What Great Teachers Do Differently - Random or Plandom?

Random or Plandom?
Todd Whitaker talked about this when he was with us in April.  "Great teachers have a plan and purpose for everything they do.  If plans don't work out the way they had envisioned, they reflect on what they could have done differently and adjust accordingly." (Whitaker, 82).  The key words in the previous sentence are "what THEY could have done differently".  They referring to themselves.

Whitaker gave the example of the lyceum.  Great teachers know where the problem children are likely to be seated and they sit themselves right next to those students.  The other teachers congregate in the back of the auditorium and try to manage the students from the back (which has been proven to be ineffective time and time again.)  Another example is that Johnny and Timmy do not work well together, so instead of allowing kids to choose groups, the teacher figures out a way in which the two young men will not be working together.  "Great teachers intentionally arrange, rearrange, alter, and adjust the structures that frame their teaching." (Whitaker 81)

MRVED Business

Upcoming Meetings
May 15, 2017  Principals' & TAC combined
May 24, 2017  Superintendents' Council

June 21, 2017  MRVED Board (7 p.m.)
June 28, 2017  Superintendents' Council

April 13 - Todd Whitaker Recap
The MRVED staff would like to thank everyone for participating in the April 13 day of professional development.  From the evaluations it appears Todd Whitaker was a hit!  Below are a couple quotes
from the evaluations.

"He kept my attention, was very funny, and re-energized me heading into the last portion of the school year."

"He was engaging and helped me reflect on how to be a better teacher."

"He has lived this profession, he knows what it is like being a teacher. It was honest and engaging and was exactly what I needed to hear. I actually bought a copy of his book that night!"

"He was upfront, brash, entertaining, and not afraid to call out poor behavior all while providing positive feedback!"

"He had 600 educators engaged and laughing and sharing for 2 hours! Unheard of! Wonderful morning!"

What Great Teachers Do Differently - The Ability to Ignore

What Great Teachers Do Differently - The Ability to Ignore

Another great chapter in Todd Whitaker's book, "What Great Teachers Do Differently".  The ability to ignore is a critical aspect that sets not only teachers apart from one another, but also individuals.  We all know someone that has a giant button on them and once you push that button, watch out!  Students are very good at finding which "buttons" they can push on a teacher to get a rise out of them.  It's the ability to recognize when a student is searching for the button and not allow them to push it that sets great teachers apart from the rest.

Whitaker is not suggesting we ignore all behaviors, but rather some find alternative means to dealing with misbehavior in the classroom.  He says, "Great teachers have the ability to ignore trivial disturbances and the ability to respond to inappropriate behavior without escalating the situation."  In essence it comes down to classroom management.  Whitaker says, "...classroom management is grounded in their ability to manage their own behavior."  We need to have high expectations for our own reactions just as we have high expectations for our students.  For example, a student walks down the hallway and calls another student a name.  This situation is totally dependent upon how the student who was called the name reacts.  If he/she "flys off the handle" and punches the other kid, we have a situation.  If he or she ignores the behavior, the situation likely diffuses because the kid doing the name calling did not get the reaction they wanted.  Again, Whitaker is not suggesting to ignore the behavior, but rather painting a picture to show that the student being wronged has total control over how the situation will escalate or not.  Misbehavior in the classroom is the same way.  The student misbehaving is waiting to see how you will react.

MRVED Business

Upcoming Meetings
April 13, 2017  MRVED Common Day of Professional Development
April 19, 2017  MRVED Board (7:00 p.m.)
April 21, 2017  Title III Teachers
April 26, 2017  Superintendents' Council


April 13 Information
April 13 will be the final Best Practice Day with MRVED.  The workshop will be held in Montevideo and there will be over 600 educators gathering for a day of professional development.  The morning session will be held at the Fine Arts Center with Todd Whitaker, a world renowned author on education topics. You will be greeted with fresh coffee, juice and an assortment of donuts. After the Whitaker presentation, a catered meal will be offered at the Training and Community Center (TACC) which is connected to the Montevideo High School.  Busses will transport teachers to the TACC.  After lunch, the elementary Best Practice groups will meet in the high school and the secondary groups will meet at the middle school.

The menu will be pulled pork sandwiches, Asian sesame chicken salad, chips, apple wedges, assorted bars, milk and water.  The cost is $6.00.  If you choose to eat at the TACC, you will need to let your district  know.  Check with your administrator as to who in your district is handling this information.  You need to make this decision by March 31 (that's today if you are reading this on Friday).  This early cut off is so that the Montevideo food service can order and plan for the 13th.  When you pay your $6.00, you will receive your meal ticket at that time.  You will need to bring that ticket on April 13th. 

A more detailed agenda of the day will be sent out about a week before the event with room numbers and other pertinent information.  You will not be receiving any type of agenda when you arrive that day.  You will need to refer to this email for information about the day.  With all of the moving around on this day, there just isn't any central location to hand out agendas.

We look forward to seeing everyone that day.

MRVED Business

Upcoming Meetings
March 21, 2017  Counselors
March 22, 2017  Superintendents' Council
March 23, 2017  Social Workers (maybe)
March 24, 2017  Principals' Council (9:00 a.m. start)

April 13, 2017  MRVED Common  Day of Professional Development (Todd Whitaker)
April 19, 2017  MRVED Board (7:30 p.m.)
April 21, 2017  Title III Teachers
April 26, 2017  Superintendents' Council


APRIL 13, 2017 AGENDA FOR TODD WHITAKER (MONTEVIDEO MN)
8:00 - 8:45 Coffee, Juice, & Donuts (Fine Arts Center, Montevideo)
9:00 - 11:15 Todd Whitaker Presentation (Fine Arts Center, Montevideo)
11:30 - 12:30 Catered Lunch at the TACC
12:45 - 2:30 Afternoon Sessions Begin (Meet in Best Practice Teams)
a. Debrief Todd Whitaker
b. Follow up from October 19th

A final agenda, room numbers and more details for the day will be sent closer to the event.

What Great Teachers Do Differently - Don't Need to Repair - Always Do Repair

As we continue through the book "What Great Teachers Do Differently" by Todd Whitaker, chapter 11 is on helping students repair situations.  Effective teachers give students processes that will help them throughout their life.  One of these processes is to repair a situation in which someone was offended or wronged.

It can be as simple as teaching kids how and when to say "I'm sorry".  More importantly, it's modeling this type of behavior for your students.  If as a teacher, you get upset at your class for not following through on a certain project or directions.  It's OK to be upset and we are all human and will react in a way that we know how, but it's what you do after that really counts.  Effective teachers will apologize for their behavior.  Apologizing does not mean the teacher was wrong for what they did, it simply shows they care enough to try to repair any damage he/she might have done the previous day when being upset.

What Great Teachers Do Differently - Who is the Variable?

Who is the Variable?

This whole school year we have been looking at the book What Great Teachers Do Differently - 17 Things That Matter Most by Todd Whitaker.  Each chapter has examined simple things that separate the great teachers from the good teachers.  We all strive to be great at what we do, using some of the tips in this book can help all of us inch closer to that greatness.

This chapter by far has been my favorite!  This chapter focuses on who is the difference maker in the classroom.  Who is the variable? Whitaker starts with the example of the teacher who gets the award for sending the most students to the office.  It seems the same teachers win this award year after year and we can already predict who will win it next year.  How is it possible we could know this information already? We don't know what kids this teacher will have, but yet we know he/she will have the most discipline referrals.  This example shows that the teacher is the variable in the classroom.  When asking this teacher why there are so many office referrals, their answer will typically start with, "If the kids only...".  This makes the kids the variable, and they are not...the teacher is the variable in the classroom.

Great teachers recognize they are the variable and realize it is them who will need to adjust for anything to improve.  Great teachers know that they can only change things they have control of; themselves. Another great example is a teacher gives a spelling test, and over 1/2 the class fails the test.  Who is to blame?  Poor teachers will be quick to blame other variables...parents, the kids, schedules, snow days, etc...  Great teachers know what the variable is, themselves.  They look within first to realize what went wrong and then make adjustments within.

This variable idea does not only apply to education, but the business world as well.  Great store managers know they are the variable that makes a business successful or not.  Poor managers are quick to blame customers, location, weather, employees, corporate, etc...

Be the variable in your classroom!