Teach Like a Champion: Everything you didn't learn in your teacher education program! | Greg Vanderford | Skillshare

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Teach Like a Champion: Everything you didn't learn in your teacher education program!

teacher avatar Greg Vanderford, Knowledge is Power!

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Taught by industry leaders & working professionals
Topics include illustration, design, photography, and more

Watch this class and thousands more

Get unlimited access to every class
Taught by industry leaders & working professionals
Topics include illustration, design, photography, and more

Lessons in This Class

19 Lessons (2h 12m)
    • 1. Teach Like a Champion Promo

    • 2. Lesson 1 Introduction

    • 3. Lesson 2 Avoiding Disruptions

    • 4. Lesson 3 Stopping Student Disruptions

    • 5. Lesson 4 Optimal Seating Arrangements

    • 6. Lesson 5 Effective Communication Systems

    • 7. Lesson 6 Lesson Planning Trips and Tricks

    • 8. Lesson 7 Making Awesome Lesson Plans

    • 9. Lesson 8 Created Outstanding Unit Plans

    • 10. Lesson 9 Strategic Semester Planning

    • 11. Lesson 10 Creating Excellent Assessments

    • 12. Lesson 11 Effective Grading Strategies

    • 13. Lesson 12 Creating Great Formative Assessments

    • 14. Lesson 13 How to Create Outstanding Summative Assessments

    • 15. Developing Great Teacher Student Relationships

    • 16. Lesson 15 Communicating with Parents

    • 17. Lesson 16 How to Deal Effectively with School Administrations

    • 18. Lesson 17 Psychology and Staying Motivated Through Adversity

    • 19. Lesson 18 Go Out There and Teach!

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About This Class

Teaching is a very challenging and rewarding profession. It is also one that requires constant updating of skills to keep pace with the ever changing educational environment due to new rules and regulations, changing culture, and new technology.

In this teacher training course you will learn:

1. How to effectively manage your classroom

2. Plan your courses

3. Communicate with students and parents

4. Navigate the challenges of dealing with constantly changing laws

5. Efficiently create and grade assessments

6. Much much more

Many of the topics that are covered in this course are not taught in detail during most teacher preparation programs or are ignored entirely.

I have distilled many years of teaching experience in the classroom along with research from my own master's of education program to bring you what does and does not work well in the 21st century classroom.

Please join the course and help your current and future students become successful in all of their endeavors! 

Meet Your Teacher

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Greg Vanderford

Knowledge is Power!


My courses are designed based on my many years as a teacher and student of education and business. I hold a master's degree in curriculum and instruction and have been designing curricula for over a decade.

The business, language, and chess courses that I have built are a reflection of this experience and dedication to education. My goal is to reach as many people as possible with my courses, which is why I have chosen the internet as my ideal mode of delivery.

The following is a little more about my expertise and background. I was born and raised in Sandpoint, Idaho. I attended the University of Idaho where I earned a bachelor's degree in Business Administration in 2004. After a few years in the work force as an account manager I moved to Vietnam where I lived for over 5 ... See full profile

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1. Teach Like a Champion Promo: Hi, My name is Greg Vanderford and I have been teaching various subjects for over 10 years. I have a master's degree in curriculum and instruction, a teaching certificate of secondary education, and I teach mostly business and marketing and economics. And I also teach history and have been doing so for a very long time. And I have found I think a lot of teachers will agree with this. There are some big gaps in teacher education programs. There's a lot of things that we don't really learn that well in university. When we study education, we learned lesson plans. We learned how to make scope and sequences and semester plans and things like that. But there's not a ton of practical stuff that you learn, especially when it comes to things like classroom management and grading, creating assessments and lots of really practical things that we learn while teaching in the classroom. So I have made my course try to fill some of those gaps for new teachers or even experienced teachers that want to come back and revisit some of the theory and get some new tools to improve your profession and just in general, professional development So I broke in the class up into a few sections, the 1st 1 being classroom management. This one I think you'll find, is extremely important and very lacking in teacher education programs. So I want Teoh give you guys some tools for how to deal with students disrupting the class , how to avoid it from happening and had to deal with it. Once it does start happening, no matter what environment you're in, whether you're working in inner city or whether you're working with, well to do kids in a private school, there's lots of tools and tricks and ways that you can manage the classroom really well, no matter what type of students who are working with, and this one is just super important. So I hope I can help you guys out a lot. With that, Um, next planning. There are a lot of different ways that we can plan both lesson plans, units and semesters, and we want to do it, of course, efficiently as well as effectively. One of the things that teaches we always struggle with is we don't have enough hours in the day to do all the work done that we need to get done. And so, um, if you learn techniques and strategies for how to do this stuff efficiently, you can make both a really good plan for your lessons and you're semesters and units that are that are both really, really detailed, but also very flexible without using up all your time. So I'm gonna try to help you guys do that with this section. And then, of course, assessments and grading are very, very important. We need to make sure that we're measuring our students effectively again without spending all of our time outside of class. Grading and marking. Our assignment says We know as teachers that some of the most time consuming stuff you could be doing and we really don't want to be bringing all of our work home with us every night after working on the weekends. So, luckily, there are lots of systems we can use to reduce the amount of time it takes while also creating and grading very, very effective assessments for our students. So really important section there, and finally, relationship management. This is something that I didn't learn at all in my teacher education program, my teacher education program that I took was actually very highly rated one and did a pretty good job with some areas of education. But how to deal with students and their psychology and our relationships with them had a deal with difficult parents or just really highly motivated parents. I had a deal with the administration of your school and politics. We don't learn about that stuff in our teacher education programs, usually. And so this is some really, really practical, useful stuff that, especially if you're a new teacher, whether you're gonna go teach English abroad or whether just getting into the profession and I don't know what you are planning to teach is very, very relevant to all subjects, especially if your new teacher. But even if you are a season teacher, that just wants to do some professional development. So I hope you guys find the course really helpful and please feel free. Teoh participate in the discussions in the course, and we'll see you in there 2. Lesson 1 Introduction: and teach like a champion. You're gonna learn everything that you didn't learn in your teacher education program. So whether you're a teacher just starting out after a teacher education program, this will fill in the gaps or you you're looking into becoming a teacher. This course will help you a great deal. And, ah, a lot of teachers can back me up on the fact that the teacher education programs were taking university are varying levels of bad to good, but even the best ones miss out on a lot of things that we need to know in order to become an effective teacher in the classroom. They have some major major flaws, and they haven't changed in many, many years because people still enrolling them. You have to go into those programs to get your certification to become a teacher, and so there's really no incentive for them to change. People may complain about it, but there's no catalyst to make them change. However, there is a big need for MAWR teacher education. Unfortunately, once we become teachers, all the professional development opportunities that we have are usually at nights on the weekends or are expensive. It's very difficult to get really good professional development and to continue on learning the things that we should have learned in our original teacher education programs. So my course is an attempt to remedy that. And it's really easy to watch a few hours of lectures on video from your phone or your computer. One of the things that teacher education programs don't cover very much anyway in Mike and my program, which is one of the top ranked ones in the US um was classroom management. It's one of the most difficult things about being a teacher, especially if you have a large number of students in your classroom and there's not much focused on it. You think I had a few units on this, but when you get into the actual class and you have actual management problems with students, it's a lot harder to figure out. OK, what what I what did I learn in my teacher education program? You might remember a few things, but the real world is much, much different, and I think actually teaching is a perfect example of something that's a that's a problem with education systems. That university now across the board is that there's just not enough Practical were in the class learning theory for years and years and years, and there aren't enough opportunities to go and actually do it. We have one semester of student teaching and other you know, other types of degrees might have an internship that's optional, right? You might get an internship, but the thing is, we're getting out of college with all of these degrees and all the so called training, and we actually don't even know what we're doing. We don't know how to do what we're doing. I think that's a problem. Um, so anyway, another thing that they don't do is dealing with parents, right? We have to deal with parents a lot. I mean, we have parent teacher meetings. We have parents calling us. We have parents emailing us. In some cases, you have parents that are not interested in their kids educations at all. And then that's a problem. How do you deal with those types of parents? Right. And you got, you know, 200 students, classroom management and dealing with parents. This becomes a big part of your job. If you're aspiring to be a good teacher, right. A lot of teachers, maybe they don't care. And they just do the bare minimum to get the salaries and they get by, which is another issue that we're getting to later in. The course with teaching is that the compensation structures are totally inappropriate for the modern workplace. We have no incentive, no incentives to become better, so bad teachers can flourish and good teachers kind of just just, you know, soldier on never making any more money and never being able to really move up faster for being exceptional. And it is a lot of problems that were getting to later managing student relationships, right? We don't learn about that. At least I didn't in my teacher education program. And most of my colleagues also said that no, we would never really focused on this. How do you build a relationship with a student? How do you become a mentor? You know specific things that you need to know before you start teaching, but basically it's just trial by fire. You go out there and get in the classroom and and you wing it until you learn. And for some people that might work out pretty good but for the vast majority of students of education, it would probably be a lot better if we actually started out having done a lot of this stuff already before. And then finally, one thing that's that's missing as well as dealing with administration, right? There's a lot of politics, unfortunately, in education, for various different reasons, and it really depends on the school. You're in the administration that works there. Who is your principal who was a superintendent and things like that. But there are ways to navigate those things. And, of course, they're never gonna bring this stuff up much in your teacher education program because it's not dealing with the theory of education lesson plans and what not, But it's very important in the real world. So basically what teacher education programs are mostly doing is covering one small fraction of what we actually need to know and be able to do to be prepared to be a good teacher. So in this course, I'm gonna cover what I see are a lot of gaps in the teacher education programs and try to do as much they can in this in this one short online video course, so successful teaching is about much more than designing lesson plans, right? Most of the stuff we learned and I'm being a little bit, you know, I'm exaggerating a little bit. We learn more than just lesson plans, but a lot of it is just planning unit plans, lesson plans, semester plans. And we learned a lot about the theories right, which of course, has its place. It's important. Understand all the different theories of constructionism and, you know, traditional direct teaching and, you know, sage on the stage stuff. All of those things have their place, of course, but a lot of that stuff can be taught in one or two courses, and then a lot of the other time could be allocated towards practical things that we need to know how to do. Building relationships with students is really important because if students are struggling and they really trust in their teacher and they know that you're there for them, they will try harder. It can make a huge difference. It can even change your lives right. We got into teaching to change people's lives and to have an impact and building relationships with students is one of the best ways to do that. But we don't really learn how to do that. We should take more more courses on psychology in teacher education programs. I think I had one. I had one psychology course. My teacher Education program. One course is necessary. Gonna cut it? I want to know how to deal with the real life situation in the real world and and see, See what was done. And what could I do in these specific situations? Okay. Motivating students and being a mentor is a big, big part of being a teacher. How doe. I'm motivate students. That's important. Some students are motivated differently than others. And if we're not trained in doing this all of a sudden in the classroom, we got all these complicated problems in this complicated world that we live in now we should have some tools in our to bolt to know how do we get kids to like school? How do we get kids love school? And so we're gonna talk about that as well in this course lesson plans and term plans aren't really that useful if you don't know how to successfully carry them out. Right? Okay, I make my lesson plan, and then I don't follow it or the class ends up, you know, ends up taking longer. Not as long as I wanted it, Teoh or whatever. Really, what you need to do in teaching is you need to have plans and planning is absolutely important. Don't get me wrong, but we also have to understand that the real world in the real classroom is different than what we're studying were in class. It's not a vacuum, right? And so you have to be very flexible. Research shows. Teaching to standardized tests does not lead to graduates that are well trained for today's work place. This is what research shows. So in a world where we know that, actually, what we need to be doing mawr of and we actually have the tools now through technology to do more is to customize education because every human being is different. We're actually going increasingly towards standardization because standardization can measure things. So we want to measure everything that we want to compare it, toe other countries, other cities, other great levels. But all of this measurement is hurting the classroom. It's hurting students, and it's not actually helping them to Extell. And so we're learning ways to teach that are much better than focusing standardized tests. And even though we're in a world of standardized tests, there are things we can do to get around it. Project based learning is part of the answer. Integrated learning these air, the trends and cutting edge classrooms across Europe and within many charter school. So what I mean by when I say integrated learning is that instead of say, Okay, we're going to study math separately, his own class science separately, his own class, English separately, its own class, etcetera. You have one course, and for this semester we're going to study one larger theme. For example, Maybe that's the European Union, for example. But then, throughout studying the European Union, people study math and finance and economics and history and all of the important things pull political science that go into that organization essentially right. And you could do that with many other different types of topics. But you take an actual real world thing, and then you study that and study how everything's integrated, study everything's link together as opposed what we do now, which is where we just basically say OK, you studied this subject, So this is all separate. Nothing links together and thinking back on my own education of a very traditional normal American public school education, I I didn't realize, like the links between any subject I didn't even realize. When you're doing math and solving equations like no one ever even told me, like, Why are we solving this problem right? I think it's a pretty common complaint about math. And later on I realized, Oh, actually, geometry is telling us this that, you know, the inner girls and rivers were doing calculus. This is why we're doing this assaults for points in space. Or does it gives us this this part of a solution? I didn't know what we were doing. It just solve this problem, solve this problem and then try to get a good grade on the test were so focused on grades and tests and measurement that kids are really just missing out on so much more. And so hopefully in this course, we can at least do ah little bit to remedy that 3. Lesson 2 Avoiding Disruptions: one of the first things we really want to learn how to do when we're starting out. Teaching is learn how to avoid student disruptions. I mean, really, classroom management is the first thing that I think most he just realized. Whoa, I was not very well trained for this. And the real world classroom is much, much different than the classroom of textbooks. And you have a lot more confidence when you go into teaching, knowing how to deal with kids, having spent some time in the classroom with the actual kids that you're gonna be teaching . For example, in my program, we actually had a practical for one of the courses where add to go spend a certain number of hours in elementary school classroom, which I guess what they were trying to do is put you in different environments and stuff. But I was training for high school, and I was in that put into the high school environment. So all the stuff I did in the fifth grade classroom with that teacher during that class was more or less a waste of time really didn't help me at all. You're talking about different attitudes, different age groups a different problems. But there's a lot of small things that we can learn how to do that. End up making a really big difference when you use them all together in a classroom, especially when you have a lot of disruptive students. You know, obviously it really varies. What type of school you're in with have classroom. You're in it for teaching AP classes. The kids are probably gonna be a lot more well behaved. Then if you are doing what they call, you know, trench teaching at the lower levels. A lot of the kids that are not, you know, really into academics or whatever. But in general these tips will work for you. They will help, so some of them are pretty obvious. But for my observations of other teachers, they are not used on a regular basis all the time. And if they were all used in conjunction with each other, teaching would be a lot easier. So one of the first ones deceit students away from their friends. Um, we want our students toe like us. We want our students to be happy in school. We don't want everything to be on Lee about academics, right? However, um, we also want kids to be learning and be focused when they're in the classroom. So generally what I do is I'll let students sit with their friends until the very first time that there is obviously going to be disruptions going on or they just can't help it. They talk to each other. I just sit them away from their friends, and they may not like that. I guarantee you they won't like it, actually, but it's really effective, is not sitting next. Their friends has nothing to do but listen to the teacher and to focus on their work. And so that's a simple thing that you can do. That may not make you very popular at first. But our job is not to be our students friends, right? Our job is to be a teacher, and we want students to like us, and we want to be able to have a relationship with them so that we can mentor them and they will trust us. But that is about respecting each other. It's not about friendship, and that's something we'll talk a little more about in the course. But to really important distinction to make. Okay, you can let them work together on specific projects. You could make it so they have to earn it right. If you do a B and C, then you can work with your friend on a project or you guys can sit together in class, make it so using positive reinforcement. It works really, really well. Basic psychology works very well with young people. So instead of arguing with them fighting with them, just use basic psychological principles system apart. They may be mad at you, but after they get used to it, then it becomes a reward. And you train them to think this way and they realize okay, if I get in and the test or if I do the homework quietly or whatever it is that you want them to do, use positive reinforcement and you reward them. Okay? Tomorrow you can sit with your friend all period if you guys will work together diligently . And this is very effective. So that's one trick you can use. Obviously you want to keep class interesting so students don't get bored, right? Hopefully this is not a revelation to you. However, in my observations of teachers we don't always follow this. Sometimes we think it's interesting because the material is interesting. Toe us. But for a lot of your students, they're not gonna be really interested in your subject. Right? Maybe they like math, not history or vice versa. And so one of the ways that we can keep things interesting is to change the activities regularly. You may be working in a block class. We have 90 minutes. You need to be doing multiple, different activities during that 90 minute period. That means, like 15 or 20 minutes of lecture tops you go beyond that could start to fall asleep. They get glaze e ID and it just doesn't. It's not effective, and it's boring. So you need to do small amounts of lecture and then in activity and then change the activity up. You made me do three or four different things in 90 minute class, right? If your classes only 50 minutes, you may think Well, today you guys is gonna work in your homework and you go sit at your desk and then they work on the Simon. That is not effective teaching. I'm sorry. That is not effective teaching. If you need kids to work on some stuff. Um, you can have them do it at home if they simply won't do. The homes were giving them time in the classroom. You need to break it up and say I want 20 minutes, 25 minutes of complete focus on this assignment, and then for the rest of the class, you need to have some other activity, and while they are doing their work, you need to be walking around, walking around, looking at them. It keeps them focused. You go over and sit at your desk. This is a common problem because we oftentimes don't have enough prep time to greater papers. You are marking or to plan, right, and so sometimes during class were tempted to give the students work, and then we can work on that stuff on the computer. Unfortunately, it is not effective. It's not a good way to be a teacher. You find other time management techniques that allow you to use time outside of the class to do those things. If your students are doing work, you basically I always need to be walking around and be hovering. That keeps them focus, and you're available immediately. If they have questions and then won't talk to each other because they see you're walking around, they'll they'll ask you. You train them to ask you. Okay? This type of teaching requires ah, more working diligence. But this is effective teaching in action. Okay, so this is called using proximity. It means that you're always out near the students. So whether you're lecturing out near the students, right, you know, always gonna be up the board. Someone you want to walk around while you're talking to them. But if they're working on assignments or the doing a project, you have trouble with one student. That's it. Constantly talking. Let's say his name is Tim. Tim, stop talking, Tim. Stop talking. He won't listen to you. There's no there's no effective punishments. If you send him to the class, he doesn't care. One thing that tends to work with these kind of kids is you just walk up next. Them always be close to them. They don't want the teacher to hear what they're saying, especially their gossiping right there. Usually not talking about school if they're being disruptive, and so you just use proximity. It's really simple you walk up to them and even though they say now and I think this is ridiculous, but you're not allowed to even touch students anymore because there's all these liability issues, right? Used to be able to be a lot closer to their students. It's a lot easier. Mentor them if you're not worried about getting sued for maybe giving a kid a hug, but I still will use, I will touch them on the shoulder. I I think that's OK. So use proximity. You touched on the shoulder and say, Do you have a question? You have a question. Do you help? And obviously they mean, you know, they don't have a question in some cases, but it's a way of getting them to focus on the work. You notice them and it's effective, so use proximity. It's a simple thing to do, but the teacher being nearby close to the desk will usually focus them to some degree. So walk around. The students are working and walk around the classroom, at least sometimes when you are lecturing and all of these things didn't have sort of a calming effect on the students, you are not just a teacher that imparts knowledge and information right? They can get most of it now from the Internet, from the textbook from other materials. And so a lot of what we are doing is we are managers were classroom managers. We are mentors, and we are there to facilitate everything that's going on. So if you think about yourself in large part as a manager, facilitator, mentor, it really clarifies. I think our role as a teacher and it could help us make it make us much, much more effective than we otherwise would be. One of the things that we learn and I see student see teachers use, but it's very effective, so it may as well keep using It is to use silence right when you start class kids talking is very easy to train them to pay attention when you step in front of the class and use wait for them to be quiet, even with the most unruly classes. After a few days of this, they will get used to the idea that okay, teacher standing up there will be quiet. It's amazingly effective, actually, for how simple it is, So use this instead of getting up in front of class of many of the day and start saying, Okay, class, they were gonna do this, and then it still takes a few seconds or longer to get attention. Maybe you gotta yell over someone, Just go up there and stand. Don't waste your breath, right. We need a lot of energy to get through the whole school day. Um, using silence is very effective. If you just can't get through to some kids, just remove them from class. I've been in schools where they say that you shouldn't do this because they deserve to be in the class. It should be a last resort, and maybe, you know, should be a last resort. You should try to get through to them some of the way, but from the way I look at it, if there's one student that is poisoning that lesson for the other 20 or 30 kids in the class, by all means remove them because it's not fair to everyone else that's there, ready to learn, trying to do their schoolwork. If one kids being destructive and none of these techniques work on them, make them go to the office or make them sit outside. That student may be happy to say, Hey, I got I got a lesson anyway. Well, that's their choice, right? They need to be responsible. Even as a teenager, to some degree for their educations. Some parents would have you think otherwise. It's all in the teacher. We get blamed for everything, right? But at some point the parents and the students are responsible. We cannot magically make students learn they have to want it. And if they're not going to try hard and are actually going to disrupt other students learning that, then you go sit outside and I say, You just stick to your guns on that one and just make him make him do it. And, of course, the the always effective Do you have a question? Instead of yelling at Tim for talking's, they'd be quiet time. You have a question? What? Your question. How can I help you use proximity? Walk over to mistake. What's your question? And he always said, Don't question the question. Well, you're obviously letting them know that it's not OK. They're talking that they're being disruptive without, you know, telling them or yelling at them. It's indirect and a lot of times sort of somewhat indirect approaches. They allow students to save face. They're not confrontational, and that's how we want to be. As a teacher, we want to find ways to communicate with not only students but with administrators and with parents that get our point across and they're non confrontational. So a lot of it will be subtle. A lot of it will be psychological, but especially in today's world, with the way politics are in the way, we are all so, um, sort of taught to be type a assertive people. It could be very effective, be a little more subtle and to be a little more indirect. We don't want anyone to have a wounded ego and these kind of things that tend to work in the classroom. 4. Lesson 3 Stopping Student Disruptions: in the last lesson. I kind of got ahead of myself, and I went over this first side stopping student disruptions, which is supposed to be this lesson. So just to recap we talked about using silence talked about removing students from class. If you need to and using the Do you have a question all very basic simple tools that, when used together on a daily basis, can be very effective? Another thing you can do is use a reward system for when students are consistently on task , instead of just assuming they're always gonna be on task and punishing them when they're not. What we can do is continue to use positive reinforcement to make sure they are rewarded for constantly being on task. Research shows that positive reinforcement gets much better results than negative reinforcement or, in other words, then punishing. When you punish, you're using the motion of fear to get what you want, and in the short term that could be effective. It seems like it works, but in the long term, students don't actually want to do it. They don't respect you. They're just complying. You get compliance, whereas with the positive or system you get maybe excitement and enthusiasm. So, for example, you can come up with some sort of system that says that if there are no disruptions or that all students are on task for 90% of the time or whatever way you want to measure it, if the average on the assignment is above 80% or something, you give them a reward. One thing that so my old teacher used to you, which I think is a really good idea, is to have a chair or some sort of a throne in the classroom. This works well for high school students and then students. Who are you to do this on a weekly basis or monthly basis? Whoever is a student of the week, for whatever reason, you know you can basically be arbitrary about that and say, This is a student a week because of their great attitude. Well, because of their great score on the quiz or anything, you say they get to sit in the throne chair for all week, and that's a fun thing that makes the students have something to shoot for. And that's just one example of what you can do. You can also give out candy you can. You can do whatever you want. Maybe you say you play a game on Fridays on Lee. If everyone has been good, and if you can think of some really fun game that you can use in your classes, students are really interested in. That might be a very powerful motivator. And, of course, the game doesn't cost any money, usually depending on what you're planning on doing. But positive reinforcement is very effective when it comes to managing classrooms. Okay, using a punishment system basically is a backup. It's a negative reinforcement. It can work. It's not that you shouldn't ever use it. Sometimes positive reinforcement doesn't work with some kids. Some kids, they do need the negative reinforcement. Or maybe it's just, um, there, too, used to the other system for some reason. And every once in a while you might need to use some some punishment, but it should be rare. It shouldn't be your go to reinforcement. It should be sort of a last resort. Um, and of course, you can allocate points that will affect the grades. You know, that's what extra credit is. My experience. You definitely want to be careful with giving an extra credit. You don't want to use it to liberally because then it starts to lose its meaning. But if you give out, you know, five points or 10 points, which might be the value of a quiz here or there, but you use it rarely. It can be very effective. Students care about the grades, giving extra credit or a few points here, and there can be very effective. You just have to use it sparingly. If you overuse, it loses its potency. So you have to know your class. You have to know your students. It depends on your grade level. There's no one size fits all with education. And that's the problem with today's education. Is that administrators and politicians? They try to put a one size fits all approach into the system, and then it continues to fail. And then they just try another one and there's trying to the one. And it doesn't work because, as we know from decades of research and experience, now what we need in education is mawr. Customization is utilizing. Technology is highly trained teachers in the classroom, and teachers also need to be rewarded. This is something that it's very interesting if you really think about it, that teaching is basically the only profession where you need a lot of credentials. It's a white collar job where no matter what you do and what or how good you are at it, you still will only get a raise based on seniority. How many years you were teaching you get raises. It's a big, big problem when it comes to studying, like economic theory and human psychology and behaviorism. There's no other job where you can basically do the bare minimum and you still get get automatic races. This is one of the negative effects of teachers unions. Now. I'm not saying teachers unions are all bad. They're been very, very positive effects, and at different times in history, they were probably necessary to make sure that teachers got a fair shake. Just says unions are in many industries, however, in my experience it can go too far, and now we have a situation where people that are highly motivated to be at the top of their fields. They tend to either avoid the teaching profession so they can go and make more money elsewhere or, if you're highly productive, individual and you go into teaching. What actual stats show is that these people don't stay long in the profession because if you are working really hard and you becoming the best teacher, but not only are you not rewarded for that but in some cases actually punished for it. Like, for example, in some cases, if you get a master's degree, you actually have a harder time finding a job. Because of budget constraints. They won't actually avoid hiring people masters degrees and avoid having to pay them more. This is a very large incentive problem with school. And of course, this is just loosely related to what I'm talking about here when it comes to stopping student disruptions and allocating points and stuff. But teachers need to have an incentive to continue to grow and work hard. Otherwise you'll get mediocrity, which is probably what we're seeing nationwide in the US and other Western education systems. The systems that are working very well we see what they're doing. For example, Finland, that comes up because Finland continuously scores highest on standardized tests, but they don't teach the test at all. They have a very, AH customized education system where the teachers are highly trained, highly well respected and highly paid. And it's working now. You may be able to say that well, in the U. S. You know, it's a much bigger country, it's more complicated, and that's probably true. But I just want to pose the question. You know, it's interesting that our system, um, of compensation for teachers is basic unique among all the professions, and it seems to be causing a lot of problems. But I digress. The point is used positive reinforcement where you can with your students and you know, your students. You know what will work with them depending on your subject in your grade level and your individual students. But this kind of stuff it really works. And finally, you want a mix difficult students in with best behaving students and cluster desk. So, for example, you got some students in the class that are good. Some suits in the class arm or problem kids, which is probably typical for an average class. It's best to mix them together. You don't wanna have the problem kids sitting together because their friends and the Mawr well behaved and focus students sitting together and have them segregated like that. It tends to be beneficial for both, actually the better students and the more struggling students to sit together because it separates the so called you Know, bad students not a good word to use but separates them from each other. And then it allows the better student to be a mentor to help the other student, which helps in learning right teaching actually helps him learning, and it allows the lower level student to gain confidence and benefit from being around the other students. So this is something that could work well, depending on your on your class. You can see consistently difficult students on their own, away from all the other students if it's necessary, if that's what you need to do, have them sit on their own and make it a reward for them to come back to the rest of the class. And they may fight you on that, but it can. It can be effective depending on the kid. And if the problem persists, you really need to let the parents know if they aren't helpful. You need to let the administration know at some point we can't work miracles. Some kids, we don't know what they're going through at home right today. A lot of kids have problems outside of the classroom, and the parents can get involved in. That could help a lot. In some cases, the parents won't be helpful at all. Actually, as you probably learned already, if you're already teaching at that point, the administration could help you. I mean, that's what they're. Therefore, they can help you with this type of a problem with. The last thing you want to do is ignore it and think well, but too much work to Dio or it'll be fine or he just chooses not to do the work. You really you can't ignore things in education is too important. And if that's your approach, you probably want to think about another career. Being a teacher is a job where you pretty much have to care. Otherwise, you're really not doing anybody any good, but hopefully those tips are helpful to you. They work really well for me after having been teaching for many years, and when used together, this is the key if you use them all in conjunction with each other. You tend to have a lot of tools at your disposal that could fit many different situations. 5. Lesson 4 Optimal Seating Arrangements: so see generators is a pretty basic thing that we do learn about usually in our teacher education programs. But they're pretty important. And if you're watching these videos as someone who never took an official teacher education program, you're just thinking about going into teaching and you want some tools to help you. This hopefully will do that. So these depend on grade level, and they depend on subject. And just like everything else. It depends on the number of students that you have in the classroom to give us some guidelines that hopefully will help you in setting up your seating arrangements for your particular classroom. So usually in general, on the small of the numbers, you want to put the students into ah clusters so that they're working together. If you only got four students in a classroom, you put him into a group of four and a cluster. That means they're facing each other right, and like a square that can be very effective, especially with younger kids. There could be interactive that could work on projects together, and it makes it so their social. If you separate them out too much with small groups and you put them in rows or you set them, set them apart from each other. The classroom can feel sterile, and it doesn't induce a lot of interaction, and that's not really good With larger groups. You probably want to put them in two rows, usually the reason being that if you put them into clusters and there's like 20 or more kids in the classroom, it tends to be hard to manage that classroom because there's too much interaction and you have too much socialization going on, and that's hard for you. It doesn't help anybody, so you want to kind of divide them up. Mawr Large of the numbers are and you want to keep them together. MAWR. The smaller the numbers are, that tends to be a good way to do it with a moderate group. You may choose either one of those, depending on your class, or I find it's good to put them into a curved U shape. So I would say between 8 to 12 students, you can put them into like a big you all facing you but also facing each other, which was still states discussion, and it tends to work really well, so that's one of the guidelines I would give you is depending on the size of the class, how you want to cluster your students Elementary age students. They tend to work well on the clusters that keeps them focused. And, um, it just works. You don't want to have the most separate out in their own little road, just a little bit sterile for them, and they're all far apart from each other. It's kind of weird. Middle school students tend to work well in a combination, so it just depends you can use. You can use clustered with them, or you can use Rose. I would say that it's a judgment call you have to come up with, depending on how many students you have. And high school students tend to work better in rows depending on the subject. Because high school students are very, very social, and usually you're covering a lot more information, we're also trying to prepare them for college, hopefully, and getting them on their own. Sitting in rows is usually the most appropriate. It just depends on the subject that you're teaching. For example, your teaching math rules usually makes sense because you're in a lot of direct instruction . You're standing up in front of classroom, showing them how to solve problems and stuff. But maybe if you're teaching like a business or art or drama, of course, you know those those situations will be different. Andi will be using a different sort of seeding your major so do whatever is most appropriate. But hopefully those are just some basic guidelines that will help because out if you're just getting started. 6. Lesson 5 Effective Communication Systems: so communication systems are really important. The classroom, how we structure, how students interact with each other and with us. The traditional way, of course, is everyone just simply raises their hands, and you just kind of sorted out from there. However, this can be improved upon. Basically, if we analyze everything we do in the classroom and we don't make any assumptions, we can usually find some way to improve basic things that we do. For example, in addition, toe raising your hands, you know what's the best way to hand out papers to save time? What's the best way to make assessments to save time and to be effective? We don't want to take anything for granted and just do we see another teachers do we want to continuously be getting better at our jobs, right? So if we use the handwriting system, you don't have a specific way that you would like students to raise their hands, for example, you can have them right questions down and hold them until the end of your lecture or the end of your slide, or train them to wait for a certain period of time and only then raise their hands. I find it to be quite distracting. If I'm the middle teaching them, something in the hand pops up and they hold it up all the way. Until I'm done saying what I'm saying is they're just expected me to call on them. And so I always say, Hold your questions and train them to hold your questions till the end. Write them down. If you're worried that you're gonna forget and then when I'm done speaking or when I pause , then you can ask your questions. And the reason I say if using the hand raising system is that a lot of teachers now are kind of going away from this because of the reason that I just said it could be distracting and not always be the most effective. Sometimes it's better toe. Have the students use some sort of a token or a card or something, where if they have a question, they put it on their desk and the teacher can see okay, they're gonna have a question at the end of the lecture and then you can say OK, see that there are three or four questions out there and you call them based on the order in which that they put their they're card or their token or there some sort of a, um, statue or something on their debts. That's assistant that is used. I still use raising the hand system. I think it works fine as long as they trained my students to know. Don't raise your hands in the middle of when I'm speaking and so you want to think about this. It makes a big difference in the classroom, and we want everything to be kind of dialed in. So they're not wasting your time, and everything's running really well. I sometimes also will allow other students to answer questions that students ask me because it helps to reinforce the learning of both. For example, if someone has a question, say, Who can answer this question for Tim and then another student will try to answer it. That will help that student because they have to explain it. It will help Tim if he learns it, and then it will help other students in the class who also, of course, may have the same question. But they didn't ask it on. And then, of course, if the helping student doesn't have the exact right answer, then we will fill in the gaps and help explain it, so it makes it interactive. If we're doing a lot of sage on the stage stuff, we're doing direct teaching and standing up there, and students are asking us questions. I find this makes the process a lot more interactive. Let other students after the questions. Let us have a little discussion about it, but then you're always the one that is facilitating it and can kind of come to the rescue if things get out of hand as opposed to just the ask question and you answer that question and then you answer it and I find this works really well and just sort of a slight improvement to regular raise your hand and answer questions stuff going on in the classroom . There's the no opt out system, which basically means that if you ask a student a question that is unsolicited by them are . In other words, they don't raise their hand and you say, Hey, Tim, can you answer this question? And they say they don't know. Well, Student says they don't know, and they learn that you just gonna pass them by and go to another student. Okay, well, then I'm gonna ask Susie. Susie, what's the answer to the question? Well, what Tim has learned is that Oh, he could just basically, he doesn't know. And then he doesn't have to answer it so that no opt out system means that you never accept the I don't know, answer. And the way to do that is you say OK, you don't know. You ask another student. And once another student gives you the correct response, then you go back to Tim and you say, Tim, what is the answer? And then you make them say it. At least then they know no matter what, they're going to have to say it. So they may as well learn it and be able to say the first time because a student want to save face. They won't want it to be that every single time you ask yourself to say I don't know. But then later on that the copy another student. This tends to be pretty effective. And, um, your training students to be expected to answer questions you want there to be an expectation that you you might call on them and you might call in them. Then they're going to be thinking, Okay, I need to know the answer to this because I'm gonna be called on them in front of whole entire class. This is a basic but very effective way of teaching. It's basically right, some version of the Socratic method you teach by asking questions. You ask students questions and you fall up with more questions and everyone has to be prepared to answer, and nobody can opt out. So you can use a combination of the no opt out system and the Socratic method to get students thinking that keeps them on their toes. It keeps them awake. And it's much more interesting for students, especially in high school, than just droning on up the board for the whole period. Please, please, please do not lecture high school age students for a whole 50 minute period. If that's what you do and you think it works, I'm doubtful because they get bored, they zone out. Even if you're the best lecture in the world, that's a long time for someone to focus. So even if, like, you're really, really good, entertaining and maybe funny lecture, and most of students might be able to be engaged for a whole entire period on something like that. Um, research has shown that at that age group, it is very hard for them to focus for that long so that you got to do something else to break it up. And that's other activities. That's discussion. You've got to do that. But using these systems, no opt out. Socratic method training students to answer questions. These air effective ways to communicate that add lustre to the more traditional sage on the stage. Question and answer approaches. Having students answer, Ask questions via email, something they're not very confident. They don't want to ask questions in class. Or maybe they have a question during the homework. By all means, I let them send me emails. And then when I get into the office in the morning into the classroom, check on the emails. We got a few questions. Students I asked. I answered them. That doesn't take very long. It's just gives them another avenue to get information from you outside of the classroom. I mean, if you're doing your job well, you're going to be busy in the classroom, and so you're not gonna have a lot of time for students. I'm always to ask all the questions that they have about something and so they can send you emails. It just gives them another way to communicate with you and basically want to give them as many opportunities as possible to learn. And that's what we're doing. We're a teacher, but we're also a facilitator, manager of education. And so I encourage my students to send me emails. I also will require them Teoh visit me during my offer office hours at least once a week with a specific question. And if they say Well, I don't have any questions, I understand the material. I say, Well, you have to come up with something then. So if you don't think you have a question, you think you've mastered the material. You come up with something that will add mawr information to what you have learned, and it will improve what you are learning. So then I get a visit from all students at least once during the office hours and again. This cuts into my prep time, but I find that it's effective it gives you Ah, a little bit of one on one time with every single student and might only be like 30 seconds . They come in, they ask a question. You talk to them for a minute, and then the the next student comes in an office office. Hours can be restricted to, like, you know, 30 minutes before school or 30 minutes after school. And so a lot of times you'll have, like, a cluster of students may be waiting to talk to you. Doesn't take very long. You just talk to each one of them for a couple seconds and try to find ways to make your your prep time or efficient, which later in the course I actually talk about. We don't usually have enough prep time, we feel like because we're doing a lot of grading and we're doing a lot of prep for the classes. But if you can tweak each aspect of what you're doing, you can usually find a lot more time than you think. Um, by learning new techniques and ways to do everything. This is something I do. You don't have to, but I think it works pretty well. You could have a bulletin board where students can anonymously post questions. It could just be a real bulletin board up on the class where they can post something. Or maybe even better yet use some sort of a virtual whiteboard that everyone has access to because, you know, if someone post something on a real bulletin board, if I really wanted to be anonymous, then someone could see them put it up there, and they might be hesitant to do that. But you can address these questions during the following period or during the following week. It's okay. What looks like we've had three or four different students asking me this one question, and I'm going to re teach this. Sometimes there's no other way to know what students are kind of missing, right. You can ask them from the class days or anything else understand? Well, maybe they're too tired or they don't want to ask the question in front of the whole class . Or maybe there's just no time. But if you have a way to get feedback, you can realize, Oh, I need to reteach this thing because multiple students were asking about it. So it's just another thing you can Dio, and obviously it's gonna be hard to immediately implement everything you're learning in this course On day one of going into the classroom, we're going back into the classroom. But over time, if you slowly start to add some of this stuff to what you're doing, if you're not already doing it, it can have a really big effect. It's like the concept of compound interest, right? It's like it's like you have a compound results from adding each technique to your system of teaching and over time, that will pay off Mawr and Mawr, and it makes teaching more rewarding. It makes you a better teacher, and of course, you will have a much, much larger potential impact on your students, which at the end of the day is what it's all about. That's why we're in the classroom. 7. Lesson 6 Lesson Planning Trips and Tricks: planning. This is something that would do a lot of in our teacher education programs. I want to go over some good practices with regards to planning how we can save time and how we can use it to become a really, really good teacher without having it be something that is super time consuming and basically used in the most effective manner. So the best thing about planning that I've learned is that it needs to be very, very detailed, but also very, very flexible. A real world teacher will not stick to a lesson plan or unit plan or a syllabus. Exactly. If the pacing of what's going on in the classroom is not matching the plan, I may be administrators, and the government would want us to do that no matter what. But they do not understand that being is how the classroom was much different than being inside a lesson plan for a unit plan, right? So the key point here is you want to plan everything out in detail exactly how you want to teach everything exactly what assessment you're going to use and the pacing that you're going to use or, in other words, how long you think anything will take, but you have to be flexible and try to fit it to your students. Sometimes I had teaching the exact same class of two different groups of students, and one of them is just way further ahead than the other one, and that's fine. So you just slow it down. Or maybe I'll change something. Activities, because they're not working very well with one of the groups and that's fine. Have to learn to be flexible, and you have to be willing to change based on the progress of the class. And this is, Ah, small way to customize, um, the education process, as I have discussed before. And sometimes our hands are a little bit tired when it comes to this, because we have to follow state rules and regulations and everything that you want to cover a certain amount of content in the class. But I would rather not finish the whole textbook or cover all of the stuff that we wanted to in the semester. If my students are struggling or falling behind, I'd rather slow it down and cover only that stuff. I think it's better students will benefit from it, and I'm maybe a little bit stubborn when it comes to that. But I'm always trying to keep in mind what is the best thing for my students. It can be difficult these days because you're having so many meetings with administrators and you've got politicians changing things all the time. I'm just concert trying to think about ignoring all of that and thinking what is the best for my students? That's what I'm going to dio. And if I just can't see eye to eye with my principal or my colleagues in the particular school that I'm working at, I will look for a different school, different environment where, um, you know, they are truly focused on students first. And, you know, you should be able to find that it can't be that all situations are overly political and and too difficult has got to be some other ones. I've worked in both environments. I know they're both out there. Of course you want, always tie whatever you are doing tied into your state or federal standards, right? You have to do that with all your lesson plans. Everything's tied into those things, but you want to be teaching in your own style. I think a lot of teachers, they get in the classroom and they think that they've got to be teaching some really, really dry, serious way. It's gotta be following his lesson plan on following this state standards and everything. But you gotta teach your own style. Every teacher is different, some teachers are more flamboyant, and the stays on the stage. Direct method works really well for them and other teachers. That's not where their style, the style might be really, really detail or in and focused on making really good unit plans and giving really good assessments, and you might be more of a serious teacher. But students will respect to you and respect the work because that's your style. So please find whatever works best for you and teach that way. Not all teachers are going to be the exact same. Okay, in general, the more you plan is a teacher, the better. I mean, you can really never over plan. You may be able to go a little bit too detailed in your plans, and that's not necessary. But when I see them or planning the better, I don't mean like plan every single second of the class down to exactly what you're gonna do. It means you need to have blood backup plans or contingency plans or how always have a cushion activity, right? Since you don't know how long things going to take or how well things are gonna go right, Like someone to come up with an activity and it totally bombs while other times you couple activity you thought was gonna be a relatively small thing and ends up going the whole entire lesson. And it was awesome and the kids loved it, right? And so I always have it. Continue. See, if this doesn't work, what am I going to dio um, Or if this class finishes this earlier, what I'm gonna do And so I will have specific cushion activities for every single class that I'm teaching. But I also have general ones so that you know, if I run out of stuff to do and I don't have a specific cushion activity for this lesson, I will just come up with something general like an Internet activity or a game, something that could do no matter what subject I'm teaching, no matter what's going on in the school. I can bring it up and at least kill, you know, 10 15 minutes or even have one that's ready for a whole entire period. Maybe I'm standing in for another teacher or I'm subbing. For some reason, I always want to have lots of backup stuff. So in a pinch, I can just pull that out. And I have something that's good for the students to do without having to scramble. I'll be really stressed out, Um, with what I'm trying toe to dio. So that means I always have either a game ready or an Internet activity ready or special lesson plan ready for, um, teacher observations because oftentimes right, we will have the principal or some other outside organization will be coming in to do an observation. And in all the schools I have taught that it's rare that the pop in unannounced. Although some schools do that, I think that probably good practice right. If someone can come into your class at any time and observe you teaching, it keeps you on your toes. You know that you always have to be doing a really good job, but usually in my experience. They give you the courtesy of sand Que. Well, on Tuesday, we're gonna come into your class at this time and observe you teaching for a while. And so, of course, that makes sense. On those days, if you know you're gonna be observed, you may as well make the lesson really, really good. Not that your lessons aren't always gonna be good, but you want to put a little extra time and effort into preparing that particular lesson, especially if it's gonna be for some sort of performance evaluation. So I always prepare those types of lessons in advance. Um, now, that could be kind of tricky, depending on like what you were planning on teaching that day. But I will, at least for each of on different courses that I'm teaching. I personally, I teach business economics and history, and so I will have a lesson that can be taught at almost any time that will fit into what it is that we're learning about. That's like kind of like my super go to lessen. And so if I know that I'm gonna be being observed and were doing like the Civil War, I have like a really good Civil War lesson that I could do that will fit no matter where it is. We're studying the civil War over studying business economics. I might have ah, really good supply and demand less than I have lots of materials and have a game. And I have everything totally organized where even if we've already covered supply and demand, you can never, you know, go over that information too much. I mean, it's a core principle and you could go deeper with it. And if the kids already know it, then it could be like review, and it could be fun. So this is something that's worked really well for me having really, really good lesson plans totally ready for when I have teacher observations that lowers my stress, knowing that if I'm gonna have an observation coming up, I'm already ready. And also I've given that lesson hopefully multiple times. So it's not stressful at all. And I always get good performance reviews because I've planned it out. I don't have to scramble. Go. Gosh, what we're gonna do on Wednesday the prince was going Observe me now I gotta make it extra special lesson plan or just it just generally stressful, right? And so in teaching, we know we have to plan. But there's strategic planning and there's wasteful planning. And in my experience I focus on having lots of backup plans having lots of backup activities. And if you always have something ready that no matter what the class throws out, you no matter what students throughout you or the administration throws out, you you've got a backup plan, and that has really, really lower my stress levels, and I think made me a much better teacher. 8. Lesson 7 Making Awesome Lesson Plans: so little through a short little bit on lesson planning. This is something that we've probably studied the most. If you take in teacher education program, some of you in this course may not have taken a teacher education program. But lesson planning. It's one of things that is cover the most, and it's obviously important to make a good lesson plan for each day. But it's not rocket science, either. It doesn't have to be super super detailed. Basically, it's a plan to know what you're gonna do that day have goals for what students are going to learn in that lesson, and then also how it fits into the units or the syllabus. That's pretty much a lesson plan is right, Um, but what I have learned is that's really important. And I've already said this will say it again to change activities at least every 30 minutes or so. If your students are doing something for too much longer than that, they're probably gonna get bored. I'm This is not just my opinion. Research shows that humans, you and adults cannot concentrate very effectively on a single thing for longer than about 45 minutes. Max and you. We need to have a break or need to change. Do something else. Our brains just get tired. And of course, this is going to be even more true for younger people, especially teenagers. They have shorter attention spans. So I haven't do something for about 30 minutes maximum, and you switch it up. You still be obviously focused on the same topic, but it's two different activity. Do something slightly different. Change it up in the classroom. You wanna have detailed plans about the lesson, but you want to be flexible. This takes a little bit of practice to get used to because you're first going into teaching . You really want to plan everything out. You're worried something to go wrong. You don't was gonna happen. But after you become a veteran teacher or even just been in the classroom for a few weeks or whatever, you realize that there is a sort of fluidity. There's a natural pace in the classroom, and you're not gonna be following all of your lesson plans and everything to the tea. Things just change. You might have a really, really good conversation going about something, and it lasts the whole period now that may contradict, Allied has said, Don't do anything for more than 30 minutes. But if your students are engaged in something and you're having a nice debate or nice discussion, by all means, let that continue until you know it kind of grows stale or there's a natural conclusion to it. If my kids are really, really jazzed up about something that we're learning about history, I will let that role the whole entire period because, you know, it's rare to have kids be really excited about something and be really, really engaged in a topic. So if I if I can achieve that or it happened spontaneously, I will let that use up a whole entire period. So you wanna have great, great, detailed plans that we usually follow to the tea. But you will oftentimes find that changing. That makes a lot of sense, and that makes you a better teacher. Of course, already mentioned that we always want entire lesson plans to the standards that might be our state standards. That might be, ah, federal standards, but it's really a good practice nowadays, with so much, um, oversight and everything to write them on the board and in case you're administrator or anybody else walks in, they see that your standards on the board and depending on how closely you're actually following your lesson plan being connected to that standard, it looks really good. And, um, it will help your reputation that will probably ah, make them leave you alone more when they see that. Oh, that teacher always has the stuff on the board. He's always got his objectives for the lesson on the board. And they see that you're thinking about the stuff in your professional and especially if other teachers and a lot of them don't do that on a regular basis, even when they're supposed Teoh. It just makes you look really good. And so it helps. Of course, it also just helps your lesson planning to be following the standards because they are there for a reason. Okay, um, I save all lesson plans so you can I can reuse them, right? You. If you're teaching a new class, you don't think you're gonna be teaching it again in the future, I will still stay of all my lesson plans because they tend to come in handy. Also, we're doing a lot of work as teachers to prepare all of our lessons and stuff. And now there are places like teachers. Pay teachers dot com, where you can post up lesson plans and unit plans and not just plans, but quizzes and assessments and other types of materials, and you can sell them. And so, um, if you want to make more money as a teacher, you can go on a teacher's dot com. Um, teachers pay teachers dot com, and you can sell your lesson plans there. And, um, I get a little bit of sales every month off of this. I don't try really hard to do it, but basically, this is the website right here. Teachers pay teachers, and you can put it videos up. You can put up free stuff. If you just want to help out, you can put up stuff that costs like a couple bucks or whatever. Let's say, for example, you want to go find some stuff. What's that? Your math teacher. You're in a pinch. You don't have timeto make a lesson or you're struggling. You use the first time teaching calculus. Let's say so. We go over here math, go to calculus. Excuse me, and so we see a whole bunch materials. So Pi Day stations, some sort of cool activity. It's about six bucks. Here's a whole big, huge bundle its entire year of third grade math. That's probably really cool. Now that $72. So you've got a whole range of stuff. Here's something that's only three bucks. You get a bunch of piety activities, usually materials here that air for sale are really, really good ones. People are putting up like, really awesome stuff. $2 for this ice cream finding factors game. Okay, so you can use this website to get materials for yourself, and you can also sell stuff on here. So I say we're doing all this work to make our lessons. Awesome. You may as well put him up here and benefit from getting paid for that work that you did and earning extra money for yourself while also giving someone help who may be able to use those awesome materials that you made. And so there's really everything up here. So if you didn't know about this website, um, pretty cool. It's a way for you to make extra money and also help contribute to the teacher community out there today. So that's teachers paid teachers dot com Pretty cool tool. Um, so I save all my lesson plans no matter what, And also, not only can they help you to, you know, earn money or whatever help other people, but it could also help me to improve. The next time you teach that class, you can take your lesson plan and updated and upgraded. So over time your lessons were getting better and better. I mean, in history, if I teach the same history classes every year, I don't want to be using the exact same materials every year. I want to keep upgrading them, making them cooler, making them more interesting for the kids. As technology keeps improving, you're able to make, like much more interesting multimedia type of stuff and so you can improve it over time. It doesn't take a lot of extra work to every year when you revisit a class to to add to it . So I would say save and keep all your materials. This may be obvious to a veteran teacher out there, but if you're a new teacher, you tend to make stuff for that day, and then you forget about it until later. But you'll regret that when you have to teach it again later and go, darn it. I have made this big lesson for for this class. I could just use that again. So it's a nice tip for you, for you need new teachers out there that could save you a lot of time and hassle. Finally, use a template that you can complete quickly. You might need to send your lesson plans to administrator. Um, you know, that could be really time consuming and also be stressful. Try to find a really good lesson plan template that is good and you can complete quickly without wasting too much time. Choose one that is best for you. I had a different one that my university gave us that we had do for our teacher education program. That was super detailed along. And maybe that was good for the educational purpose. But in the real world, you're not going to filling out that detailed of a lesson plan for every single lesson. I mean, you would drive you mad, you would have no time to do that. If you're teaching full time. You just can't do it. So fine. Find a template that you can do quickly that you're used to you and then use that one. If you need Teoh in my particular situation, I don't have to submit lesson plans at my school. And, um, I pretty much don't write them out. It's doing my head. Now I know what I know what my students need to learn. I know where we're at, and I've taught these lessons before. And so after a while, you just basically do your lesson plans in your head. You write down some notes in terms of like the order they're going to doing things, how long each thing will take, and you won't even need to make long, long lessons plan. So the lesson plans with a lot more useful. When you're first starting out teaching, you really need them until you get used. Teoh and then they become less important as time goes on. And, of course, ask other teachers if you see the lesson plans. I've always found it really helpful to see what other teachers do in the classroom to see how they plan on the lessons, depending on the school year added, Maybe really collaborative, and you do this all the time. Um, and sometimes, you know, we kind of go about doing our own things separately from other teachers, which is a shame when you have, you know, maybe dozens of colleagues in a building with all different unique skills and different ways that are doing things and different levels of experience. So ask other teachers and you can see they're planning materials and and share stuff with them. I could make a really big difference and not only how good of a teacher you are, but just how much you enjoy your job were in the school building for such a long period of time, every day, every year that, um, it really helps a lot to be collaborative and have relationships with your your colleagues for not doing that, you know, maybe try to start improving that 9. Lesson 8 Created Outstanding Unit Plans: so the next step up from less than planning. We have unit planning and they're definitely practices and unit playing that could make it more effective and very useful to you in the classroom. One of the tricks that a lot of veteran teachers use and that I find to be very useful is to have one really outstanding special unit per semester. Right? Our time for planning is limited. We're not gonna have a two or three week unit for the whole entire semester, one after another, back to back that you know, are going to be just outstanding and awesome. So what? Tens of work really well, in the real world is you might have maybe some somewhere around the middle of the quarter or the middle of the semester. You might have one really, really cool unit that you put tons of time into that students can work really hard on and look forward to. For example, in history, you can do something. Ah, where you have a big court case over. Typically you might do the dread Scott case, which was, ah, slavery case. Back in the day. We want to get into it here. If you don't know about it, but basically, you can have students take positions as lawyers or as Dr Scott himself, as as plaintiffs as defendants. And you turn it into a really big simulation. And it's really, really fun. And it takes a lot of energy to do this Well, have to produce a lot of documents. You want to make it realistic. And so you know, you're not gonna do this for the whole entire term. But having one really awesome and interesting special unit during the semester tends to be a really good way to plan your semester and to plan your units around that event. So that's something that tends will work really well, it saves time, and it gets students really excited knowing that. Okay, in a few weeks, we got the dread Scott case coming up. You know, you guys were all signed to be the lawyers. You guys were all assigned to be this these different people, everyone to get excited about it, look forward to it. And that's of course what we want. We want to build anticipation with our students and not have every day just be the monotony of going through the textbook and going through the regular stuff. The special unit can break up the monotony of the year and give students something to look forward to. That's really, really fun. And so that is a great thing to do on a regular basis, just like the other types of planning. I'll just say it again because I think it's so important. You want to be very, very detailed in your planning, but flexible. Do not always follow your plans exactly. You have to be able to change them based on the students in the situation in your class, for example, you will change the pacing if students are falling behind or ahead in the term. Don't just plow through the textbook to get done with it. If you're leaving students behind, that is not good teaching that is bad teaching. Okay, if students aren't learning and you need to go slower or you need to change the way you're doing something with a particular group and that's what you need to do is a teacher. You need to be adaptable, Okay? The government may want us to cover that chapter or that unit this semester on US history or on, um, you know, algebra. But if the students are not learning it, it is not a good practice. You want to tie all aspects of the unit to the state or federal standards like I've already talked about. So you that with your lesson plans unit with your unit plans. And you do do it with your, um, syllabus as well. So that's little bit time consuming. But if you just do it once at the beginning of the year, you spend a lot of time connecting everything to all the standards really well, you don't have to worry about anymore. So the great thing about planning is if you do it well, you just do it one time, then you're done. You don't have to worry about doing it over and over and over again. One thing you can really do with the units if you're planning a you know, a really good unit is Teoh. Make it a competition really well with high school to make things a competition, they care a lot more if they think they can win, whether not they win points or they get grades from it, or they just get to win you know, toe win, you can make teams and you could have them compete for some prize. It could be, Ah, actual trophy. You know, that could be cheap to make. Or it could be like I mentioned earlier. Could be like a throwing share. They could to sit in the whole entire group. It could be a party. Maybe you could have a pizza party or whatever, but again, you get this something look forward to and you make it a game. The Gamification of of Education is a big trend that's happening right now, because not only is it fun, but now researchers are finding out that it's very effective when you make things into a game, people are motivated because it's interesting and they wanna win. And it's fun. And that can work with pretty much any subject, Really. I mean, you can't think of some game if you can't find materials on the Internet or somewhere for games that teach your subject well, you're not working very hard because there's lots and lots of stuff out there now. There's really no excuse. So, in conjunction with making it a competition, you can also add points you can have individual points or you can add AH, team team points, however you want to do it, there's tons and tons of stuff out there that you confined to turn it into a competition or a game. You could even make it lead. You can do like the tournament league. We have teams and then you can have them compete with each other. For example, you could have a trivia game or 22 teams compete head to head and you could make it knock out whatever you do. I mean so many things you can dio but make it fun. School should be fun. OK, nowadays, it's gotten so serious, has gotten so political and we got to cover so much information, so much work. Being teacher is really it's a lot of work for, you know, in a lot of cases, very little appreciation. So I say, let's make it fun and make it fun for the students, which also also makes it fun for ourselves. When I'm planning my units, I try to make things a competition. I try to put as many games into it as possible, which I find, um tends to make the kids score a lot higher on their exams and to learn a lot more than using the more traditional methods, which is of course, what it's all about. 10. Lesson 9 Strategic Semester Planning: So let's do a real brief lesson here on semester planning. It's it's really similar to a lot of the stuff I said about unit plans, but semester's just, you know, it's just longer. You still want to be very deep held, detailed but flexible. As I've already said, Um, and you want to improve your syllabus every year based on what works best last time, right? You shouldn't have the exact same syllabus every year. If you're teaching the same course and you're not changing anything, you're probably leaving a lot of opportunities untapped to improve what you're doing right as you teach for longer and longer in your career, you may have found something that worked really well. You may have gotten into a rhythm or just have your nice routine that you like, but it's probably way that you can tweak or improve your syllabus or your units a little bit every year and have it get better and better. So hopefully you are doing that and is always tie everything into the syllabus to your state and federal standards to just have nothing else to cover your back. Okay, you confined. Excellent. Still a buy on the Internet and your subject of so much stuff out there now, there's really no excuse. You can find excellent unit plans on the Internet. You can use those. You can use the website that already showed, he called teachers pay teachers. If you want Teoh, you don't need to reinvent the wheel every time, right? If you're teaching a new class you've never taught before, you never made the syllabus for before. You know, borrow something that you could find and save yourself time in teaching, we always have to save yourself time. I don't know any teacher that feels like we have too much prep time, right? So if you don't want to be bringing things home every single day or on the weekends, borrows stuff that's already been made and don't reinvent the wheel, I find it to be very, very effective. It's it's easy to do now, as already mentioned, use competition to build up to a big finale. So I talked about using competition in your units and everything. But for a semester plan, you might have something really big that you do at the very end, like maybe at the end of business class in my case, teach business in history, right? I can do some really big presentation, some big marketing competition where they have to give a big sales pitch for a product there. They're working towards that. They're building towards that, and it's a lot like the real world where you would have to do that. If you're going to be releasing a new product for your company or in history, either I do what I already said will have, like a big court case or something like that or my mom have a big debate. I could. You like the Lincoln Douglas debates, and I could have everyone planned for a long time. Getting up there and being on the debate teams of two competitors or everyone could be a competitors. We have a giant debate. Whatever it is, you have some big finale that gets everyone looking forward to it. So instead of being like, oh, no, finals are coming up the end of the semester. Got a big test? You can say either instead of the test that you can, or in addition to the test before the exam to help you prepare for it. You can have some big competition and that anticipation tends to get kids really excited. And it works really well. You can use points so the students grades are improved by the competition or maybe even hurt, so they're motivated. Say, if you guys don't do you know this well Ah, and on this aspect of the project, whatever it is you're doing, you can say that I can actually take points away. That might motivate some kids more than positive reinforcement and just have a big fun activity at the end of the semester. So students are motivated and have something to work toward. You could even just say, um, you know, if you guys do A B and C, let's have a big pizza party or let's have a big celebration was Listen to music. Let's sing and dance. Hopefully, your administration will be cool It that because some principles and super tens are not, they say, Well, let's not use any time of classroom for movies or for parties over anything, but I just go ahead and do it if I need to. If if if I need to motivate the kids, if I need to make it so that they have something to look forward to. I say the last day of the semester or whatever. We're having a party, and even if that uses one hour of the state, you know of the government's time, I'm supposed to be teaching the kids if it's because I'm rewarding them for doing a really good job and for learning everything that they needed to learn. I get a great practice. And this is one of the cases where I think the government overreaches with having to, you know, just cram information down their throats and do nothing fun in the classroom. It should be fun. And so I think the biggest tip I can give you guys in this class is to do some sort of an exciting finale at the end of the semester, where even if you don't have a party, you have some sort of competition or some sort of a game that students will look forward to . That is fun, and I find that's very effective 11. Lesson 10 Creating Excellent Assessments: in this lesson on creating effective assessments. I'm going to just give you guys some general advice that I found had been very, very useful. This is a very broad topic. There's millions of different ways you can make your assessments or your tests or your quizzes or your projects, depending on the grade level and subject you teach right. But I'm just gonna give us some tips based on what I have learned and what I have observed and used. So first of all, they should be built into the curriculum so that their their natural right. You should have assessments at certain times in the class so they fit after you've covered a certain amount of material and either its formative or it's some motive, and you don't want to be giving too many assessments. I think giving too many assessments tends to hinder the class it looked. Mixing kids lose interest, it makes it more stressful, and it takes a lot of time. One of the things about assessment, especially when creating and grading them, is that they could be very, very time consuming. This is one of the biggest criticisms with ah lot of the standardized testing is that it uses a lot of time and energy and resource is. And while on the one hand it's important to measure what is being learned, we I think I've gone way too far, and we need to make sure that we're spending more time actually learning as opposed to measuring. And But when it comes to the individual teachers point of view, it's very time consuming to create assessments and to grade them. Um, and so I'm gonna give you guys a couple strategies about how you can save time with that. They should be a mix of formative and summit of assessment, right? Formative, for those who aren't all that well versed in this lingo just means that you're giving some assessment. We're checking that students are learning on a regular basic that there are. They are forming the understanding or the knowledge of the subjects. That might be a brief quiz, right? It might be a survey, even like at the very beginning of a class, might give a survey to see what students already know and check their knowledge. But it's, ah, constant small assessments. So you can see are the students actually learning What are they learning and what are they not learning its formative assessment? So I like to do a lot of little quizzes in my classes might be five questions or five points or 10 point quizzes on a weekly basis. Or even more often than that. I just told you, I don't think we should do too many assessments. That takes time. But I do like to do a lot of little ones, and I can see if the kids are learning or not. And then, of course, Summit of Assessment might be a big exam or a big test after a certain period of time, and it's covering a larger amount of information to make sure that the information is being retained. Right. That's like the basics of formative and son of a summit of assessment. We should be using both of those. I have known teachers like a math teacher in my high school when I was in school, all he had was one big summited exam at the end of the semester, and I think the rationale for that is that if students know that the whole entire grades, based on one big exam, they're gonna work really hard and they're gonna have to study otherwise there. They're not going to do well on the test, so it's Ah, it's kind of like using fear to get kids to work really hard. But I think that's, ah, flawed approach. It's kind of like a lazy approach. You just make one exam and then you just teach, you know, whatever you want. Awesome all semester. And then you the student do Well, if they don't, it puts a lot of pressure on a kid to perform well, in that one day, Maybe they had a bad date. Maybe I didn't sleep well, Maybe there was sick. And then what happens? You know, they get a bad grade and they're gonna punish him for that. I don't agree with having just saw a summit of assessment. So in practice, it's good to use both as teachers. It's our responsibility to make sure that kids are learning and that we're doing a good job of teaching, You know, we're checking that on a regular basis. OK, um, so you should consider grading time when creating them. So when I'm thinking about making an assessment, of course you want to think about what is the best assessment I could make to measure the progress of my students. But I don't want to make a bunch of assessments like a bunch of, like reports and projects that are gonna take me hours and hours and hours, or even like several days to grade right. I can give them tons of working tons of projects. But if I'm not thinking about the time commitment for myself, I maybe bogging myself down to grading something that I really I don't have time for. So when I'm making assessments, I'm thinking about how can I measure student's progress? How can we make the assessments no fun, which is why projects tend to be good. Games tend to be good, but that will not consume all of my time. So that's why I you usually limit the number of, like, written reports, I'll give out. I mean, if you got 100 students, you teach English and you're giving out tons and tons of writing, which, of course, is probably to some degree necessary. If you're teaching English or writing, you want, try to find a way to limit that because it takes a long time to grade papers, you know, and so I just would always keep that in mind. That's what. Another reason why I like to use a lot of quizzes because quizzes don't take a long time to create. They don't take a long time to grade, especially their multiple choice. And while a multiple choice quiz may be limited in terms of what it measures, it gives you a snapshot. It's a formative assessment that's quick and easy and give you a snapshot. So I try to think about things in that way, and I think it's very helpful. But if you don't do that, you may be giving yourself a ton of extra work that wasn't necessary and maybe isn't actually even improving the outcomes for your students. So keep that in mind. Um, I have found that depending on what subject your teaching, but I think this works for most subjects is you can make assesses on Google forms. You can have kids email their work to you. It's an easy way to both save paper and save time. Everyone has a computer now, or at least has access to one in school, usually, and they get email assignments to you or they could just put him up on Google docks and sharing with you. I find this to be a pretty seamless way now to grade things and not have to manage like a whole bunch of in boxes in your classroom, like you used to always have to have lots of trays and you've to check all this paper and just going through tons of paper, which, you know these days is important. Try toe beam or green and healthy. So I use, um, there's a Google sweet for everything and Google forms. If you're not familiar with that yet it was really useful for making quizzes and tests and stuff, cause you could go onto Google forms and you can just make your own cuisine there, and it was great itself. You put all the answers in there, and then you just share it with the kids. You get their emails and share with them, and then they go up there and they take the quiz. Whether it's you could make it multiple choice. You're gonna get your false. You can make a short answer. Long answer. You could do all of the kinds of things with it, and then it grades it for you in most cases. I mean, if it's if it's a long answer, you're still going to grade those answers. But it got automatic greatest. You have to do any grading at all. It's huge. So the kids take a quiz. If you got a class of 30 kids, you teach that class three times. So you got 90 kids, right? And you give them, Ah, quiz or even in a big test. And it's all in Google docks. You make it once and then grades itself. And so all you do is once the kids are done, they submit it and you just go through and put the grades in your grade book. So saves a ton of time. We're talking about, like hours and hours and hours of grading. So these are tools. I have found that work really well, and they might work for you, too. Um, used great assistance from the Internet again. You don't have to reinvent the wheel. There's lots and lots of stuff out there, especially for teaching. You know, most of our subjects are subject that other people are teaching English math, science business history. I mean, this stuff is out there. So if you don't want to spend a lot of time making quizzes and tests for your class, find something really good from the Internet or go on teachers pay teachers and save yourself the hassle, having to make it and just use that. You know, if someone else made something that's great, just use that or just ask your colleagues. You know what you guys do, Um, for your tests, for your assessments and and borrow. I think teaching is a really, really collaborative career, and you don't need to spend so much time creating all of your own materials. Although I know in practice a lot of my colleagues to do just that, I'm they create everything all by themselves. Maybe they like doing it that way because you get a lot of pleasure out of, you know, being the ones creating your stuff, and you have your own style, and I definitely produce a lot of my own stuff, too. But it just depends on how much time you want to save and what your goals are. But think about that when you're making assessments how you can save yourself time while also creating good assessments that would measure the outcomes that you want for your kids . 12. Lesson 11 Effective Grading Strategies: In my experience teaching over many years the thing that by far consumes the most time is grating and marking. This is what makes teachers have to bring work home with them and really increase is a lot of work for us. The solution is necessarily to grade less or to give fewer assignments. But it's to think about ways that we can you strategies to make assessments that don't need to be really, really time consuming grading or that could be great. It in such a way that is effective and efficient with various ways that we can do this. One of the ones that I mentioned, the last listening to perform because of great things automatically. Anytime that you can use a multiple choice or short answer test or quiz getting someone or formative assessment and being grated really quickly, you could send it by email and especially once your students to use using Google forms and Google docks or a lot of assignments and generally used to using the cloud and computer technology. Then it just becomes really easy for you, and it gets easier and easier for the students once they're trained to use it. You can also have students great each other's work. Of course, Now this minute we're very well. I'm really small kids in the 1st 2nd 3rd grade, although it actually may work with simple stuff with them as well. But definitely for the secondary students, you have a great each other's work. And even if it's some something more complicated, like writing assignments, which usually you can't trust other students to create each other's work. Maybe you can train them one or two of the top students to help you grade even the writing , and you just have then used a rubric, get the museum rubric. And then, instead of just trusting whatever the students you know, great is they gave instead of you having to do all of the greeting yourself riding in here , you know, a couple 100 students is extremely time consuming. You could have a student's created, give them extra credit to get us incentive to do it, and then you just check it, check it all they need, make some adjustments, changes, but that will save you so much time without having to do all of it yourself. Of course, it's good training for the students who are doing so something new and something practical , that learning how teachers do their jobs in part. And you kind of useful for everyone so you can reuse all assessments. Of course, as I mentioned before, really good thing to do. If you can use, use a lot of interiors from previous courses that you've already taught. Keep everything, find stuff on the Internet, always used Rubens for writing, is there mentioned and always have an answer key. Ready as well. That way absolutely quick for you. It's great things. And if you have an answer key, you could easily have students great things for you. So they just a bunch of little tricks that you can use that will help and again use them all together than the kind of compound on each other. And you make it so even got cousins something great. You need time to stop the grain, and you have generally a lot of work. Using all of these things are most of these things. We'll cut it down to the point where I have to get used to it. You re saving yourself huge amounts of time and giving students, you know, good assessment of gold horses to serve students in the best way possible. But when you're learning about this stuff in a traditional teacher education program, you're not learning about things with one of you efficiency having to manage your time, you may know talk about that a little bit and some of your forces up, but no, actually practicing, having managing workload of one of 200 students and all the work you have to do, like you are really rolling your teachings of these control, they learn as they teach, that will save you great amounts of time while still horse, providing really good assessments for your students with being a goal. So the training students to you the answer keys train your students to use the rubrics medications that you can again. Our situations are different, depending on what level we're teaching, what school rat with subjects. Everything is going to vary, so you can't you can't give you guys like exactly this is what you have to do. This is in my experience in general, you have to use your judgment depending on your particular situation, right? I have chosen to limit the number of writing assignments I give or limit the number of writing assignments that I will grade. So, for example, amputated passages history, where reports is going to be a fair amount of writing about what you're doing a good job. I think you can make a system so seven grading every single thing that has turned in. I will use a combination of strategies that I have been discussing. So I'll have some top students use, um, rubric to grade one or two of the writing assignment that will check them. I'm a great throughout the term, one of big writing assignment, although myself and I will limit the number of writing Simon's I give out. So I use a combination of these different ideas to make it so. I'm not bogged down the grating on these papers while still giving out a fair amount of work and a lot of the stuff you learn as a teacher that you give out. You don't need to grade everything. You great everything you're using so much time. And even if the students know that you don't great everything and then they think that Okay , well, then I'm gonna about grade this I'm not a very good job. Most users will realize that since it can you No. Guess what you will. A lot raid 90% of them. What is act as if you are going. It works really well in my experience because you are saying yourself Time to time and you're still motivated. Students do the job. There will always be a few students who don't work hard. No matter what you dio. Even with the greatest incentives in place, this is the way it is. Not every student is gonna be hard working was going toe like your subject. You have no idea what they're going through in their lives. And old school may be the last thing on their mind, right? So we're trying to serve the majority of the best of our ability and says We're living in a world where education is standardized and continues to be more and more standardised with the tests and other things that are being done at the government level. We do our best to serve as many students as possible, given the constraints that we have. So there's some techniques and tricks that you can use again. None of them will solve all your problems, and maybe some of them will not be useful in your particular situation. But try to test out as many of those that you can, and you used to using them all in your classroom and over time, what your students are trained on. Once you get used to it, you will save yourself a whole lot of time. And it will make your job a lot easier because you can, of course, focus a lot more on the actual thing that we have come to this career to do, which is to actually teach. 13. Lesson 12 Creating Great Formative Assessments: I've mentioned early formative assessment is the idea of continuously checking student's progress. So you're assessing them, and maybe you're giving them some points or a great you're trying to see how much they are learning in order to know if you need to reteach something in order to know how effective your lesson plans have been aware of the students at this point entire. So there's, of course, many ways to do good. Formative assessment. One of my favorite ways and one of the oldest is to give pop quizzes and regular quizzes often because that's a way to give the students on incentive. Study doesn't have to be to cover a large amount of materially give what once or twice a week, and it could be worth five or 10 points. But usually quizzes give Susan in Santa Gold is going to quiz on Friday, and they usually study for that. And then you get a good snapshot of what the students are learning in a short period of time, without waiting till the end of the quarter or the semester to realize that Oh, they're not really learning what we thought they were, and everyone you know struggling. So this is it an easy way, I think, to use formative assessment, and I use a lot of Google forms. I make cuisine to reforms. I put it up, I have them get on the computer and take a quiz. And then I automatically get all the scores. And you know, this is not a cure all. But it's a really good way to formative assessment, and it gives you a snapshot. You can also just give more regular, smaller tests. So instead of giving short quizzes, maybe every two or three weeks, you have an actual test, which might be, you know, we're three or four times as much as quiz, and it's basically a combination of summited and formative assessment, right, because you're checking how the students are doing. But you're also doing some some some some motive aspect, which is to see how they have learned over a slightly longer period. Time and again, you used Google forms or another automated program on the Internets. It doesn't have to be super time consuming to do this. Another thing that a lot of teachers don't do is simply asked students for feet that you use the Google form or a regular survey. Every so often, maybe you have once 1/4 or once a semester and give it out to students and actually think about the class with a challenge. What it found enjoyable and you would just be better them. That's something that, in the private sector for products for other types of things, is pretty standard practice to get feedback from the customer. In this case, I really think about our students being customers. There's kids, they have to be there and sometimes their feedback, hoping all that useful depending on what kind of kids that you teach and where you work. But in general you will get some useful stuff. You get the same feedback from certain students every single semester. Then you know that there's gonna be some efficacy there. You know that it's going to be true and so that's something that I do and it's been really beneficial to me. I've actually changed a lot of the things that I do the classroom based on the consistence , consistent feedback that I get some of your students in some of my class that they say they really like to do for simulation that I know it's a good thing, and I just try to keep making that better. If some students say they just hate some project that will do it, everyone always says that. Probably not gonna learn very well. Nobody enjoys it. I'll scrap. It will come up with something new instead of just subjecting my students something that it seems like most of them don't get all that much out of. Sometimes we think we designed it. Awesome assessment or project that is good for students, but they may not like it may be too difficult. It may just not be the right thing for that particular topic. Who knows, Right? We have to experiment. Sometimes that's a measure to scrap some some units and some things that we try that don't work very well. So after students feedback, it could be really useful project based learning. Of course, we talked about this in our teacher education programs. In my experience, I found this to be very, very useful for certain kids, especially who are not really good at this book learning and to don't do very well in exams . They may become very engaged all of a sudden you have a project or gone. Where is your hands on or related to the real world? Some students don't will like. I'm not very good at a lot of abstract thinking and a lot of so called higher order thinking skills. A lot of kids, especially the need to do something with their hands who something related to their life, something that seat, of course, project based learning is one way to do that. So I think that you can use problem based learning with pretty much any subject you could do with science. Of course, because you could have experimental products there, you could build robots or whatever. You can do it in history by giving them a top of even something they have to build writing that the building model of something. Or they have to make a costume of some era or whatever. You could do a project pretty much any subject you do in math as well. You could do all the kinds of things and check in with students throughout the Project Force, make it so it's not like give them something, said doing one month. See what you guys do check in with them, See what they're struggling with. Their usually gonna be some students that actually need help with something. But they don't ask, right? So you look at what they're doing and check in. But in this case, you're less of a teacher. And if you've done a good job with giving them the material first place, you designed a good project for them to do. Maybe one that gives us choices that can choose among a few things that you've selected. And then you're basically a facilitator is the manager. And it could be really rewarding for all of also that provides a form of assessment. You see them progressed as they are working on some project. And, of course, you should be almost always walking around the room. All students are working and asking them concept, check questions, right, asking them if they're learning about this or ask them some yes or no questions about something. Check and see what the learning asked. They need any help with anything. A lot of teachers get into a routine where we end up giving work out and we sit at our desk , we check our emails, maybe we want to use that time to do some grading and marketing. We want to use that time to plan right if we feel like we don't have enough planning time, but it's really not a good practice in general. It's not that we have Teoh always be walking around for the entire class, But I would say the majority of the time that students are in class, they're working on an assignment of working on a project. You should be floating and seeing what they're doing that way. You know you have a problem with them going on Facebook that that's not elected here school . You got a problem with them sneaking their phones out or cheating off each other generally , and they know that you're hovering. They know that you're watching them. It's not just to make sure that they're doing their work, but they know that you're there and they know that you're interested and just it's That's a good example in a good environment of learning for the class is really good practice, getting to get used to it and try to solve the problem of not having time to plan or not enough time to degrade in other ways, such as some of the tips that I've given you in the course ways. We could be more efficient and effective without having take 20 hours a week to do all of your greeting. And, of course, you software. There's so much good stuff out there you saw for that allows you to see what's on a student screens. So maybe for some time that you're not floating around or you're teaching a a computer technology class or you do a lot of stuff in a computer lab. You know you get software, you can see what the students are actually doing on their screens. I used before what I've been teaching technology, and it's pretty useful. The students know that you have it, and so it kind of keeps them in line. But it's just another tool that you can use. Teoh assess what students do it because you can actually watch what they are doing. And so, in some cases, depending on what work that they're doing, you know you can stop them and say, Hey, I see a lot of you guys are going about this all wrong or actually so and so did something really good over computer number nine or whatever, and you could share that with the rest of the class. You can also use something like Khan Academy, which is a website that provides free video lessons of all subject, mostly focusing on science at that. But also, there's lots of stuff now on history and little science and things like that where if students are struggling, we just need of a lesson in a pinch. You can go on there, and there's excellent lessons and suited to watch it on their own. Or you could show it and stop it and go with them. You could do a lot of stuff with it. But the cool thing about Khan Academy and a lot of other websites and software is that it can track students progress automatically. It gives them points for when they finish videos and finished tasks so that we like challenge tasks that they have to do. And they saw, like, the math problems correctly. For example, they get a bunch of points, so it becomes a little bit game ified. It provides instead of the students. It's fun and it saves you time. So definitely these days, teachers we have so many tools or disposal. Hopefully, administration allows flexibility in terms of what you're allowed to do with classroom. I would definitely look around for another job. I felt restricted in terms of allowed to do. Some administrations really want you to focus hard on the textbook and not really very from that. And that, of course, to make learning pretty boring sometimes and less effective for students, even if the end goal is to teach some test. But basically, in my experience has been good uses many tools, can integrate as much technology as is reasonable for your subject and try to have a nice balance of everything every year, every term, tweet something and try to improve something so that, over time, really are getting better. You're serving students better. And of course, we're gonna enjoy your job a lot more to 14. Lesson 13 How to Create Outstanding Summative Assessments: Traditionally, a lot of assessments in the classroom has been summited in many cases in my past. In school, some teachers would simply give big exams at the end of the semester or quarter, and that's all you do. A lot of the Simon start even created your whole time. Grades basis a really big summit of assessments. Now that's probably not the best way to run a class, although that can be affected with older students in particular situations that they're highly motivated. And so you have one big math exam in the end, and you know that your students can handle repairing. That might work better for university level stuff. Usually now, when you do a mix of some of the assessment and formative assessment but having one major assess of the end of the course, whether or not it's an exam, it could be a project or presentation. It could be many different types of things, but if you have ah, one big major formative excuse me. Summit of assessment at the end that students have to prepare for it could be very motivating and teaches some some things that we need to have in the real world some skills that you need to have in the workplace. That formative assessment may not provide as well. For example, it shows you what students are teaching. Excuse me. It shows you how well students are retaining information over time. It teaches them discipline, having to think ahead plan for something that's a few months away. In some cases, it helps under bare for mandatory standardized tests. Because, of course, those are going to be some of example big standardized tests that students to take. Nowadays, they're covering a large amount of material. And so having some some of assessments like this are useful if aiding students do well of those exams. But it teaches that a person skilled teaches a planning. It teaches them anchor mental learning the fact you're building towards something in the future if you should. Discipline and T shirts patients. So some of assessments do a lot of things that students need to have a the rial world. So our goal should be to try to integrate at a good balance of summited assessments with formative assessments and not to overuse either one, and then, of course, incorporated the grading techniques and such into the design of these assessments that I have talked about previously in the course, and you get a nice balance for your students and a nice balance for yourself. Of course, one of the goals here is to enjoy teaching right, and a way to do that is going to give yourself a nice variety of stuff that you're doing in the classroom. And so I will often time to change my somebody, process it to make them better. I will borrow from colleagues or the Internet, and some cases, of course, always designed new ones for myself as I see fit. But I want my job to continually be interesting. I'm do the same thing over and over again, year in and year out my classes. I'm going to get bored with my job, and it's not good practice because the theory of education and the amount of tools that we have our disposal now are always growing and changing it, so we should definitely be improving it. As I said over and over again, I just think that it's something worth emphasizing that doing the same thing in your classes, which happens a lot with teaching because we get into a routine, and we think that that routine is good because it makes it so that we are saving time already made all these assessments we've already I've done all the planning and tell discourse many times. So on the one hand, we don't want to reinvent the wheel. We also should be incrementally improving things that we're doing in our classroom, and I think some of assessment it is a good opportunity to do that. 15. Developing Great Teacher Student Relationships: I think an emphasis on student relationships these days is really, really important because we have gotten so focused on tests and on accountability and governance and all those kinds of things that are coming down from the government for administration. And we're still worry about live building and I love to touch. Students are allowed to maybe have them in your car. You can't walk them home from school and, of course, those I've used for the protection of students and such. But it's definitely It's definitely taking in big pool on relations in teaching students, because in the past, you know, ideally, teachers are a mentor. We provide emotional support to students in some cases, you know, become the friends and you spend a lot of time together and so having a relationship with your students and really pay off and helping to motivate them, helping them get through difficult times and having them respect you Look up to you. If you have students that look up to, you know you can really have an impact on the lives that some cases you can save their lives of kids were going out wrong or are really struggling in school and having a great relationship with most, if not all, of your students. It's something really important that we don't learn about in our teacher education programs . It's not something you get class on that something really emphasized. And if anything, de emphasized, because they say, you know, don't touch students. We don't want the school to get sued. You know, don't ask them other private lives. And some cases, No, I haven't students that walk home from school and my drive home school away. One time it was raining supers in the rain, and there was against school policy. Ever have a right anywhere? And my father that point? That was ridiculous. And so I stopped and picked him up and drove him home and save 10 minutes walking in the cold in the rain. And so I think somebody could use our own government here, but it helps the focus on student relationships. We probably all heard the old adage still smile things until Thanksgiving, right, because if we start out of semester with 40 we're going to create a environment that is more serious, get kids focused, get them out of their summer mentality, and then it's a lot easier to let go of the Rays and become more relaxed over time. I would challenge this notion and not so start of the year, as if you know there's no seriousness at all and make it so it is to lacks in the classroom . But I don't necessarily buy into the notion of a to be super serious and, you know, even even mean at the beginning of the year set a good tone. But you want to start developing a good report of the students from day one. I think that means you smile. You have to have fun in the classroom. And so I don't take this of advice too seriously of kind of ignore it. I think about the relation you wanna have other students as as one of friendship with authority. You're not there, Piers. You can't be in the two major world opportunities. You're not gonna be in the world of kids in elementary school. They have peers for that. You're not exactly be their friends. You have to have a separation. Your teacher, You have, uh, story about you. But that doesn't mean you can't develop a friendship with them. at the same time. See what kind of this balance here they respect you. They also trust you. And sometimes you gotta laugh together. And it's not always so serious, Not always about their grade. About the work that they need to do is that's kind of balance that you try to find. And the balance comes from our perspective, each other. And it goes both ways. A lot of times teachers demand respect from this dues have to be quiet, haven't work, having come on time. But then we don't necessarily earn the respect of our students. Were there, serve our students. That's why we're in this career, right? And so you also have to show students that you respect them, respect their time, and I was gonna always coming down hard of them. You also encouraged them and give them a sense to work hard and, you know, treat them well. So that goes both ways. I think a lot of times with sometimes teachers forget that they kind of think Lyman teach you guys to do what I say. And you can do that. You could lead of the heavy hand of that. Maybe you'll get some grudging compliance students will do you say in the short term, they won't respect you In the long run, it will not benefit their educations. So we have to get back This idea that a big part of our job is to be a mental. Whether that means that, you know, take a really active interest in their lives. I think it depends a lot of students, Some students don't need much mentoring and others need a lot. And I think it is something on my mother wayside and modern teaching, and it needs to come back. An interest in our suits lives cool sometimes that this means with academics. But we need to care, you know. And if you can't bring yourself to or you feel like you're overworked, it may not be the profession for you. You may need to make some drastic changes in your approach to teaching. Maybe take a step back and think about what kind of a teacher you want to be suggested job . And they're really not doing a service to the students. And you're not ministers to yourself. You should be there. They want to be and you care enough that I think that it's not very difficult to think of sort of mentor approach to the job. And so you know, one thing you could do is simply let them know that you're available to pluck them. If you're struggling, you know, I have an open door. I've always in my office from this time to this time it could be is in those 30 minutes a day before school after school or whatever. But let them know that, you know, we had helped anything, not just with scored it. Got a question about anything. Come talk to me. It's fine. There's no stupid questions and just knowing now there's an adult they could trust for some kids who don't have that at home at all, that could be huge. Any lifesaving, even Just have something to talk to you for a few minutes. I mean, we're a teacher. It's not just about the school work, right? And so I think that's really important. And then, of course, if you build a connection with students, you're gonna be able to have a large impact on their lives. You could even have a hand and helping them choose the right Revere. Choose school to go to college. You can do a lot for them, and it all starts with trust and having built a relationship with them. So somebody you want to communicate with their parents, not just about bad things, which is what we tend to do a lot but communicate with parents about good things. You know, Johnny getting good scores. I just want to let you know if you rate and that will motivate students to hear the call their parents about stuff like that. We have to take the time to do that. The only contact parents with they're struggling and something's going wrong. Do it. But we should have this practice of constantly parents, whether it's bone ball or female. It just doesn't know that it could do great. And that makes everyone feel good. And I doesn't take much on our part. It shows that you sincerely care about the progress, and it's something that goes a long way towards having student. I respect you and know that they're being taken care of it. It might motivate them to work harder in school to get good feedback conditions. Just getting negative feedback, you know, actually asked them. You know how they feeling that they're doing implants are they enjoy the glass where they think about the class Now. A lot of times especially continue. You might get, you know, ambivalence. They don't really care whatever that is happening with glass or, you know, it's not elected for a and choose that whatever. But it's useful to ask them what they think about. And if most because your class don't like it, Well, that might be telling you something. Maybe there's teenagers, but usually they'll be pretty honest. There might be something to that. And so then you could change stuff around, kind of make it more interesting, But even just asking, that shows that you actually care. And so even if it doesn't lead, you change keeping it in the class necessarily. It's showing students that you care about that, and these days, you know, I don't think you could do too much of that 16. Lesson 15 Communicating with Parents: so just a 1,000,000,000 relationship with students is really important. Communicating with parents is equally important. Sometimes we may not feel like we have a time to do a lot of this. And some parents don't seem to care that much. Other kids education, believe it or not. But this is especially important if you have difficulty failing students to at least get the polls whether or not their parents are there for them. Maybe the parents are part of the problem. Or maybe the principle do care. And they wouldn't really know that students are struggling. If you about the no. Some kids. We didn't find a school until a certain point, even having a bad year. For whatever reason, they turn for the worse. The parents will know itself whole years over or will be really shocking. Their poor grades come out. So it's important to contact parents of certain students and said the last lecture. It's also important to contact parents when things were going well. Just let them know so you can use both email and telephone. I think that it's good. Teoh have at least one phone call with every single parent of your students of once a year , at least one. So you've made some contact. You got a little bit of before. Maybe you will need their help of something at some point. I just think it's a good practice trying to over the course of the year, at least speak with every single parent once, and I may be a bit of work on being at home students, you have to pay a lot of dividends later on. Send out regular email updates to all parents every month. Reporters make it a practice that you do. So you get into a rhythm and to say, at the end of the quarter, send an email to parents you could even automated, so it hasn't individual names. But then each email goes out differently. Or you get to send out a standardize, You know, say, you know, this is the end of 1/4 of the kids were part Please reply to this email. You have any questions or concerns about your child, and it's too good to have a swell. And when it comes to parent teacher meetings, a lot of times that is something that we look at dread because extra evening out of are already busy schedule can get through it, But I think if you take them really seriously and you prepare well, then it can really pay dividends later on in support of parents or something. And just to have that poor with parents and students. A lot of times the students come with parents to that meeting, and even if they don't, they'll be getting the feedback that you give the parents at home. So it's a really good thing that will make your job better and more enjoyable. Me taken interest of your students lives, you know, their parents. I find that you have a state now in their education, and it makes the job of Lord fulfilling and or its reading been teaching first place, have filled rear all the times I could go by the wayside. How busy we are. Just yet another way that you can, you know, integrate a sense of meaning into your job. And so simply video is prepared. Talking points for every single parent, whether or not they ask questions, not you gonna go over specific things about the child, whether good, bad or ugly, and it's pretty easy thing to do. Sometimes your typical parents that are very unreasonable. That happens. And that could make our jobs really stressful, especially parent teacher meetings. And they use a whole much time I've had this happen to me and thing to do you usually this case is he's adamant. Help with these texts. Parents. The admin is parts of their to act as a buffer. You have your principal or vice principal from to the room and say, I think it's appropriate view. Come in and be a third party here in this meeting, I've explained to Mrs Smith the situation with her son or daughter, and I have nothing else to say. Maybe you can talk to that. Some parents literally won't leave. They are unreasonable about something that there, their students told them that you did or didn't do. In one case, I gave a quiz other blue simple temple quiz that the student zero on, and I decided to let her retake the quiz, and he was just simply should have memorized 10 things. Was Peter shortcuts or something? But I said, I'm only gonna give you half credit for the makeup because I didn't need to give her makeup all but it chose to give her a chance of some of the points back because, of course, I want her learn this stuff. And so she did it showing 1/2 a point. And her mom was incensed about this and she was great and angry when I didn't even need to give her 18 points back all. She obviously didn't study at all. And so small. You just get irrational parents and think you do instead of being browbeaten by them. You know, for an hour at a parent teacher meeting. Have your prints will get involved and and, uh, and go from there. Some parents are simply just not going to be visible and listen to anything that you say they will want to blame you because, of course, the teachers make religious scapegoats for everything that's going wrong. Their child. You wouldn't want the parents to feel good, the one you know. They want to blame themselves for anything, and so we tend to make really good escape goes politically and from parents point of view. And so this is one of times when the administration's can't really help out 17. Lesson 16 How to Deal Effectively with School Administrations: dealing with your school's administration is not something that we learned about in most teacher education programs. But of course, it's a really important part of the job. Sometimes people leave their there really needed professional teaching simply because they don't like the Boston like the wind School does things you don't like the political environment or whatever. Sometimes the environment school is not good. And so that's a big part of our lives with teacher, and we don't even necessarily think about it. It's over actually working in a school, and now it's too late, right and I have learned on the fly. And so I just got some basic guidelines for things that you can do to deal in a general way with different administrative issues that you may have. Of course, we want always have the mentality, especially we have a boss who we think is micromanaging is not reasonable for whatever reason, it to get different styles of approaching education that we dio try to always be professional and just keep your criticisms to yourself much possible at school. A lot of times we might into the habit of criticizing our bosses amongst other teachers and then they find out about it or you get a sort of a negative environments bill of a school and a teacher started to develop this nagging sort of gossipy habit, and it's not good. Another thing you can do is be yourself. Feel good. Announced artifact changes actually speak up in meetings. At least say something and be active and most meetings that you have. It looks good for you, and it makes you become a stakeholder and decision making process. It's a good thing, but I'll try Teoh. At least say something in that most meetings. It's a good practice toe have let them know what you think, especially if you disagree with the principle in an open forum. When you're having a public meeting, Um, let them know what you think about something. Even if they don't change anything, at least you express your opinion and you know that you try to change it, or does it feel better that you have spoke in your mind and good things to do? If you have a difficult relations with, the administration may be good to see support columns. No other teachers may be having the same issues that maybe other teachers have so approach that will help to alleviate the situation for you. All these different situations are very different, but you're calling and be a crutch to help you get through. Sometimes we were teaching you kind of get to our bubble in our class. Reopens today actually spent a lot of time interacting and working with our callings. But all of us teachers have a lot to offer each other, and we are going to the same stuff. So definitely use. You know, your relationship, your your colleagues to help out. You may want to initiate a meeting with your vice principal or principle to express yourself. You having some issues and conflicts? Don't just take something that you don't think it's fair and accepted necessarily. You know, be professional, say, like five or 10 minutes of time, speak with them about something and speak with a special self. It makes you feel good. It shows them that you're taking your job seriously, and in some cases administrators needs criticism for that. Even leading some constructive feedback from teachers were the ones that are on the ground teaching a lot of administrators actually having been teachers before, Also them having not all of them, especially when it comes to superintendents and new principles that has got another PhD programs or whatever. They're they're loaded with theories and the brains, and maybe they're loaded with the idea of 40 that they have. A lot of them haven't actually been teaching, so you can actually help to educate them about how some of the policies are being implemented. May not be the best. And be doing a really good service to the school and force to the students and analyze whether it's really them or view that needs to make an adjustment, sometimes may not have a good relationship with our principal. And maybe it's us baby were being inflexible are thinking that we need Teoh. You don't find it and try to see things from their point. Do you think maybe what they want us to do? You know, maybe if you're annoying toe, submit lesson plans every day or something like that. You know, a lot of teachers are now having to do and they think that's unnecessary, creates sort of environment of distrust. We've been trained to be teachers, why you look at every single thing. We're doing another hand. The administration is under pressure to show results and as professionals, having us submit documents like a lesson plan to show what we're doing in the classroom. Also, it's pretty reasonable if you think about their money. That's just a small example. But try to analyze. You know things from both sides, and that will usually help alleviate any potential conflicts that you will have. I think it's bad enough you just might need to look for another job. I sometimes can't work well, but certain people set their style approaches and you have awesome really micromanage E and just makes her life a living hell, you know, maybe you just need to move on and move to a different school and some of you that may not be a realistic thing to do. For others, it may be the best option. So I think always considered that these days we could have ah, great job, a great school of a situation. I'd be happy there, but a lot of times, because of the nature of modern education and school systems that were in, you might just want Teoh try to find a new place and find your niche. You know, like the job you're now. It may not mean that, you know, you know, cut out to be a teacher, and it's done right career for me, for you. Maybe you need to find a different spot, right? Research shows that having a bad relationship with your boss is actually the number one reason that people just satisfied with their jobs and end up quit. So in the long run, it's just not worth it. If you want to enjoy your Revere, I think it's important to find a place where you can work. And not only can you get along with your boss, but we're for someone that you look up to that will help to motivate you better at your job and further your rear doesn't report having a mentor for yourself, especially the new teacher. When you're young, that could be very, very valuable. So don't sell yourself short. If you start out in your first teaching job and you have a problem with your boss, you may want to quickly move on from that situation in order to not get stuck and then basically not be able to get out later. 18. Lesson 17 Psychology and Staying Motivated Through Adversity: teaching can be very, very rewarding. Career right. That's why we went into it. But it can also be extremely draining, especially in today's current political environment, where teachers tend to become a political football and often times we're playing for many social ills. And that could be really tiring, especially if your new teacher and also in your to this environment, a lot of teachers now leaving a professional for 12 or three years is really a shame. There's a lot of ways that we can actually deal with these pressures successfully without, you know, getting us down. Teaching is tiring and psychologically draining, and one thing you could dio is make sure you try and set aside some time for exercise. A lot of times to my colleagues and I were too tired of the day or the son of time exercise . But I have found over many years, even just going for a brisk block in the morning or 15 minutes of some sort of exercise after school make a huge difference in relaxing and feeling better get your energy back out . Maybe during lunch, time to go for a walk around the track or you go for you Go to the schools that Jim shoot some hoops or you go and do a little weight lifting her that they just cannot be really, really helpful. And a small, small tip. But it can give you little energy boost throughout the day or at the end of the day to keep you feeling good. Among the grind of being a teacher, he was always sick days to recuperate. A lot of teachers I don't want to use a sick did not, actually technically sick. And we get these days, we earned them. And in some cases I know that you can. You can bank them and later on, receive cash left at the end of your career. Maybe. Maybe if you're lucky your system works in here. You get money back from your sick days. But my experience is good. They just use them. I mean, we earned that. It's part of our benefit package. And so we sometimes tired. We need a day off. Let us substitute teacher come in and they're a little bit of money for a day and relax if you need to. Sick days of there, it's my philosophy to go ahead and uses up. You shouldn't feel guilty about that at all. Our child's are already difficult enough. Um, don't take anything negative. It is student appearances. Person. You're gonna have criticism and teaching because you're dealing with an important aspect of people's lives. Something education is one of the biggest parts of our lives. We go from being a little kid, go to school all the way up until we graduated. You know, age of 18 for most people, and there is gonna be a lot of stuff you have to deal with That is negative. And you have to learn that a little bit. They skin don't take it personally, especially when you're starting out. And you do you make a mistake or something happens where you get criticism from anyone could be administrative administrator as well. You just gonna use that stuff? You gotta just brush it off and move forward and try to focus continually on students having investor students. And how can you take care of yourself and be a good teacher? This takes a little bit of training, but after a while you start to develop a way to just kind of let things roll off her back And don't take anything personally. Make sure you celebrate your successes. You've had a really good term and you're still not believing scores on the exams or there was a great presentations. But there is a big project or anything good about your job happens. You know something like that. Don't just think, OK, that's normal. Give yourself a reward for a job. Well, the thing that's really important and keep you what did you go out with? Some of your colleagues and you guys, you share something great that happened. Ask each other to say one thing that was great. That happened during the week and what we do stuff like this, like in our professional development inside the views, like go out, you know, at a restaurant and leave your drinks or will reveal, you know, talk about this stuff in a positive light. So you're not inside the environment of the school and you're relaxing, and that can be nice to spend some time with colleagues outside of school. And if you can help it, sometimes I can't. Don't take school or home with you. If you could find ways to be efficient to get everything done while you're at school. By all means do that. I don't think it's good psychologically for us to be bringing extra school work home grading papers at home. They could take away more time with my family, take away from what the enjoyment of our jobs. And I think after teaching for many years that you shouldn't have to do this. If you simply can't find time in your prep time before after school, immediately before after school to get all of your grading done or prep done, then there's something wrong, probably with your efficiency or the way that you are doing great. You need to implement some of the stuff that talk about, of course, like having students do something Brady more apparently using rubrics, maybe grating fewer of the assignments. Maybe you need to talk to you, our administrator, about it, to find some solution. You really shouldn't be taking you over the long run. It's going Teoh, increase your stress a lot of the job and also decrease your enjoyment of the job out of it . 19. Lesson 18 Go Out There and Teach!: case you cover a lot of ground in this course. That was a big overview of teaching, hoping this is beneficial for those of you who are new or thinking about going in teaching or just getting started. Maybe in your first year in the classroom teaching can be really overwhelming these days. It's a big job, but we don't necessarily feel appreciated or that we get paid it up for all of what we do for amount of education that we have. But it can still be a wonderful job and a wonderful career and still be the most rewarding profession. If you spine unit to get into a groove and just focus on the work, remember, you're doing extremely important work. You are healthy young lines. You're helping the doctors, lawyers, engineers, business people of tomorrow. You're helping to hold them. You're having a big influence on the world support. I ran at one point, I said. A teacher never knows when his influence stops, but you don't see the results of your work. You may have had a huge impact on a student when they were young and because of what you did the flaps in because of something you said No. They go on to do great things. You don't necessarily see that. And so you have to have a little bit of faith that the work you're doing is getting results . It's not like some trade where you fix a car and you can see it being out of a car run job Well done. You know this type of a job, you have to have some faith in the results and just trust that you are doing good work and that you're making an impact. Demand for teachers is going up a lot of turnover. We're gonna need more more teachers. So you're probably never gonna be out of out of a job if you want and just got to try to find a good position for you, right? School with the right subject. And it could be a very, very gratifying experience. So right now you're struggling a little bit. Take heart. It will get better. I felt that way during my first year. I was pretty overwhelmed. And now I love my career, so just take some time for my We gotta make some adjustments and get used to being in the classroom and used to some of the pressure that go along with students need mentors that support or now, perhaps, than ever before. With the divorce rate at all time highs with the nuclear family, statistics showing is being disintegrated. A lot of students don't have mentors. They may have a single mom or seeing dad raising them, who was always a work that may not have another older and older brother or whatever to get the support. Sometimes your it is a teacher, really, that you're sort of the last line of defense between a student and failed career in school . And so I'm remembering that, you know, you could give us a lot of purpose and our jobs really doing important work. And also teachers make some of the best college with things I love most about. My job is that I get to meet other teachers every day, and every year I meet new people, great people. People that go into teaching generally are good people. That's why they have chosen a career. It doesn't necessarily tell that much money, you know, going into it. It's gonna be a lot of hard work, but you believe in education so much that you do it anyway. And so it's really, really great being able to make a lot of friends in this profession, whereas maybe a lot of other careers doesn't have this feature, and I have found you one of the most rewarding aspects of job. So keep that in mind. Maybe if you're feeling down, I mean, you're spending your life embedded within a community whose whole bowl is to learn. That's pretty cool. You think about it. What is the job visit where you get up and you go and when you're doing all day is trying to improve other people trying to improve yourself, trying to learn and trying to teach. It's really great when you think about that, so you know every day, maybe reflect a little bit of all these things. When you go out and teach and make sure you enjoy it. Have fun. Okay, Teachers actually make good money. You could say our time off and all the automatic raises we get over remain. You start out making something around, whatever 30 or $40,000 you get slow raises. By the time you're done teaching, you're making 60 or 70,000 at the end of your career. But if you get three months off a year or even two months off a year, if you think about our salary faction who get begin a lot of time on teaching is the only profession, basically, where you get so much time off. And so I think oftentimes we kind of forget about having a weird were underpaid. But we actually worked for those extra three months. Our salaries will be significantly higher, right? I mean, who else get summers off Bill, but so pretty awesome. I feel pretty good about it when people are complaining, and sometimes I do feel maybe a little bit over work. Perhaps at times, that's when you just got to kind of take a step back, you know, maybe take a break, Use a sick day and exercise reflected all the good things about your job, like the one You're awesome students of your awesome colleagues, and you remember that this great things about your career and also have you have a family, you get the same schedule. Is your kids generally and that's pretty sweet. A lot of other people to travel all the time they're away from their families. We get the exact same schedule. Kids at the same time, office with you for Christmas, for for all the holidays, with summertime. And so it is a job really suited of, or those of us that have families. And that's huge. When you think about spending time with your Children throughout their childhoods, that's a big benefit. So there's lots of better teaching decider actual salaries. There are a lot of really great things about this career. So, you know, you bogged down because of some of the negative stuff, some of the pressure that we have to go to reflect on all the awesome things about the job because there's plenty of that stuff to reflect on. And I say with that, Go out there and try to be the best teacher that you could be an impact of students and stick with