Relationships are the key to being a good teacher. In a small town they are essential to being a true influence in the lives of the kids that walk into the building.
Do people often ask me for permission or guidance?
Students come into my room outside of class time to talk or will even call or text me when they need advice. I have some teachers that bounce ideas off of me and ask for my thoughts on occasion. When my students are faced with decisions they come to me for my "blessing" and not necessarily permission. This is true of class scheduling, sports participation and even prom dates. I have worked hard to cultivate relationships with my students and their parents over six years that allows me the special privilege to speak into their lives.
Have I created an environment where risks are not only encouraged by expected?
Standing with your hands in your pockets or sitting quietly will earn you a zero for participation in my classes. It is the student that responds to questions, voices their opinions and thoughts that earns credit. Even when the student is incorrect they are still engaged and that is what participation is about.
How have I highlighted the great work being done by our school to others in and out of the organization?
I love to show off what my students are doing to anyone that will listen. Not only am a huge advocate for my classes and the FFA program but the music department, sports teams, drama club and any other community activity can periodically be seen as the focus of my bragging on social media or in conversations with friends and family. I try to make it a point to not only support the student involved in these activities but also the coaches and teachers that lead them.
Thursday, February 21, 2019
Wednesday, February 20, 2019
Chapter 3- Characteristics of the Innovator's Mindset
Constant self evaluation is critical for all professionals and teachers can benefit from it in many different ways. It is an important tool for growth and development. Below is my honest self evaluation on the 8 Characteristics of the Innovator's Mindset.
Empathetic
While you couldn't pay me enough money to go back and be a high schooler, I would want to be a learner in my own classroom most days. Relationships are key in my classroom and I believe the open line of communication and honesty that I have with students creates an inviting environment. Many of the lessons are student focused and engaging. I try to make a variety of experiences for students so that everyone can enjoy at least a part of the lesson.
Problem Finders/Solvers
Connecting questions to answers is the base of knowledge. I struggle here. I love to find efficient solutions to problems but am not always good at letting students find their own solutions. There are days when I give in and it is easier to just give them the answers without letting them try. I get caught up in sharing information and forget that they time to use the information. Some days are better than others and some groups of students are easier than others.
Risk Taker
"Finding a balance between experience while being willing to try something new." In six years I've failed A LOT lessons and even entire units. I know there is room to grow here but I like to think that I am willing to take risks in my lessons and classes. I am honest with the students where I fail to help them see that failure is okay and a part of growing.
Networked
Now here is a place that Agricultural Education excels. I have friends in classrooms around the nation that share ideas and stories that help me become a better teacher. I'm a part of social media groups for teachers and have a strong support group that I can lean on when I have questions. I collaborate with teachers around the nations and state at conferences and conventions.
Observant
Actively searching for new ideas and updated information is important in all classes but especially agriculture. We have to teacher history as well as the new techniques, laws and innovations. There is no one way to be successful long term without observing other teachers and trying new things in your class. There are places that I'm constantly looking to improve my classes and then there are lessons and units that I repeat every year because they work. I share ideas and take ideas.
Creators
The digestive track works best when you take in items (hamburger and fries) and your body is able to use them to make them into something you can use (nutrients). The same goes as an innovator, you need to create something better with the information you bring in. Again, this is a place I can improve but an area that I think I can hold my own.
Resilient
There are people that I work with that turned up up their nose at the way I did things when I started that now are impressed by the response I've gotten from students. There is a balance between taking feedback from people and for doing what is best for students regardless. I think that I have a decent track record of doing what is best for students with the input of peers being considered.
Reflective
Reflection is a part of every week for me. When I sit down to plan my lessons for the next week I am evaluating how things went the previous week. I edit and update lessons and projects from year to year in hopes that I'll always getting better as a teacher. When students seem unengaged then I have to reevaluate mid-lesson some days. Always room for improvement but I'm very critical of myself so this is something I do a lot.
Overall, there are many places that I can improve in these eight areas but it is encouraging to me to see that I've at least put them all into practice in my life.
Empathetic
While you couldn't pay me enough money to go back and be a high schooler, I would want to be a learner in my own classroom most days. Relationships are key in my classroom and I believe the open line of communication and honesty that I have with students creates an inviting environment. Many of the lessons are student focused and engaging. I try to make a variety of experiences for students so that everyone can enjoy at least a part of the lesson.
Problem Finders/Solvers
Connecting questions to answers is the base of knowledge. I struggle here. I love to find efficient solutions to problems but am not always good at letting students find their own solutions. There are days when I give in and it is easier to just give them the answers without letting them try. I get caught up in sharing information and forget that they time to use the information. Some days are better than others and some groups of students are easier than others.
Risk Taker
"Finding a balance between experience while being willing to try something new." In six years I've failed A LOT lessons and even entire units. I know there is room to grow here but I like to think that I am willing to take risks in my lessons and classes. I am honest with the students where I fail to help them see that failure is okay and a part of growing.
Networked
Now here is a place that Agricultural Education excels. I have friends in classrooms around the nation that share ideas and stories that help me become a better teacher. I'm a part of social media groups for teachers and have a strong support group that I can lean on when I have questions. I collaborate with teachers around the nations and state at conferences and conventions.
Observant
Actively searching for new ideas and updated information is important in all classes but especially agriculture. We have to teacher history as well as the new techniques, laws and innovations. There is no one way to be successful long term without observing other teachers and trying new things in your class. There are places that I'm constantly looking to improve my classes and then there are lessons and units that I repeat every year because they work. I share ideas and take ideas.
Creators
The digestive track works best when you take in items (hamburger and fries) and your body is able to use them to make them into something you can use (nutrients). The same goes as an innovator, you need to create something better with the information you bring in. Again, this is a place I can improve but an area that I think I can hold my own.
Resilient
There are people that I work with that turned up up their nose at the way I did things when I started that now are impressed by the response I've gotten from students. There is a balance between taking feedback from people and for doing what is best for students regardless. I think that I have a decent track record of doing what is best for students with the input of peers being considered.
Reflective
Reflection is a part of every week for me. When I sit down to plan my lessons for the next week I am evaluating how things went the previous week. I edit and update lessons and projects from year to year in hopes that I'll always getting better as a teacher. When students seem unengaged then I have to reevaluate mid-lesson some days. Always room for improvement but I'm very critical of myself so this is something I do a lot.
Overall, there are many places that I can improve in these eight areas but it is encouraging to me to see that I've at least put them all into practice in my life.
Tuesday, February 19, 2019
Chapter 2-Innovator's Mindset
For a couple of years the district I work in has talked about and taught about having a growth mindset. We've gone into detail at staff in-services and with our students in classes about the differences between fixed and growth mindsets. Reading Chapter 2, in The Innovator's Mindset, was the first time I have ever heard about the "next level" of mindsets...innovator. The power and limitless possibilities when you take the belief that abilities and talents can be developed and not just solve current problems but create new and better ideas was mind blowing. It's not just about acquiring knowledge but about creating something with that new found knowledge. This is a skill that employers are looking for so shouldn't we be teaching and expecting it of our students?
When we teach about having a growth mindset and developing grit in our students we tell that failure isn't to be feared or avoided but instead that it is what they do with the failure that matters. Every failure is a chance to get back up and try again. Many students are programed to fear failure and rejection and avoid it at all costs. I would argue that the students that never embrace failure as a learning tool in school will struggle as adults in the "real world" where failure abounds. Many of the lessons I teach require students to ask questions and try things before I spoon feed them the answers. This draws students into the learning process and make them take ownership of their education. I tell all classes on day one that I want them to fail and that I will work with them to make their failure into their success stories. While I don't want student's failing tests and big assignments I do allow a safe place to try experiments and redo projects to learn. There is a fine line and balance between giving too many chances and providing a safe place to fail and that depends on each student and where they are at in the process of developing a growth mindset.
When we teach about having a growth mindset and developing grit in our students we tell that failure isn't to be feared or avoided but instead that it is what they do with the failure that matters. Every failure is a chance to get back up and try again. Many students are programed to fear failure and rejection and avoid it at all costs. I would argue that the students that never embrace failure as a learning tool in school will struggle as adults in the "real world" where failure abounds. Many of the lessons I teach require students to ask questions and try things before I spoon feed them the answers. This draws students into the learning process and make them take ownership of their education. I tell all classes on day one that I want them to fail and that I will work with them to make their failure into their success stories. While I don't want student's failing tests and big assignments I do allow a safe place to try experiments and redo projects to learn. There is a fine line and balance between giving too many chances and providing a safe place to fail and that depends on each student and where they are at in the process of developing a growth mindset.
Chapter 1- What Innovation Is and Isn't
"In our world today, what is a student more likely going to need to be able to write: an essay or a blog post?" -Couros
In this day and age we can't teach students what we would have wanted to learn or we will put them at a sever disadvantage in their future. We have to take the time to prepare them for their future and not just the present. We must "innovate or die," in the words of Couros. Innovation isn't just change but it is change with purpose. It is a shift in mindset that makes it a big picture and long term mindset. I am extremely guilty of thinking of integrating technology as a check list found in the left column. I need to change my mindset to shift from left to right that makes technology more of a skill and less of a tool for my students.
I love the idea that we have evaluate our "why" as educators. Many teachers burn out or get set in ways that are easy for them. When the focus is on the teacher and not the student these two things are easy to do. Sometimes this change is for an entire class and other times it may be just for one student. Innovation is hard but if your "why" is to develop learners and leaders who will have a positive impact on the world then it makes it a little easier.
Refusing to change will not only reduce the effectiveness of a teacher but also fail our students.
Lindsey
Lauren
Elana
DJ
Kattie
Cassidy
Jorge
April
Italia
Seth
Jade
Hunter
KC
Sunday, February 10, 2019
Introduction to "Innovator's Mindset"
The name of the class caught my attention as I scrolled down the list on the Baker University website. I like to read and I like to think I creative, so it sounded like a great class to renew my teaching license. After reading the introduction and watching the TedTalk by author George Couros I knew I had picked a good class.
One of the things that I strive to do as an educator is to provide my students with the best education I can give them. Couros tells that this book is "all about how we can make the most of learning to create meaningful change and provide better opportunities in our schools."(Page 7) Now this is a train I can get aboard! I can't wait to explore resources and ways that I can work with my peers to engage students.
I am particularly interested in Part III of the book where we will dive into the reality of how we get others to change. This is something that I'll be able to use in my job as an educator as well as my role as advisor and coach. I am half way through my sixth year as an Agriculture Education Instructor and FFA Advisor. Additionally, I have coached high school track and junior high volleyball. I work with youth from preschool to seniors on a regular basis through school activities and community volunteer work. I believe firmly in the idea that you have to set the example if you want people to follow and that actions are louder than words. However, in year six I am starting to wear out and become less driven when it comes to bringing others along side me in making change. It seems to be easier, with both my peers and students, to just do it myself instead of "drag" them along. I can't wait to discover ways to engage those around me in conversation about change and inspire them to join the revolution.
On page 9 I found that the author and I share a mindset that it's not sure about "knocking a test out of the park" but about "kids being inspired to be better people because of their experiences." Every day in my classroom it seems that a life lesson come into conversation. This take precedence over the lesson plan and I hope that I am teaching my students to think critically and in an innovative way to solve problems and not just telling them how to think and act.
I am excited to work through this book and blog my reactions and experiences!
One of the things that I strive to do as an educator is to provide my students with the best education I can give them. Couros tells that this book is "all about how we can make the most of learning to create meaningful change and provide better opportunities in our schools."(Page 7) Now this is a train I can get aboard! I can't wait to explore resources and ways that I can work with my peers to engage students.
I am particularly interested in Part III of the book where we will dive into the reality of how we get others to change. This is something that I'll be able to use in my job as an educator as well as my role as advisor and coach. I am half way through my sixth year as an Agriculture Education Instructor and FFA Advisor. Additionally, I have coached high school track and junior high volleyball. I work with youth from preschool to seniors on a regular basis through school activities and community volunteer work. I believe firmly in the idea that you have to set the example if you want people to follow and that actions are louder than words. However, in year six I am starting to wear out and become less driven when it comes to bringing others along side me in making change. It seems to be easier, with both my peers and students, to just do it myself instead of "drag" them along. I can't wait to discover ways to engage those around me in conversation about change and inspire them to join the revolution.
On page 9 I found that the author and I share a mindset that it's not sure about "knocking a test out of the park" but about "kids being inspired to be better people because of their experiences." Every day in my classroom it seems that a life lesson come into conversation. This take precedence over the lesson plan and I hope that I am teaching my students to think critically and in an innovative way to solve problems and not just telling them how to think and act.
I am excited to work through this book and blog my reactions and experiences!
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