A Year in Review: My Top 5 Posts from 2017

2017 is almost in the books, and I'm taking some time to reflect on what's past and certainly looking ahead to what is to come. Blogging has continued to be a personal and professional outlet for me. I appreciate my PLN for your support and for pushing me to be my best.

Here's a quick look back at my top 5 posts from 2017. It's interesting every post is a list. I guess I'm kind of into organizing my thoughts that way, but not all of my posts are structured in this format. In fact, some of my favorite posts weren't lists at all. But, note to self, it seems that posts with lists are really popular with the audience.

1. 21 Phrases to Use in Dealing with Difficult Behaviors, October 12th.

21 Phrases to Use in Dealing With Difficult Behaviors

The first priority in creating a positive classroom environment and limiting problem behaviors is to develop positive relationships. That's absolutely essential. Kids can't here this enough. It's important to establish positive intentions.This is another one of my favorite questions. I often will use this to hold kids accountable if they do something disrespectful to me or someone else.

2. 9 Essential #EdTech Ideas to Share with Your Team, February 5th.

9 Essential #EdTech Ideas to Share With Your Team

Technology is playing a bigger role in classrooms and schools in this country and around the world. Here are a few thoughts to keep technology in perspective. Share them with your team and discuss how to best implement technology in your learning culture.

3. 17 Signs You're a Future Driven Educator, September 26th

17 Signs You're a Future Driven Educator

In writing my new book Future Driven , I shared many of the great things I see educators doing that are changing education for the better and helping to prepare students for the world they are facing. And we all know it's a challenging, complex world out there.

4. 11 Things You Might Be Unintentionally Be Communicating to Your Students, November 14th

11 Things You Might Unintentionally Be Communicating to Your Students

Some things we communicate intentionally. And sometimes when we fail to communicate intentionally, we send a message that we didn't mean to send. Here are 11 things you might unintentionally be communicating to your students. 1.

5. 9 Mistakes That Sabotage Your Classroom Management, October 27th

9 Mistakes That Sabotage Your Classroom Management

If you've followed my blog, you might know I really like to refer to Always remember you're This one encompasses so much. It's easy to jump to conclusions or make assumptions in the course of a day working with students. Teachers make so many decisions.

Pursuing Your Passion Projects: A Conversation with Art Lieberman

Recently, I enjoyed a conversation with my friend Art Lieberman (@artFling). He is a middle school teacher in Texas and author of several books including The Art of Focus and The Art of Motivation. 

I'm sharing a recording of this conversation for you to enjoy. It's a blogcast. It's kind of a mix of a blogpost and a podcast. 

Art and I talked about how he became an author and why passion projects can be helpful for teachers. You can listen to the entire conversation embedded below, and I also included highlights and key takeaways in my notes below.




Notes

Twitter allowed Art and I to connect and eventually collaborate on a project. He helped edit my new book Future Driven.

Art credits his increase in productivity to changes in his diet and exercise habits. When he made these changes, he had more energy to devote to things outside the school day, like passion projects.

One of the changes was adding green smoothies to his diet. He explains how he makes them and why they make such a difference. They are much better than taking vitamins.

Art wanted to do more writing and so he started blogging.

Blogging is a great way to share, connect, and grow.

As he wrote more blog posts, Art realized with the amount of writing he had produced, he could've written a book.

Blogging helped Art practice his writing so he was ready to take on a bigger passion project, writing a book.

Passion projects can sometimes also be extra sources of income, but sometimes they are just for the love of the experience.

Being creative is good for us. Everyone has the ability to create. Everyone has gifts. When you use these gifts more fully, it actually helps you have more energy. It helps you be more productive.

Your passion project may be related to education, or it may not relate directly. However, a passion project can make you a better educator too. It's one way educators can model lifelong learning.

And finally, don't wait to start that passion project you want to do. There will never be enough time. You have to make time to do what's important to you.

Be sure to check out Art's podcasts here: One Teaching Tip.

Are you working on a passion project or thinking about starting one? Leave a comment below or respond on or . I would like to hear from you.

Another Thing High Schools Might Learn From Elementary Schools

I completely agree with the tweet below from Jennifer Hogan. High schools can learn from elementary schools. And every level of education should stoke the fire and cultivate curiosity in learning. It's important for every classroom to inspire kids to want to learn more.

High schools can learn a lot from elementary schools, who do a great job of creating a sense of wonder & cultivating curiosity in kids! Let's keep stoking the fire! 🔥 #ALedchat #satchat pic.twitter.com/1mbGo4W2OR

— Jennifer Hogan (@Jennifer_Hogan) December 9, 2017

I truly believe that regardless of what level we teach, we should also strive to learn from each other. When we share our knowledge and experience across content areas or with other grade levels, it just makes us all stronger.

The tweet also reminded me of another way high schools might learn from elementary schools.

I'm always amazed when I have the opportunity to visit elementary classrooms. I observe keenly and enjoy seeing different strategies and methods that lead to more learning in that context. I often see things that would be beneficial in the typical high school classroom, too. 

All the way down to primary school classrooms, I have observed students taking responsibility, working collaboratively, and self-managing in various structures. The teacher is often working with a small group of students while other learning activities are happening all around the classroom.

I've heard teachers at the high school level make statements that seem to reject this type of learning. 

"Freshmen can't handle working in groups."

"Projects don't work for my students."

"I would like to do more collaborative things, but I have 30 kids in my class. It's just not possible."

"If I'm working with a small group of students, how will I know what the others are doing?"

All of these statements have an element of truth. It can be challenging to do these things, at any grade level. But the statements are also extremely self-limiting. These statements become self-imposed limits, probably based on an experience that wasn't positive, "I tried that. It didn't work for me. Case closed."

Is it possible for projects, collaboration, and small group instruction to be effective at the high school level? Of course! I've seen high school classes thriving with these methods. And it makes no sense developmentally that even much younger students can handle self-directed methods while older students cannot.

So why do teachers tend to revert to more teacher-centric approaches in high school? It's likely because of the efficiency, control, and structure that is provided through direct instruction. It's partly because it's what's comfortable, and perhaps all they've ever known. 

By the way, direct instruction is not bad. It can be an effective and necessary method, but it shouldn't be the only way students learn.

There should also be opportunities for more self-directed, student empowered methods also. We must provide students opportunities to develop agency, ownership, and social learning abilities.

So what does it take to have success with this type of learning?

Structure.

It's the same thing that makes teachers want to use direct instruction. Every teacher knows that a productive learning environment is going to have structure. And it feels easier to do in a direct-instruction, teacher-centered classroom. And maybe it is easier to do. But that doesn't make it better.

In the classes that succeed with more collaborative, student-centered approaches, teachers must clearly communicate the structure that will be used. There must be boundaries. The expectations must be communicated consistently and revisited regularly.

Whether it's an elementary classroom or high school classroom, it takes structure to make any learning strategy successful. We are not talking about anarchy in the classroom here.

However, it will take willpower and determination on the part of the teacher to push through some of the struggles that may happen as students learn the structure. But as the teacher works with students to clarify expectations and provides opportunities for practice and reflection, students will learn to have more independence and exhibit a higher level of responsibility.

It's not that the students can't do it. Don't impose your limits on a classroom of kids. Don't diminish their capabilities. You are choosing not to pursue success when you embrace disempowering thoughts. You won't have success with any method if you don't believe in it and your kids' ability to succeed with it.

It's just that you must teach them to do it. You must provide accountability as needed. You must coach them. You have to reflect with them. You have to provide consequences when needed. You have to bring so much passion to the space that students know you're not going to settle for less than their best.

With your guidance and creativity, you can help your students do amazing things, regardless of the grade level you're teaching.

Is there a misconception that student-empowerment means not having structure in the classroom? I wonder about that. Share your thoughts below or respond on or .