All Articles tagged high-school.

In Defense of Re-Reading

November 5, 2020 Brad Hoffman Leave a Comment

“Serene was a word you could put to Brooklyn, New York. Especially in the summer of 1912. Somber, as a word, was better. But it did not apply to Williamsburg, Brooklyn. Prairie was lovely and Shenandoah had a beautiful sound, but you couldn’t fit those words into Brooklyn. Serene was the only word for it; especially on a Saturday afternoon in summer.”

For at least four years in a row, sixth grade through ninth grade, I opened my school year by reading these words, the opening lines of Betty Smith’s coming-of-age novel A Tree Grows in Brooklyn. As soon as the library was open to students, I would be there, heading for the “S” shelves of the fiction section. Over the years, I would reread many other books as well, such as Wuthering Heights by Emily Bronte, Jane Eyre by Charlotte Bronte, and The True Confessions of Charlotte Doyle by Avi. It wasn’t that I didn’t like reading new books. In fact, I was a voracious reader, and most of the books I read were new to me. There was a comfort in revisiting those favorite stories, though; they were old friends I could always rely on. Looking back, I don’t think it was by chance that I always chose to start the year with a book that I knew I would enjoy.

When I help students choose books, I try to keep in mind my own rereading habits. As educators and parents, we naturally want children to learn new things. Generally, this means that we want them to read books that they have never read before. When we see a child selecting independent reading materials and we notice them reaching for a book that we know they have read, our natural instinct is to redirect them to a new one.

We might want to rethink that instinct, however. A recent study has found that rereading a favorite book benefits the reader by promoting self-reflection, enhancing emotional health and facilitating a deeper understanding of the text. It’s that deeper understanding that allows for the sort of textual analysis that students perform on texts in secondary and college classrooms, so rereading, although I wouldn’t recommend it as part of a curriculum, serves a definite academic purpose. On a more basic level, rereading allows for better comprehension of the sort that comes along with more life experience and sharpened reading skills. I definitely understood Great Expectations and A Tale of Two Cities better when I revisited them in high school than when I first read them as an ambitious middle-schooler.

Could there be such a thing as too much rereading? Undoubtedly. Young readers should be reading far more new texts than old ones. It is possible that a young reader might get “stuck”in a group of favorite books, particularly a story series, and refuse to move forward. It’s a rare phenomenon, though, and usually a temporary problem —one that can generally be fixed by nudging the student towards books with similar themes.

An occasional rereading experience serves one of the highest purposes of education: By empowering young readers to amass a personal literary canon, it encourages them to become lifelong readers. It has been an extraordinary experience for me as a teacher to revisit some of the young adult novels that I’d last read as a child —Maniac Magee by Jerry Spinelli, I Am the Cheese by Robert Cormier, The Pigman by Paul Zindel. Turning over the pages, I thought about the girl in the middle-school library who had pulled them off the shelves so many years ago.

Maybe that’s the real magic in rereading —the years pass, the world changes, but the books are always reliable. Maybe the word “rereading”is a misnomer. As Verlyn Klinkenbourg wrote in the New York Times, “The real secret of re-reading is simply this: It is impossible. The characters remain the same, and the words never change, but the reader always does.”

By Elizabeth Walters, Private Tutor

7 Survival Skills for 21st Century Students

October 18, 2020 Brad Hoffman Leave a Comment

Tony Wagner’s book, The Global Achievement Gap, explains the competencies high school and college graduates need in order to be successful young professionals and global citizens in today’s society. Wagner explains how much of the way we go about traditional schooling is truly obsolete, and he challenges educators to redefine what we mean by a rigorous curriculum and schooling experience. To help students become the “knowledge workers” we need for the 21st century, and to remain competitive as a nation, Wagner outlines these 7 survival skills below, which have been informed by interviews with business leaders and educators across the nation at every level.

So frequently, parents and teachers get caught up in short term education problem solving. Parents and teachers, naturally, become narrowly focused on an upcoming standardized test or the content demands of a particular course or grade level. In fact, we see this happen at every type of school–public, charter, and private. However, if we all take a step back, and spend some time in the helicopter rather than the blender, we can see what really matters. This reflection rarely happens for a teacher working in isolation. In order to effectively assess one’s teaching practice and raise the bar on teaching and learning, educators must work collaboratively and constructively, a model that happens much less frequently than you might imagine, even at the most elite schools.

Since learning is a lifelong journey, our goal as educators must be to help our students meet the demands of today’s world – with consideration for these 7 survival skills – while also helping students to remain engaged, motivated, and curious. Learning should be meaningful and applicable. Two of the most important skills we can help our children master is the ability to research and communicate effectively, both verbally and in writing. At all grade levels, we need to stretch our children’s ability to think critically, synthesize information, and present their findings. When we tutor students at My Learning Springboard, we consider the investment in lifelong skills and use each assignment as an opportunity to develop these competencies. We never lose sight of our role as mentors.

By Brad Hoffman, M.S.Ed.
Board Certified Educational Planner and Learning Specialist
My Learning Springboard, Inc.

7 Survival Skills For 21st Century Students

From Tony Wagner’s website:

CRITICAL THINKING AND PROBLEM SOLVING

“The idea that a company’s senior leaders have all the answers and can solve problems by themselves has gone completely by the wayside…The person who’s close to the work has to have strong analytic skills. You have to be rigorous: test your assumptions, don’t take things at face value, don’t go in with preconceived ideas that you’re trying to prove.”
—Ellen Kumata, consultant to Fortune 200 companies

COLLABORATION ACROSS NETWORKS AND LEADING BY INFLUENCE

“The biggest problem we have in the company as a whole is finding people capable of exerting leadership across the board…Our mantra is that you lead by influence, rather than authority.”
—Mark Chandler, Senior Vice President and General Counsel at Cisco

AGILITY AND ADAPTABILITY

“I’ve been here four years, and we’ve done fundamental reorganization every year because of changes in the business…I can guarantee the job I hire someone to do will change or may not exist in the future, so this is why adaptability and learning skills are more important than technical skills.”
—Clay Parker, President of Chemical Management Division of BOC Edwards

INITIATIVE AND ENTREPRENEURSHIP

“For our production and crafts staff, the hourly workers, we need self-directed people…who can find creative solutions to some very tough, challenging problems.”
—Mark Maddox, Human Resources Manager at Unilever Foods North America

EFFECTIVE ORAL AND WRITTEN COMMUNICATION

“The biggest skill people are missing is the ability to communicate: both written and oral presentations. It’s a huge problem for us.”
—Annmarie Neal, Vice President for Talent Management at Cisco Systems

ACCESSING AND ANALYZING INFORMATION

“There is so much information available that it is almost too much, and if people aren’t prepared to process the information effectively, it almost freezes them in their steps.”
—Mike Summers, Vice President for Global Talent Management at Dell

CURIOSITY AND IMAGINATION

“Our old idea is that work is defined by employers and that employees have to do whatever the employer wants…but actually, you would like him to come up with an interpretation that you like—he’s adding something personal—a creative element.”
—Michael Jung, Senior Consultant at McKinsey and Company

The Danielson Framework for Teaching: Implications in the Classroom

October 18, 2020 Brad Hoffman Leave a Comment

Charlotte Danielson wrote a book. An important one. And now all of New York City has changed how it evaluates teachers: the Danielson Framework.

Gone are the days when teachers in public schools received just satisfactory or unsatisfactory ratings. Although there are twenty-eight criteria in four domains in the Danielson Framework, teachers are currently scored on eight of those criteria. Also gone are the days when teachers with tenure are not observed: in a typical year, teachers have an option of four ways to be observed (a combination of formal/informal observations and the number of times). The flexibility in observations depends upon the previous year’s rating. Generally teachers have an average of four observations, but it can range from 3-6 observations in an academic year.

If you ask me, I think the Danielson Framework for Classroom Teaching is a wonderful way to assess teachers and classrooms. The framework has four domains. The first domain is “Planning and Preparation”, and teachers are allowed to provide artifacts and samples of their work to prove that they are well-planned and prepared for their lessons and that their lessons are aligned to the Common Core standards. The second domain is “Creating a Classroom Environment”, which discusses how teachers should create a classroom that is open, warm, and lively. This domain also explains how students should be motivated and take pride in their own work. The third domain, “Instruction,” references the quality of teaching that goes on in the classroom, including level of discussion, questioning techniques, and higher-order thinking. The last domain, “Professional Responsibilities,” discusses continuing teacher education, communication with parents, collaboration with staff, and other professional obligations.

Charlotte Danielson’s keynote speech is filmed in Reno, Nevada on September 24, 2013.

By Stephanie Spector, Learning Specialist

Key Messages That Support The Learning Process

October 13, 2020 Brad Hoffman Leave a Comment

No matter their students’ location or grade level, there are a number of key messages that educators need to communicate to students in order to help them to be effective learners and to see their teacher(s) as an integral part of supporting them in the learning process. Key messages are the core concepts that a speaker wants their audience (in this case, students) to hear and remember and, most importantly, believe. Effective key messages both resonate in the moment and stay with the listeners long after they first hear the messages.

Maslow’s hierarchy reminds us as educators that students’ needs for safety, belonging, and self-confidence must be addressed in order for them to learn academic material effectively. With these considerations in mind, our key messages for students are based not in scholastic content but in social-emotional principles. These messages help students see that achievements that may feel unreachable to them now will be reachable soon. These messages encourage social-emotional learning transfer by helping students identify and activate positive attributes they already possess, as well as by helping them cultivate new ones. These messages encourage students to take intellectual risks — an essential aspect of being a fully actualized learner — by reassuring them that they have a safety net and that the teacher believes in the student and their ability. These messages help learners build stamina and give them the confidence to persist when learning is challenging — both when the educator is there beside them and when the student is working independently. These messages help students conceptualize their work with their teacher as something that helps them both in the immediate moment and in the long term.

The key messages below should be shared directly with your students as well as embedded implicitly in your communications with them during each interaction. Repeated use makes a critical difference.

My Learning Springboard believes in these key messages for our students:

Our work together is important.
You can do this.
I am here for you and won’t give up on you.
Learning new things can be hard, but remember you’ve done hard things before (remember when you…).
You may not be able to do this YET, but the key word is “yet.”
Effective effort + persistence = success.

Think back to a time when you struggled alone with something as a learner — perhaps when you floundered in isolation, felt misunderstood, or were hesitant to ask for assistance. Imagine how things could have been different if you had been able to work with a teacher who was consistently encouraging and who made it safe to ask for help. How could hearing these key messages have benefited you as you tried to master that concept or skill set? We believe that these messages could have let you know that you were not alone, that someone cared about you and believed in you, that some struggle is an integral part of learning, and that your efforts would be fruitful in the end. With that growth mindset and belief system, you would be more willing to take risks, which, as we note above, is really what learning is all about.

Encouraging messages are always important in education, but we find them to be even more vital in the current moment, when students, parents, and educators are navigating the new landscape of remote learning along with a set of larger uncertainties. For many students right now, learning feels less fun, harder, more abstract, perhaps less relevant to their daily lives. A teacher who works to connect with a student, who expresses confidence in them, and who is unwaveringly there for them helps the student understand that this too shall pass and that in the meanwhile, we are all working to move forward together.

By Laurie Gross, M.A.T. and Learning Specialist, and Brad Hoffman, M.S.Ed. and Learning Specialist

Classroom Management Strategies for Distance Learning Success

September 20, 2020 Brad Hoffman Leave a Comment

While a lot of the plans for this school year are changing from day to day, one certainty is that many students will be distance learning or experiencing a hybrid model of education. Naturally, families are concerned about how to support their learners. While parents often feel grounded in subject areas like math, reading, or history, or at least have good enough research skills to find helpful instructional videos online, many families feel out of their league when it comes to helping children strengthen their executive function skills, particularly in subjects that posed a challenge during in-person school terms. Quite simply, executive function skills are the skills we use to plan, organize, start, stay focused on, and complete a task. They are essential in every educational subject. The good news is that executive function skills are the same skills that adults employ to be successful in their lives and careers — which means that most parents have the aptitude to support their children as they develop these skills. And in fact, every student benefits from support with executive function skills during distance learning. One of the best ways of helping students strengthen executive function skills at home is by employing successful classroom management strategies.

Classroom management strategies are the procedures and guidelines that skillful teachers put in place in order to make instruction run smoothly; they are quite similar to executive function skills, but for a group of people instead of with one student in mind. Good classroom management systems take into account students’ needs in terms of learning space, resources, visual stimulation, bodily movement, time management, and self-monitoring. Because your child’s home learning space functions as a classroom space, classroom management considerations can help you and your child establish an optimal home learning setup.

The best way to identify which classroom management strategies your student needs help with is to have a conversation with them. Approach the initial discussion as a brainstorming session where all suggestions will be considered. Be open to listening to your student, and be willing to consider ideas they generate. If you are not sure whether an idea is feasible, agree to try it out for a trial period. It is essential for students to be deeply involved in this process, as it helps them build their executive function skills and increases their sense of agency and their investment in their learning.

Before School: Classroom Management Strategies

A good way to start the conversation is with the “Before.” These are the things that need to happen before the student starts school each morning. List the routines you can establish as a family to start the day successfully. What time must they be up to allow enough time for breakfast, getting dressed, getting ready? How can you build in some physical movement to help your child wake up and to give a sense of transition — is it possible to take a short, brisk walk together before class? If a walk is not possible, can you turn on some music and dance together before the school day begins? Then, make plans for what happens during learning breaks. If possible, try to eat lunch together; if not, let them know what the plan will be for lunch. Make sure your student knows how to get your attention if they need you during class. To the greatest extent possible, keep these routines and guidelines consistent from day to day.

During School: Classroom Management Strategies

Next, begin to talk about the “During.” Ask your child: What worked best for distance learning in the spring? What was really hard or could be improved upon? Are there things they wish would have happened differently?

As you plan for this year’s learning, one thing to discuss with your child is their spatial needs. If they often felt distracted with previous distance learning, take a good look at their workspace. Some older students might prefer working solo in their bedrooms, while some younger students might find it lonely. Also, some families have limited space, and having a quiet, private room with a door might not be possible. As a family, discuss what the options could be. Talk about the places where your student might learn best: At a desk? On the floor? In a comfortable chair? With younger children, setting up a yoga mat or beach towel allows them to move around during class within a defined boundary and camera range. Once you have established a learning setup, figure out how to optimize that setup for learning. If a student will be using their bedroom, discuss why it is important to make the bed each morning and to turn off and put away distractions like toys, TVs, and phones. Make sure the space is comfortable and sends a message that learning is happening there. Once you settle on a workspace, create guidelines for how other family members should use or avoid that room when the student is working.

Next, brainstorm the resources and supplies your student will need to have close by. If possible, consider a hard wired setup for your student’s computer in case the household WiFi lags, and get your student a headset with a microphone. Additionally, although your student is attending classes online, do not overlook the importance of physical supplies. Educational research demonstrates that most students learn better when they take notes by hand rather than when they type them. Maintaining a binder or notebook for each class, as they would during “regular” school times, helps many students stay grounded in the physical world and makes distance learning feel more “real.” Have your student help you choose supplies — pencils, pens, highlighters, crayons or colored pencils, maybe some stickers, the fun things they would buy in a normal year. We also recommend a small whiteboard with dry-erase markers, print copies of their books, and a water bottle to stay hydrated. A fancy custom storage system is not needed; a shoebox can hold the supplies, and your student can decorate it themselves if they’d like.

Visual needs are an especially important consideration with distance learning. While physical classrooms are often full of colorful, helpful and inspirational posters, learning online means that your student’s eyes are already absorbing a lot of stimulation. Eye strain is not just a problem for adults when staring at a screen for a long period of time — and anything over 20 minutes is a long time! Encourage your child to purposefully blink their eyes while online. Make sure their physical workspace is well lit. Together, decide whether posting a picture on a far wall or having a window view would give them something to look at to take a moment from focusing on their screen. If a student will be sitting at a table or desk, consider setting up a white trifold board in front of their workspace to help them stay focused. Some students benefit from posters on their board, such as printouts of their daily schedule and of the alphabet or the periodic table of elements. Some students thrive on personalizing the board, as they would a locker door. Others benefit simply from having a clean sea of white as a respite from the lights and noise online.

Physical needs during lessons are another topic to discuss with your student. If it is hard for them to sit still during synchronistic teaching, consider what you do to stay focused when you are at work. Can you teach them how to stretch in their chair? Can they drum their fingers on a pillow? Can they keep a fidget toy nearby that is soothing, but not distracting? Could you place a piece of stick-on velcro on the bottom of their desk or chair to run their fingers back and forth on? Can they rub their feet on a small textured mat? Would sitting on an exercise ball be better than sitting in a chair? Would a standing desk option by helpful?

Physical needs during breaks go hand in hand with physical needs during lessons. Make a list of physical activities and the places in your home where the activities can happen during scheduled breaks. Practice a few yoga poses until the student can do them independently; a few minutes in child’s pose helps most students quickly recenter. If one of your student’s scheduled breaks aligns with a time when you also can take a break, do a mini workout together. For some students, a few minutes alone listening to music may help them unwind. These activities are helpful not just during instructional breaks but during students’ independent work time, as they help the student break big blocks of time into manageable segments. Because students already are spending so much time online, encourage them to avoid break time activities that require a screen.

Just as physical note taking can help students stay focused and rooted in the moment, so can self-monitoring their learning. If they are listening to prerecorded lessons, encourage them to develop a habit of stopping the video occasionally, thinking about what they just heard, and stating it out loud and/or summarizing it in their notes. Younger children can teach what they are learning to a favorite stuffed toy sitting nearby. If a student struggles to recall important information or summarize the lesson effectively, they might need more support learning that particular concept.

After School: Classroom Management Strategies

After discussing the “Before” and the “During,” it is time to discuss the “After.” No matter where the workspace is, decide how your child will “close shop” at the end of the day. Where will materials be stored? Where will their device be charged? What transitional routines will help them to change the space from a learning space back to a home space?

Once you have used classroom management strategies to establish a workspace and some routines and guidelines, set a schedule for checking in with your student. Some students need a daily debriefing, while for others, every few days will work. Ask them open-ended questions and give them time to form their thoughts. Some questions might be:

What is working well in your workspace?
What changes do you think you need to make?
Are you able to manage the LMS (Learning Management System, i.e. Google Classroom, Canvas) the teacher is using?
Is there anything you want to ask your teacher or share with your teacher? Do you know how to reach the teacher? Have you reached out to the teacher? Have they responded?
Are you able to pay attention during instruction? What might make it easier to pay attention?
Do you need any new supplies?
What did you learn in reading? In math? In science?

Continue to observe what classroom management strategies are working for your student and which ones are not. Be sure to give them specific feedback when you see them using a strategy that is successful. Reach out to their teacher, or help them reach out to the teacher themselves, if you see them struggling. Be as specific as possible when describing your concern. Be open to the teacher’s suggestions and bring them to your next family brainstorming session. Post the day/time for that session on a family calendar where the student can find it easily. The important message your child needs to hear is that they can grow their executive function skills by trying new strategies and by reflecting on what works for them as a learner. With these improved skills, they will find more success in school not just this year but in the challenges that await them farther into the future.

Written by Maggie Sisti, M.Ed. and National Board Certified Teacher, who is a classroom teacher in a large, high performing school district in the Maryland suburbs of Washington, DC. She has been supporting her own four kids and 30+ years of students with developing and enhancing executive function skills inside and outside of the classroom.