may want to connect with others post-activity to work through the details of problem-solving and implementation.\u003c/p>\n\u003cp>\u003cstrong>Empower Everyone to Innovate\u003c/strong>\u003c/p>\n\u003cp>This activity empowers all stakeholders. It gives everyone an opportunity to share pain points and observations and to brainstorm solutions. By building a card deck of context-specific pain points and observations, there’s buy-in from the start. All participants have a vested interest in the cards they create. Likewise, the activity has enough structure built in to drive toward solutions.\u003c/p>\n\u003cp>All who participate get to practice and deepen their creative problem-solving skills. You’ll be surprised at how energizing it will be to problem-solve with colleagues, how creative the solutions will be, and how pain points will begin to disappear.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Gayle Allen spent nearly two decades as a teacher, school leader and founder of two professional development institutes. She holds an Ed.D. from Teachers College, Columbia University, where she focused her research on teacher learning. Gayle currently serves on the advisory board for \u003ca href=\"http://biobuilder.org/\">BioBuilder Educational Foundation\u003c/a> and is an edupreneur at BrightBytes. She blogs at \u003ca href=\"http://www.gayleallen.net/\">Connecting the Thoughts\u003c/a> and tweets \u003ca href=\"https://twitter.com/GAllenTC\">@GAllenTC\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/38229/a-problem-solving-game-for-teachers-and-administrators","authors":["4354"],"categories":["mindshift_1"],"tags":["mindshift_862","mindshift_1040","mindshift_20775","mindshift_20776","mindshift_394"],"featImg":"mindshift_38244","label":"mindshift"},"mindshift_38203":{"type":"posts","id":"mindshift_38203","meta":{"index":"posts_1591205157","site":"mindshift","id":"38203","score":null,"sort":[1414071510000]},"guestAuthors":[],"slug":"survey-finds-teachers-underutilize-resources-for-digital-games-in-the-classroom","title":"Report Finds Teachers Underutilize Resources for Digital Games in the Classroom ","publishDate":1414071510,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_38214\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Cooney-Games-post.gif\">\u003cimg class=\"size-large wp-image-38214\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Cooney-Games-post-640x360.gif\" alt=\"iStock\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">iStock\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">While more teachers are using digital games in the classroom, how they decide which games to use and why is less standardized, according to a teacher survey of 694 K-8 teachers by the Games and Learning Publishing Council called \u003ca href=\"http://www.joanganzcooneycenter.org/wp-content/uploads/2014/10/jgcc_leveluplearning_final.pdf\">Level Up Learning: A National Survey on Teaching with Digital Games\u003c/a>.\u003c/p>\n\u003cp>The report finds that teachers learn about games through informal means, such as peers within the school or school district, and could benefit from more explicit training programs. By not having a more formal process, the report finds that “teachers may not be getting exposure to the broader range of pedagogical strategies, resources, and types of games that can enhance and facilitate digital game integration.”\u003c/p>\n\u003cp>“There’s a problem with discovery. They aren’t aware of all the types of games they could be using and all the ways they could be using them,” said Lori Takeuchi, senior director and research scientist at the Joan Ganz Cooney Center who co-authored the report. The GLPC is a project of the Cooney Center. “We need an easier way for teachers to find the best game titles that will meet their needs,” she said. \u003c/p>\n\u003cfigure id=\"attachment_38204\" class=\"wp-caption alignright\" style=\"max-width: 298px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Cooney-Chart-5.png\">\u003cimg class=\"size-medium wp-image-38204\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Cooney-Chart-5-298x500.png\" alt='From \"Level Up Learning: A National Survey on Teaching with Digital Games\" from the Joan Ganz Cooney Center. ' width=\"298\" height=\"500\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">From \"\u003ca href=\"http://www.joanganzcooneycenter.org/wp-content/uploads/2014/10/jgcc_leveluplearning_final.pdf\">Level Up Learning: A National Survey on Teaching with Digital Games\u003c/a>\" from the Joan Ganz Cooney Center.\u003c/figcaption>\u003c/figure>\n\u003cp>The report says a minority of teachers are using resources available to them. Teachers already using digital games get most of their professional learning from other teachers within the school or district (68 percent) and a quarter of surveyed teachers go to online forums for educators. For those reasons, the report authors recommend finding alternative ways to reach out to teachers. The report states, \"This means that we need to do more to promote these online resources and identify how they can more effectively address teachers' pedagogical questions as well as their lifestyles, learning styles, and organizational constraints.\"\u003c/p>\n\u003cp>Overall, most teachers they surveyed use games in the classroom. Many times, a teacher's exposure to gaming outside of school impacts whether students get the benefit of games in the classroom. Of the teachers surveyed, 74 percent use digital games to teach in the classroom. Most of those said they let their students play at least monthly. About 40 percent of teachers who use digital games are using them to meet curriculum standards.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The report also finds that certain types of games are favored over others, and that duration plays a key part. Role-playing games, like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/world-of-warcraft-finds-its-way-into-class/\">World of Warcraft\u003c/a>, can help students with problem solving skills, but only 5 percent of teachers surveyed report using such involved games. “All the research shows the potential of video games for learning and its usually through these immersive games, but those are not the types of games we’re seeing in the classroom,” said Takeuchi. \u003c/p>\n\u003cp>“Teachers tend to use shorter form games that could be finished in a class period or just a few minutes. Because developers realize that teachers can fit a shorter form game into a classroom period, they’re going to make those games.”\u003c/p>\n\u003cp>Part of the Bill and Melinda Gates Foundation funded \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/surprising-insights-how-teachers-use-games-in-the-classroom/\">report was released\u003c/a> earlier this year and highlighted how teachers use games for reasons like assessment, reaching low-performing students, motivating students, and teaching new material. The full report shows which games the teachers surveyed are using in their classroom. \u003c/p>\n\u003cfigure id=\"attachment_38206\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Cooney-Games-3.png\">\u003cimg class=\"size-large wp-image-38206\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Cooney-Games-3-640x500.png\" alt='From \"Level Up Learning: A National Survey on Teaching with Digital Games\" from the Joan Ganz Cooney Center. Surveyed teachers listed titles of up to three digital games used with students. ' width=\"640\" height=\"500\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">From \"\u003ca href=\"http://www.joanganzcooneycenter.org/wp-content/uploads/2014/10/jgcc_leveluplearning_final.pdf\">Level Up Learning: A National Survey on Teaching with Digital Games\u003c/a>\" from the Joan Ganz Cooney Center. Surveyed teachers listed titles of up to three digital games used with students.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Note: MindShift has been developing \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\">The MindShift Guide to Games and Learning\u003c/a> with the support of the \u003ca href=\"www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center\u003c/a>. The guide is a project of the \u003ca href=\"http://www.joanganzcooneycenter.org/initiative/games-and-learning-publishing-council-analyzing-a-rising-sector/\">Games and Learning Publishing Council\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"A survey reports that most teachers are finding digital games in the classroom through informal means and could benefit from improved training and exposure to resources. ","status":"publish","parent":0,"modified":1414071838,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":639},"headData":{"title":"Report Finds Teachers Underutilize Resources for Digital Games in the Classroom | KQED","description":"A survey reports that most teachers are finding digital games in the classroom through informal means and could benefit from improved training and exposure to resources. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Report Finds Teachers Underutilize Resources for Digital Games in the Classroom ","datePublished":"2014-10-23T13:38:30.000Z","dateModified":"2014-10-23T13:43:58.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"38203 http://blogs.kqed.org/mindshift/?p=38203","disqusUrl":"https://ww2.kqed.org/mindshift/2014/10/23/survey-finds-teachers-underutilize-resources-for-digital-games-in-the-classroom/","disqusTitle":"Report Finds Teachers Underutilize Resources for Digital Games in the Classroom ","path":"/mindshift/38203/survey-finds-teachers-underutilize-resources-for-digital-games-in-the-classroom","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38214\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Cooney-Games-post.gif\">\u003cimg class=\"size-large wp-image-38214\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Cooney-Games-post-640x360.gif\" alt=\"iStock\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">iStock\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">While more teachers are using digital games in the classroom, how they decide which games to use and why is less standardized, according to a teacher survey of 694 K-8 teachers by the Games and Learning Publishing Council called \u003ca href=\"http://www.joanganzcooneycenter.org/wp-content/uploads/2014/10/jgcc_leveluplearning_final.pdf\">Level Up Learning: A National Survey on Teaching with Digital Games\u003c/a>.\u003c/p>\n\u003cp>The report finds that teachers learn about games through informal means, such as peers within the school or school district, and could benefit from more explicit training programs. By not having a more formal process, the report finds that “teachers may not be getting exposure to the broader range of pedagogical strategies, resources, and types of games that can enhance and facilitate digital game integration.”\u003c/p>\n\u003cp>“There’s a problem with discovery. They aren’t aware of all the types of games they could be using and all the ways they could be using them,” said Lori Takeuchi, senior director and research scientist at the Joan Ganz Cooney Center who co-authored the report. The GLPC is a project of the Cooney Center. “We need an easier way for teachers to find the best game titles that will meet their needs,” she said. \u003c/p>\n\u003cfigure id=\"attachment_38204\" class=\"wp-caption alignright\" style=\"max-width: 298px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Cooney-Chart-5.png\">\u003cimg class=\"size-medium wp-image-38204\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Cooney-Chart-5-298x500.png\" alt='From \"Level Up Learning: A National Survey on Teaching with Digital Games\" from the Joan Ganz Cooney Center. ' width=\"298\" height=\"500\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">From \"\u003ca href=\"http://www.joanganzcooneycenter.org/wp-content/uploads/2014/10/jgcc_leveluplearning_final.pdf\">Level Up Learning: A National Survey on Teaching with Digital Games\u003c/a>\" from the Joan Ganz Cooney Center.\u003c/figcaption>\u003c/figure>\n\u003cp>The report says a minority of teachers are using resources available to them. Teachers already using digital games get most of their professional learning from other teachers within the school or district (68 percent) and a quarter of surveyed teachers go to online forums for educators. For those reasons, the report authors recommend finding alternative ways to reach out to teachers. The report states, \"This means that we need to do more to promote these online resources and identify how they can more effectively address teachers' pedagogical questions as well as their lifestyles, learning styles, and organizational constraints.\"\u003c/p>\n\u003cp>Overall, most teachers they surveyed use games in the classroom. Many times, a teacher's exposure to gaming outside of school impacts whether students get the benefit of games in the classroom. Of the teachers surveyed, 74 percent use digital games to teach in the classroom. Most of those said they let their students play at least monthly. About 40 percent of teachers who use digital games are using them to meet curriculum standards.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The report also finds that certain types of games are favored over others, and that duration plays a key part. Role-playing games, like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/world-of-warcraft-finds-its-way-into-class/\">World of Warcraft\u003c/a>, can help students with problem solving skills, but only 5 percent of teachers surveyed report using such involved games. “All the research shows the potential of video games for learning and its usually through these immersive games, but those are not the types of games we’re seeing in the classroom,” said Takeuchi. \u003c/p>\n\u003cp>“Teachers tend to use shorter form games that could be finished in a class period or just a few minutes. Because developers realize that teachers can fit a shorter form game into a classroom period, they’re going to make those games.”\u003c/p>\n\u003cp>Part of the Bill and Melinda Gates Foundation funded \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/surprising-insights-how-teachers-use-games-in-the-classroom/\">report was released\u003c/a> earlier this year and highlighted how teachers use games for reasons like assessment, reaching low-performing students, motivating students, and teaching new material. The full report shows which games the teachers surveyed are using in their classroom. \u003c/p>\n\u003cfigure id=\"attachment_38206\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Cooney-Games-3.png\">\u003cimg class=\"size-large wp-image-38206\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Cooney-Games-3-640x500.png\" alt='From \"Level Up Learning: A National Survey on Teaching with Digital Games\" from the Joan Ganz Cooney Center. Surveyed teachers listed titles of up to three digital games used with students. ' width=\"640\" height=\"500\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">From \"\u003ca href=\"http://www.joanganzcooneycenter.org/wp-content/uploads/2014/10/jgcc_leveluplearning_final.pdf\">Level Up Learning: A National Survey on Teaching with Digital Games\u003c/a>\" from the Joan Ganz Cooney Center. Surveyed teachers listed titles of up to three digital games used with students.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Note: MindShift has been developing \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\">The MindShift Guide to Games and Learning\u003c/a> with the support of the \u003ca href=\"www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center\u003c/a>. The guide is a project of the \u003ca href=\"http://www.joanganzcooneycenter.org/initiative/games-and-learning-publishing-council-analyzing-a-rising-sector/\">Games and Learning Publishing Council\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/38203/survey-finds-teachers-underutilize-resources-for-digital-games-in-the-classroom","authors":["4354"],"categories":["mindshift_1"],"tags":["mindshift_1040","mindshift_20655","mindshift_20773","mindshift_200","mindshift_20774","mindshift_394","mindshift_208"],"featImg":"mindshift_38214","label":"mindshift"},"mindshift_9540":{"type":"posts","id":"mindshift_9540","meta":{"index":"posts_1591205157","site":"mindshift","id":"9540","score":null,"sort":[1300834436000]},"guestAuthors":[],"slug":"where-can-teachers-start-step-1-look-to-your-peers","title":"Where Can Teachers Start? Step 1: Look to Your Peers","publishDate":1300834436,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cimg class=\"size-medium wp-image-9563\" title=\"getty\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/getty-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/p>\n\u003cp>I'm in awe of what great educators do on a daily basis -- inspire kids to learn and feed their curiosity. With so much on their plate, they still push themselves to do more with mountains of obstacles stacked against them.\u003c/p>\n\u003cp>Take, for instance, the reader who recently sent me a note.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cspan style=\"color: #666699;\">\u003cem>I am a middle level educator that thought he was on top of the technology wave. I use web-based tools like Google docs and Moodle, have my kids computing daily, and have a Promethean board going all day long. Recently, my principal (who is also on the tech wagon) encouraged me to follow some Twitter feeds. The incredible mass of people that are looking way beyond the next 6 months has me reeling! I'm excited, giddy, and as eager as a puppy to dive into this stuff. Problem is that I don't know exactly where to start. \u003c/em>\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cspan style=\"color: #666699;\">\u003cem>In reading your article about \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/21-things-that-will-be-obsolete-by-2020/\">what won't be in schools ten years from now,\u003c/a> I found great thoughts. Now I want to know how to make them happen. Are there places I can turn to see what is going on in classrooms more advanced technology-wise than mine? For instance, I can almost see how we can personalize learning for all in one to one computing setups, but is anyone doing that? I know I can figure it out, but I'm pretty busy, here. Any chance you can point me in some directions? \u003c/em>\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I've been wondering that myself. For educators who want to dig in, where do they start? The vast amounts of information can be overwhelming. Is there a central repository that guides busy teachers step-by-step?\u003c/p>\n\u003cp>Unfortunately, no.\u003c/p>\n\u003cp>Eric Sheninger, the principal of New Milford High School in Bergen County, New Jersey, who up until two years ago, was completely unplugged from web 2.0, says his learning curve was steep. \"You have to start small,\" Sheninger said. \"There are so many different tools. Just take it one step at a time.\"\u003c/p>\n\u003cp>Here's a start:\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #ff0000;\">Powerful Learning Practice (PLP)\u003c/span> is a professional networking site for teachers, and apart from moral support, they offer specific ways to dive in. In fact, this post is called \"\u003cspan style=\"color: #ff0000;\">\u003ca href=\"http://plpnetwork.com/2011/03/18/connected-teaching-practice-makes-perfect/\">Some Tips for Getting Started\u003c/a>\u003c/span>\" written by a teacher in Oslo, Norway, shows that it doesn't matter where you live or teach -- the world is tightly connected.\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff0000;\">Larry Ferlazzo's\u003c/span> \u003cspan style=\"color: #ff0000;\">\u003cspan style=\"color: #ff0000;\">\u003ca href=\"http://larryferlazzo.edublogs.org/about/my-best-of-series/\">useful list of websites\u003c/a>\u003c/span> \u003c/span>and resources for teachers.\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff0000;\">\u003cspan style=\"color: #ff0000;\">Edutopia's\u003c/span> \u003ca href=\"http://www.edutopia.org/groups\">thriving community\u003c/a>\u003c/span> is categorized by grades and subjects, so teachers can easily find like-minded peers and ask for advice.\u003c/li>\n\u003cli>Start your own \u003cspan style=\"color: #ff0000;\">social community online\u003c/span> or follow one, such as \u003cspan style=\"color: #ff0000;\">\u003cspan style=\"color: #ff0000;\">\u003ca href=\"http://edupln.ning.com/\">Educators PLN\u003c/a>\u003c/span> \u003c/span>or \u003cspan style=\"color: #ff0000;\">\u003ca href=\"http://www.classroom20.com/\">Classroom 2.0\u003c/a>\u003c/span>.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>I'd love to hear from other educators who recently embarked on the path to transforming their teaching practice. What was your first step?\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1300834436,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":476},"headData":{"title":"Where Can Teachers Start? Step 1: Look to Your Peers | KQED","description":"I'm in awe of what great educators do on a daily basis -- inspire kids to learn and feed their curiosity. With so much on their plate, they still push themselves to do more with mountains of obstacles stacked against them. Take, for instance, the reader who recently sent me a note. I am a","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Where Can Teachers Start? Step 1: Look to Your Peers","datePublished":"2011-03-22T22:53:56.000Z","dateModified":"2011-03-22T22:53:56.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"9540 http://blogs.kqed.org/mindshift/?p=9540","disqusUrl":"https://ww2.kqed.org/mindshift/2011/03/22/where-can-teachers-start-step-1-look-to-your-peers/","disqusTitle":"Where Can Teachers Start? Step 1: Look to Your Peers","path":"/mindshift/9540/where-can-teachers-start-step-1-look-to-your-peers","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"size-medium wp-image-9563\" title=\"getty\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/getty-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/p>\n\u003cp>I'm in awe of what great educators do on a daily basis -- inspire kids to learn and feed their curiosity. With so much on their plate, they still push themselves to do more with mountains of obstacles stacked against them.\u003c/p>\n\u003cp>Take, for instance, the reader who recently sent me a note.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cspan style=\"color: #666699;\">\u003cem>I am a middle level educator that thought he was on top of the technology wave. I use web-based tools like Google docs and Moodle, have my kids computing daily, and have a Promethean board going all day long. Recently, my principal (who is also on the tech wagon) encouraged me to follow some Twitter feeds. The incredible mass of people that are looking way beyond the next 6 months has me reeling! I'm excited, giddy, and as eager as a puppy to dive into this stuff. Problem is that I don't know exactly where to start. \u003c/em>\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cspan style=\"color: #666699;\">\u003cem>In reading your article about \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/21-things-that-will-be-obsolete-by-2020/\">what won't be in schools ten years from now,\u003c/a> I found great thoughts. Now I want to know how to make them happen. Are there places I can turn to see what is going on in classrooms more advanced technology-wise than mine? For instance, I can almost see how we can personalize learning for all in one to one computing setups, but is anyone doing that? I know I can figure it out, but I'm pretty busy, here. Any chance you can point me in some directions? \u003c/em>\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I've been wondering that myself. For educators who want to dig in, where do they start? The vast amounts of information can be overwhelming. Is there a central repository that guides busy teachers step-by-step?\u003c/p>\n\u003cp>Unfortunately, no.\u003c/p>\n\u003cp>Eric Sheninger, the principal of New Milford High School in Bergen County, New Jersey, who up until two years ago, was completely unplugged from web 2.0, says his learning curve was steep. \"You have to start small,\" Sheninger said. \"There are so many different tools. Just take it one step at a time.\"\u003c/p>\n\u003cp>Here's a start:\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #ff0000;\">Powerful Learning Practice (PLP)\u003c/span> is a professional networking site for teachers, and apart from moral support, they offer specific ways to dive in. In fact, this post is called \"\u003cspan style=\"color: #ff0000;\">\u003ca href=\"http://plpnetwork.com/2011/03/18/connected-teaching-practice-makes-perfect/\">Some Tips for Getting Started\u003c/a>\u003c/span>\" written by a teacher in Oslo, Norway, shows that it doesn't matter where you live or teach -- the world is tightly connected.\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff0000;\">Larry Ferlazzo's\u003c/span> \u003cspan style=\"color: #ff0000;\">\u003cspan style=\"color: #ff0000;\">\u003ca href=\"http://larryferlazzo.edublogs.org/about/my-best-of-series/\">useful list of websites\u003c/a>\u003c/span> \u003c/span>and resources for teachers.\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff0000;\">\u003cspan style=\"color: #ff0000;\">Edutopia's\u003c/span> \u003ca href=\"http://www.edutopia.org/groups\">thriving community\u003c/a>\u003c/span> is categorized by grades and subjects, so teachers can easily find like-minded peers and ask for advice.\u003c/li>\n\u003cli>Start your own \u003cspan style=\"color: #ff0000;\">social community online\u003c/span> or follow one, such as \u003cspan style=\"color: #ff0000;\">\u003cspan style=\"color: #ff0000;\">\u003ca href=\"http://edupln.ning.com/\">Educators PLN\u003c/a>\u003c/span> \u003c/span>or \u003cspan style=\"color: #ff0000;\">\u003ca href=\"http://www.classroom20.com/\">Classroom 2.0\u003c/a>\u003c/span>.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>I'd love to hear from other educators who recently embarked on the path to transforming their teaching practice. What was your first step?\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/9540/where-can-teachers-start-step-1-look-to-your-peers","authors":["180"],"categories":["mindshift_195"],"tags":["mindshift_394"],"featImg":"mindshift_9563","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? 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You ask the questions. You decide what Bay Curious investigates. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.","airtime":"MON-FRI 3am-9am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/morning-edition/","meta":{"site":"news","source":"npr"},"link":"/radio/program/morning-edition"},"onourwatch":{"id":"onourwatch","title":"On Our Watch","tagline":"Police secrets, unsealed","info":"For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. 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