What Time Is It?

Admit it, you’re shocked when you see the first ‘Back – To – School’ ads on TV backtoschooladin early July or the circular that comes in the newspaper; just like when you see Christmas ads before Halloween!

For me BACK to school suggests that we ended or quit something that now we have decided to begin again. True, we do stop physically going to a building we call ‘school’ but in reality, learning should be a year long activity. Most kids are excited for school to begin again. They wonder, ‘What will be different this year?’, ‘What will my teacher be like?’, ‘Will I struggle or will it be easy?’. Honestly, as a teacher, I wonder the same things!

  • As teachers, we must spend time honing our craft and growing. There are always new approaches and new techniques to read about and study. For me, one question I ask myself is “What could I have done differently this year to reach that one student?” Whether it’s a social emotional or academic issue that affects students, master teachers will strive to find the one thing that will reach them and help them be successful.
  • The second area I focus on is, ‘What can I do that will make me more efficient?’ I try to remember and make a list listof the non-teaching tasks I  spent a lot of time doing during the year. Was it running copies, grading papers, filing papers, searching for reading passages or other ideas on the web or Pinterest?  Once I have a list, I prioritize and spend time brainstorming/working on how to streamline the tasks.

Having some tools or ideas to work with gives me a focus and can make

Back – To – School a less stressful time.

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Reflecting and Adjusting Behaviors

As adults we ‘reflect’ on events and situations all throughout our day.  Sometimes we do so without even realizing it:  burning our tongue on a hot beverage causes us to adjust our behavior.  We blow into the cup or let it cool before sipping again.  We reflect and adjust in traffic — getting a speeding ticket makes us reflect on our behavior — and we drive a little slower (for a while.) mirror

Reflecting and adjusting is the essence of the learning process. If we don’t reflect and make adjustments we’ll continue to make the same errors time and again. Through years of experience we’ve learned to reflect automatically on some things but have to make a conscious effort for others.  When we see red brake lights ahead of us on the road, an experienced driver doesn’t consciously apply the brake.  It’s a reflex.  A student driver’s response to red is much more conscious, and in some cases, the adjustment is too severe (they slam on the brakes.)  If that student failed to hit the brakes and rear-ended the driver in front, there’s a good chance they’d learn the lesson of adjusting.

If you’re trying a new recipe for home baked chocolate chip cookies, the reflect-and-adjust process is top of mind.  “Will the oven temperature be accurate?  How long should the cookies bake?  Are the eggs in the fridge fresh enough to use?”  If the cookies burn, you’ll approach the task differently the next time.  Does the recipe need to be changed?  Or is it the over temperature that’s at fault?

When we reflect on what went wrong, we evaluate each aspect of the process and try to find the cause of the error. From the example above, we can’t say that the cookies are just bad-tasting cookies. An adjustment needs to be made.

In his article, Mark Clements sites the classic example of a hot stove:  if I touch the burner and hurt my hand, I immediately reflect.  If I’m reflecting properly, I’ll change my behavior (by quickly removing my hand from the hot burner.)  And then I adjust for the future; I won’t simply assume that all stoves are bad; it’s just the ones that are hot that should give me pause.

In learning environments, students must have reflection time in order to assess their errors and determine how to fix them.  Reflecting on success is also important.  The student should analyze their results and capitalize on the “win” so they can build on it. If a student performs poorly on an assignment, and the teacher just hands it back without an opportunity to reflect and make corrections, progress is halted.   For real learning to occur, students need to understand their mistakes and have a chance to correct them.

In the classroom, reflection is not a default skill for most students.  It must be taught and encouraged.