To Be of Use

I heard this poem the other day and it has really resonated with me. It made me think about a past blog post I  wrote about Growing Your Own Practice.

I love the first line, it sets the tone for the whole poem.

The people I love the best jump into work headfirst without dallying in the shallows……

The only element I would add is the need to think and reflect before jumping in.  An enormous part of our job is to think and reflect because we are the decision makers in our schools, and classrooms.

I think the writer describes our natural instincts that we develop with experience as educators and leaders with the line:

They seem to become natives of that element,

I think this is what leaders do! We jump in, but not without thought or purpose. We plan with the end goal in mind, planning backwards! Teaching becomes very instinctual! Leaders can voice why are how those instincts have come about.

These are the people I love the best in my profession:

People who: 

experience empathy,

feel a desire to pause, ponder and dwell with a mindset to solve problems,

generate new ideas,

imagine new possibilities,

advocate and evaluate,

are engaged,

want to act  based on what they have read or learned and experienced,

show a willingness to struggle,

can describe their own progress,

can define and describe how their thinking has changed,

pursue compelling questions,

experience moments of insight or clarity.

It really made me think about the people I want to surround myself with. Thinking from an administrators perspective who would I want on my staff, from a parents perspective who do I want in my child’s classroom, or from a teammate perspective. As an educator within my school, my district and profession as a whole; who do I want others to see me as, and who do I want to be!

We could dissect it line by line, but think about growing your own practice and leadership in education as you read it. Let me know your thoughts.

To be of use

The people I love the best
jump into work head first
without dallying in the shallows
and swim off with sure strokes almost out of sight.
They seem to become natives of that element,
the black sleek heads of seals
bouncing like half-submerged balls.
I love people who harness themselves, an ox to a heavy cart,
who pull like water buffalo, with massive patience,
who strain in the mud and the muck to move things forward,
who do what has to be done, again and again.
I want to be with people who submerge
in the task, who go into the fields to harvest
and work in a row and pass the bags along,
who are not parlor generals and field deserters
but move in a common rhythm
when the food must come in or the fire be put out.
The work of the world is common as mud.
Botched, it smears the hands, crumbles to dust.
But the thing worth doing well done
has a shape that satisfies, clean and evident.
Greek amphoras for wine or oil,
Hopi vases that held corn, are put in museums
but you know they were made to be used.
The pitcher cries for water to carry
and a person for work that is real.
Marge Piercy, “To be of use” from Circles on the Water. Copyright © 1982 by Marge Piercy.
Troy

Diagramming Difficult Concepts

Have you noticed that some readers can give you a routine synopsis of a text they have read, but not be able to explain many details with any depth? Students might confuse a concept or idea the writer presents which keeps them from understanding key themes or layered ideas. They may still struggle understanding some concepts and details even after rereading. What can you do about this?

When rereading a section of text, give students a specific question to read to answer or a definitive type of information to search for that will requiring them to put information together to reveal an inferred or suggested idea.

Another strategy that may be combined with the previous one or stand alone is to read several texts over the same topic. Students should build up a deeper understanding of the topic and start to understand information that may have been confusing to them at first. This has been called creating reading ladders among other names. Students can code the texts with a pencil or mentally  noticing information they already know versus new information.

 

+ = new information

*= I already knew this

When reading a second or third text on a topic or concept, it is important to help students notice that writers often share the same information as other authors but add more details to it. Students may end up coding a sentence with both a + and a *  when a writer broadens a readers understanding in this way. When students read multiple texts about a topic, they should be able to read increasingly more difficult texts because they are becoming familiar with content specific words and gaining background knowledge. Therefore writers will give more in-depth information that should build a students expertise. Students are reading up the ladder in two ways. If you are not increasing the difficulty of text then students will mostly likely not gain much new information they can add to their schema.

Readers need to notice when writers add on to their understanding of a topic or concept as they read more about it. They need to train their brain to notice and note differences which may include contrasting information and more in-depth information so they can add it into their schema.  If we do not instill in our students a mindset to read to gain knowledge and figure things out about life, they often do not do this. Striving readers often do not have this mindset. Students may have this mindset in other areas of their life but not for reading. This mindset has to be modeled and noticed and named in students’ own books as they do it.

Another way to help students understand more difficult or abstract concepts is to have them draw a diagram of the elusive concept or idea you noticed comprehension breaking down with. This is something that can be done in conjunction with the other strategies I have talked about.

This is something that does not work with every book, but can be helpful when the idea lends itself to being drawn. Start with a discussion. Notice and note key words and add in any of the strategies I have already mentioned. Then you can have students draw a diagram representing their understanding. I did this with a group a striving 2nd grade readers.  They were reading the level J book All About Bats by Donna Latham

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Students were understanding the basic information about bats the writer shared. Information like bats being nocturnal and mammals or an animal that roosts. Some of this information they could have already acquired from other sources. When it came to the concept of how bats use echolocation to find food, students understanding broke down. To help with this I shared a video, which showed an animated diagram of echolocation taking place. When you read across a topic, it can include videos, podcasts and stand-alone diagrams or infographics.

Then we went back into the text and reread the section on echolocation and looked closely at the diagram the writer included in the text. The video added a layer of depth to the students understanding, so when rereading that section students were able to turn and talk to each other and explain echolocation with me helping them pull out some key words to use.

Students then drew their own diagrams and explained them to each other. I then had students write a description next to their diagram.  This really help them understand how echolocation works.

 

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     I did not focus on spelling with this part of the lesson. My focus was for students to write show their understanding of echolocation. They were able to verbally talk about their understanding more accurately then writing about it. My lesson objective was for students to use details from the texts to verbalize and write about how bats use echolocation. This group of students was able to understand echolocation with more depth than other previous groups.  I aways change one or more aspects of a lesson to make it meet the current groups needs and to improve upon it from previous teachings after careful reflection. I write a new lesson plan each time I teach a book no matter how many times I have taught it. I use the notes I took on the previous one as my guide.

 

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The bat sends a high sound and the sound bounces back to the bat and the bat eats the insect.

As you can see this student mixed up the words bat and insect, but was able to verbally explain echolocation correctly. This was first draft writing. I can build off of the strengths in his reading and writing.

You can even pull out certain sections of other texts that include the concept you want to focus in on with students. Students do not need to read entire texts when you know where and with what concept their meaning was breaking down.  As teachers we need to make those instructional decisions of where to focus student thinking. Sunday Cummins inspired me to dig into this type of work through her book : Nurturing Informed Thinking: Reading, Talking, and Writing Across Content Area Sources.nurture

Troy

Engagement and Assessment

I am teaching a book study for my district using Ellin Keene’s book Engaging Children: Igniting a Drive for Deeper Learning K-8.

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One of the class activities was to participate in a Twitter chat. My district holds weekly Twitter chats over the school year. I wanted my class to chat about what they had been learning about engagement from Ellin’s book and how their thinking had changed about engagement or had not. A theme of assessment had already been chosen for the twitter chat of the month in question, but I was able to come up with some questions relating engagement and assessment together.

NKCchat 1

I want to thank @EllinKeene for jumping in on a few questions.

As I reflect back on the chat and what I have learned from the book myself and my peers taking the class, I have come to a several conclusions. First engagement is something you have to be talking about from the beginning of the year. Secondly, I think you have to ask students to draw on their personal experiences outside of school when first talking about engagement. Once you have established what engagement is and feels like together you can ask students to notice and think about activities they have been engaged in at school.

Then you can discuss times when you have been engaged and lost that engagement, or times when you do not feel the desire to engage in an activity but do so anyway, and end up absorbed in it wanting more. I think acknowledging these feelings happen to all of us is important. Then you can discuss how to reengage yourself into an activity, or how to choose to open yourself up to the possibility of engagement eventually occurring. Now this will obviously look different at different age levels.

You can then talk about choosing to be open to engaging in specific times when you have noticed students’ engagement lagging. Assessment could be one of those times.

     I know when students become aware of something, like engagement, they will be more willing to hold themselves accountable. When students become aware of something then they can start to assess themselves and think metacognitively about it. 

     I think you could create a self-assessment where students keep track of their own engagement all year long. Then they can visualize and verbalize goals and strategies that may help them engage in the areas where engagement has consistently been  weak. This is a tool that will look different at each grade level and possibly year to year within your own classroom.

Then, when it comes to engagement during district and state assessments towards the end of the year, you have evidence to fall back on and will have, already had conversations about engagement. This should help students recognize when they start to get restless and their mind wonders. They should be able to bring it back because of that awareness, with a little redirection.

I think another key ingredient for engagement during testing is for students to establish themselves as flexible thinkers. This can be done through modeling and talking about experiences. Being flexible is a mindset. Once they are flexible with their thinking students focus on being problem solvers. Students have to have a desire to figure things out and understand that they will be required to solve problems and look at tasks with an open mind. This needs to be established as an everyday expectation. In our classroom you will be challenged daily and often. You will have to be open to changing your thinking as you learn. And let them know you will be there to help them as they go and that you will be learning together. Let students know that in this classroom we will struggle sometimes and that we will pick ourselves back up and figure it out.  Students must aspire to figure tasks out and have a mindset to not give up as they wrangle with it.

Engagement will come and go for our students, so we have to give them the language and tools to notice and chose to engage or reengage when they sense they are losing focus. I think it should be an ongoing and adaptive conversation of modeling and discussion all year long. You need to center discusses around those intrinsic feelings that engaged people feel while immersed in an activity, not the extrinsic rewards they may get after the activity. I want students aware of what it feels like being in the action of deep thinking and engagement.  The have to know and be able to verbalize what learning feels while engaged. The know what it feels like when they are not!

These are a few quick thoughts on engagement and assessment. Hope you can find them useful. I would love some feedback! Troy

Backwards Planning for Writing in Response to Reading.

To help students dig deeper in to their understanding of what they read I have been requiring more of students writing in response to texts. I believe that when students can express text understanding through writing, they can strengthen that understanding as they write.

One strategy I use to set students up to write using fiction books is to think from the writer’s perspective to help deepen their understanding. I teach my students to ask questions like, why did the writer make the character do that or say that? Or, what does the writer want you to think/feel here? If they think about what the writer is attempting to get readers to feel and understand as they read, then it can deeper their thinking and help them make those sometimes-elusive inferences. I want my students to get beyond the generic understandings and ideas to the deeper ones that are more inclusive to text details not clearly stated but implied. It also gives them more than one lumped together sentence to write about.

 

In the text: Thin Ice by Anne Sibley O’Brien, the main characters are cousins.

Thin Ice

 

Rosa is older and often babysits her younger cousin Manny. On their way home from school one day during the beginning of a spring thaw Rosa is fretting about a story she has to write while Manny is carefree and creating adventures for himself. Rosa wishes her life was more exciting, more like Manny’s. Manny pretends he is a hockey player, darts over a fence and heads for a pond. Rosa yells to him that the ice is to thin to walk out on, as he grabs her notebook to use as a hockey puck. She tries to grab it back and it slips from his hands onto ice. Manny quickly goes after it. He falls through and so does Rosa trying to rescue him.

Readers in my guided reading typically explain the book being about falling through the ice. As Rosa eventually pulls herself out of the ice and helps keep her cousin from going under students start to think about Rosa being a hero. There is a deeper meaning to this story, however. It focuses on Rosa feeling sorry for herself and worrying about what she could write for her story because her life is so boring. She states all she does is babysit. The ending of the book helps clarify this theme when Rosa appears to not be upset about what Manny caused because it gave her something to write about. My striving readers easily overlook this deeper theme that can be built up into explanation of what the writer wants readers to understand about life.

 

I planned my lesson for this book through backwards planning. I planned what I wanted students written response to focus on and thought about what strategy would help students be able to notice the underlying theme.  I want a better written response then simply saying this is a book about a girl saving her cousin when he fell into a pond, which is technically right but readers can figure most of that out from the cover of the book. We need to be able to go much deeper.

I chose to have students focus on Rosa and how she was feeling about her life at this point in time as they read. They would have to be able go deeper than the rescue itself to understand what the writer wants readers to understand about Rosa, beside her being a hero.

After reading the text through one time, I asked students to reread specific sections, underline sentences and words that can help them understand how Rosa was feeling that day. Then annotate the text making notes about the why of what she was feeling and to jot down some of their inferences. They will use their notes to help them write in detail about what Rosa was feeling about her life that day. I prompted with questions like I mentioned above, “what does the writer want readers to think here?” or “why would the writer make that happen?”as students marked their text.

Readers will use their notes to help them make a plan for writing and then as they write I confer with them and help them stick to their plan or lead them back into the book so they can clarify something. This will lead to a much more in-depth understanding of the text then I use to get and a clear purpose for students to keep in mind as they read knowing they will be writing about Rosa.

It often appears that teachers will make a plan for student writing as they are finishing up the text readings. This is not something a recommend doing. This makes your lesson objectives isolated and your writing disconnected from your teaching points. Backwards planning with the end in mind will help striving readers make the connections they need to and not practice strategy instruction in isolation where reading becomes about strategy use along and very general understandings of text. Readers will not end up reading for meaning and building meaning through writing.

If the lesson is not planned to set students up for the type of writing you want, then they will not be able to build on and extend their understanding of the text in a cohesive and manageable way through writing. Your reading and writing objectives for the lesson must be aligned, even in your lower level guided reading groups. As the teacher you will possibly end up providing them with the details you decided you wanted them to write about.

Troy

 

Goodhart’s Law

Goodhart’s Law

Goodhart's Law

 

Charles Goodhart is an economist who came up with this principal: When a measure becomes a target, it ceases to be a good measure. Simply put when numbers becomes more important than the purpose behind it then numbers can become misleading or stagnant.

Within education we fall into this trap when tracking certain kinds of data. We optimize what we measure for. Or we teach to the measurement tool. For example when we put too much emphasis on tracking students’ words per minute read and lose sight of the purpose for tracking this measure. This leads to kids who are mostly focused on reading fast and forgetting to think and feel as they read.

The purpose for tracking words read per minute is to use it as an indicator that says, hey this kid is not performing at the same level as his peers, let’s stop and figure out what could be causing this. We should not be simply set a goal saying I will read _____ words in one minute and only focusing on rate.  Don’t forget the purpose.

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Words per minute is one indicator that a student could be struggling with reading. Reading success is not about speed alone.

I cringed when I saw ads on Instagram for a word game. The ad promoted it by saying something like playing this game every day will improve your reading speed and make you smarter. Ugh! That is a very misleading ad and when our teenagers see that ad what message does it send to them!

As a Reading Specialist in my district I come across so many kids who think reading is about word calling and speed, instead of meaning and feeling, along with accuracy and rate. Reading words too quickly can hinder comprehension as much as slow laborious reading does.

In todays word driven by numbers and the competition created by the publicly released test scores, we often stop teaching the micro or atomic habits that need to be instilled in readers. There has been a swing to undervalue anything ephemeral or quantitative that is harder to quantify. We mistakenly begin to think the only factors that matter are the ones we can measure and or attempt to measure on an assessment where conversation does not take place. Or give a grade to, so we can easily have accessible data to look at. Data is only worth looking at when you can identify the purpose behind it, and how it fits into the bigger process of reading.

Sometimes this leads to putting more value on visible reading task that students can put into graphic organizers. Simply identifying the visible aspects of reading instruction is not enough and leads kids to identify reading as something you do without much thinking or feeling.

I implore you to consider how you can apply Goodhart’s law to our data driven educational word. Data can be an essential part of high performing schools when used with purpose, not as a showcase of numbers. It can be satisfying for students and teacher to track things like words per minute and increases in test scores, but we cannot be asking students or districts to have those be their only goals. They also need to be setting smaller goals that can help create habits out of those internal as well as the outwardly visible processes readers use.

I would love to hear from you how you have seem educators fall into this trap and how you have seen them overcome it.  Troy

Engagement and Understanding text beginnings.

I have a group of 5th grade readers who often struggle to fully engage in reading. It is often a choice they are making because they feel like the text may be to hard or they may not like the content or may be districted by any number of reasons. I  know this group of readers has a hard time recognizing information that is important at the beginnings of texts. To help overcome these struggles I have started to read the first 1-2 pages of a text to them as they follow along. I select a stopping point that should leave them with lots to think about. I read enough to peak the students’ interest with the text. I want them to get their feet wet with the topic or story line. I want them eager to know more about the characters or topic. If I pick the right spot, they will feel a need to read on, to find out what happens or what the writer might inform them of next. I do not want students thinking impeded by language structure, vocabulary or word solving at that time. We will tackle those as they arise when I confer with them individually as they read. With this group of students comprehension is where they struggle more. Before they can dig into the type of thinking required with in the graphic below, they have to understand the basic information and recognize what information they do not have or do not understand.

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            I believe it is my job the help entice kids into texts they may have never chosen to read on their own. I believe we can get kids to choose to engage in a text they may not want to at first and to expose them to many different types of texts they may not pick up on their own.

Kids choose to engage and re-engage in activities all day long. I have seen multitudes of students over the years not want to engage in a text for various reasons and then choose to engage with the text after hearing another student read a section they struggled with or overheard a conversation between two students or a student and the teacher. There have been times when I have not wanted to give a text a try and regretted it later.  I have started texts and not finished them, regretting the choice it when I hear about information I missed out on thinking through and discovering for myself. Or I missed a great story that I realize now I would have enjoyed and maybe learned something about human behavior from.

For this group of 5th graders who are already reluctant to come with me for reading support because they are fully aware of their struggles, this approach has worked. My text choice is intentional as much as the stopping point is. I make sure to choose a text that will help my mumble reader want to figure the words so he can find out what happens.

I know that in guided reading students are asked to do all of the reading. I also know that guided reading is designed to meet readers where they are, to meet their needs and to still be able to adherer to the curriculum.  If I am teaching the reader and know these readers struggle with engagement and with understanding the basics of texts at the beginning, then I will adapt my instruction to meet those needs.

I can also have real conversations with them about my own regrets with texts I didn’t start or finish. I can model how to slow down at the beginning of texts. How to attack a text from the beginning and read with the intent of figuring out what the writer might be wanting me to feel and think about the topic or characters. What pieces of information has the writer given me in the first few pages that I may have not given enough thought to, or skipped over because it was an unfamiliar word or phrase? I have to make sure my students understand that information given at the beginning of texts may seem boring or unimportant, but it should not be considered so. They need to understand writers use beginnings to set readers up to understand the rest of the text. There is often information that seems insignificant at first that we know may become important to understand later. We know this as experienced readers, I need to show my students this who may be very inexperienced readers.

So, I believe there is a time and place where it is Ok to read part of a text aloud to students in guided reading groups. I do so with a pre-planned purpose however. It is often a muti-layered purpose like I have been describing.  I want to make clear that I am not doing any thinking for them, or telling anything. I suppose I am providing a scaffold for them, but not a scaffold that is taking away the thinking work of reading for meaning.

I will share some of what I feel are the best strategies to help kids who struggle with text beginnings and the basic information the writer shares in some of my next posts. I will also share what I do next with this group of students to make sure they are doing the thinking work after I have read aloud.

We are your thoughts and experiences?

 

Troy

Goal Setting, Habits, and Motivation

In 2017 I conducted an action research study over motivation and student goal setting with a colleague.  As I started reading Atomic Habits by James Clear this week, it made me want to revisit this research and reflect on it again.

We looked at different types of goals students were being asked to set. We looked at performance-oriented goals and task-oriented goals. We thought about how a goals focus can impact a student’s commitment to the goal. Schunk & Zimmerman (2008), say according to most goal orientation theorists (e.g., Ames, Dweck, Elliot, & Markiewicz; Midgley and colleagues), the purpose of a performance goal is to gain positive judgements of personal competence, whereas the purpose of learning or task-oriented goal is to actually increase one’s competence. Performance goals are often driven by outside influences and how things appear to be. They go on to say that performance goals work better for already confident learners. Learning goals, or as we chose to call them, task-oriented goals will motivate both confident and unconfident learners. Task oriented goals are more inclined to support intrinsic motivation, which can still be influenced from  forces outside of ourselves but are more geared towards helping students become truly engaged for themselves and absorbed in what they are learning or reading about.

In our research we found that the task-oriented goals our students made did have a positive impact on their motivation to read.  We believe this ultimately impacted student independent reading stamina and overall reading performance.  The data revealed that 14 out of the 15 students who participated grew at least one or more reading level. Most increased multiple levels. Teachers ask students to set reading level goals all the time in educations.  We wanted to steer the focus away from the performance goals related to reading levels and focus more on smaller task-oriented goals. We helped students form goals related to the content of their reading and reading choices. They also created goals dealing time spent reading.

I was starting to understand and now more fully understand how we needed to be focusing on goals dealing with the processes of thinking someone must sustain to be a reader. Goals to form habits of thinking based on reading for meaning.

This brings me to  Engaging Children: Igniting a Drive for Deeper Learning by Ellin Oliver Keene.

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She states, “there is evidence that motivation to read in the elementary and middle school years is related to reading achievement, with more proficient readers being more motivated and less proficient readers being less motivated. I bring this up because that is a factor that influenced our research. I agree with this statement when thinking about how students’ progress through these years of school. When it comes to reading, they are often motivated by the habits their parents helped them form. Habits of enjoying a good story and learning from a good book.  Students motivation to read is linked to success because of learned reading behaviors they are introduced to at school. Behaviors that focus students’ goals to be centered around speed and quantity are often stressed over reading to gain knowledge and enjoy a good story while learning something about people and life. Or being able to read a book at a certain level.

These external and internal motivation as Keene describes it is linked to an outside factor. It is often a person you want to be like or a person you want to impress.  Both Keene and Clear talk about how engagement or continual meeting of goals will not happen or be sustained with motivation alone. Engagement as Keene talks about and identity work as Clear talks about help drive sustained success or learning.

I came out of our research really thinking about goals and what a student has to be willing to do to make chose goals happen. Setting a goal is the easy part. You simply have to voice it, publicly or not. Then comes the hard part, putting steps into motion to help yourself achieve the goal. Identifying and completing these steps is what trips up children and adults.

In his book James Clear talks about goals and systems. He states that he learned the distinction between goals and systems from Scott Adams. “Goals are about the results you want to achieve, and systems are about the processes that lead to those results.” This shares the beliefs of the researchers mentioned above. He talks about how you have to have the right systems or as I say processes in place for habits to be formed and to continuously keep meeting goals.

After the research was completed, we noticed that even when the students voiced their desire to continue setting task-oriented goals for themselves they were not able to. Goal setting did not become a habit for these students even when they saw some success with it.

In our research we did not help our students internalize the system they needed to continually achieve their goals. The system was not in place long enough for students to grasp the processes of what helping them meet their goals.  The system may have been conflicting the system their classroom teachers were putting in place. Also the habits did not have time to form, before we concluded our research. I think when too much emphasize is placed on the goal itself, students do not consciously become aware of the system or processes they went through to achieve their goals or when they do not meet it  they become discouraged instead of thinking about what adjustments need to be made. If we are not aware of the processes, then we cannot repeat them to keep the cycle going.

You may meet some goals by pure desire, but those goals are not something you continue to meet without the right system in place. When you think about winning sports organizations it is the systems, they have in place that help them have continued success, not simply setting the goals to win. The term the “Patriot Way” was coined because of the continued winning the New England Patriots team has done over the last almost two decades.  It was not used to describe their goal setting savvy ( or cheating ways), but the systems and process their players had to buy into and to describe the identity players who came to the organization adopted. The systems that most legendary coaches put into place include goals, but they will tell you success is driven by habits they instill in players and identities their players take on.  I feel that along with achieving mastery over the processes and building a winning system that lead to a cycle of success you have to make adjustments as you go. Winning teams and coaches know how to make with-in the game adjustments as well as out-of-game adjustments. Clear talks about this also when he addresses “bad” habits. I like to think of them as habits you need to shift and adapt to your current situation or students.

I feel we can learn and apply a lot of what Clear says to education. Keene and Clear are on the same wavelength with their thinking. Helping students form habits that set them up to engage in learning are critical.

I want my students to form the habits that lead them to be successful readers and to be successful in life.

My colleague and I were on the right track with our research into motivation. We wanted to help students form reading habits that would help them continue to set and meet reading goals focused on learning, not speed, level and quantity of reading. We knew they needed to be reading to explore the many experiences they may not get the chance to experience outside of a book until they become adults if ever. We want them to be able to learn about life through their reading. The performance-oriented goals will take care of themselves when students master the processes readers go through.

Right now my mind is absorbed with thoughts on how I can adjust my teaching to help my students form habits that set them up for engagement and sustained success by reading for meaning.  As a National Board Certified Teacher in Literacy I see parallels with the National Board’s Five Core Propositions and Architecture of Accomplished Teaching and forming habits, motivation, and goal setting.

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  National Board-Certified Teachers are teachers who go through the process or system above continuously, creating habits of accomplished teaching. Habits all accomplished teachers share. Anyone who has attempted to achieve National Board Certification or achieved understands that the process you go through changes you as a teacher. It build habits that over time lead to the success of your students. You have to understand and commit to the processes of accomplished teaching to achieve National Board Certification. You are asked to renew your certification every five years to make sure that the process has become a habit. At least that is the way I think we have to look at it.

We have to choose the right identity as Clear puts it. We have to view ourselves as an accomplished teacher and understand what the process of accomplished teaching looks like and set goals that fit into that process. Clear states mastery requires patients and that what seems like overnight success is a really the result of lots of hard work and building of habits that merge together to finally break through into some success.

I want to continue to improve my teaching practice and make changes to improve my life.  I will try to share some of the adjustments and habits as I work towards improving instruction.

Troy