Understanding the ESEA (Elementary and Secondary Education Act) and Title I

downloadWhat is Title I?

With the establishment of the Elementary and Secondary Education Act of 1965 came the implementation of Title I. This new policy helped districts by providing them with additional funding because they served students from low-income areas. The funding comes from the federal government each year and is issued to each individual state. The state will then take the funding and distribute it amount districts that represent a high percentage of low-income students. Funding is then used to support the needs of the students. These services vary as the use of allocated funds are decided by the district administrators. Although title I has been reauthorized and gone through revisions in the past, it has always stayed true to its main goal, to support “educationally disadvantaged” children.  

What is economically disadvantage?

Children from low-income areas typically do not have the same resources as children who live in higher income areas. These resources vary from extra-curricular activities, healthy eating to private tutoring. The idea behind these funds is to fill in the gaps with those resources. The problem is that the distribution of these funds is decided by each individual school district, which means that the funds are used to fit the needs of that school district. For example, one school district may be in need of an extra aide to assist each grade level, while another school may need an additional school counselor in order to support students. With more than $14.4 billion in federal funding dispersed each year to support the Title I initiative, children living in low income areas should get the extra support they need.

downloadWhy we test

The key provisions of title I issued in 2001 with the No Child Left Behind act were accountability, annual testing, school improvement, and content standards. The original intent of the Title I funds  was to serve poor students, those that are less fortunate and do not have the necessary resources at home. With this new provision the government began holding districts accountable through a process of annual testing.

The accountability of school districts and a push to decrease the achievement gap continues to increase since the passing of the NCLB act. This accountability piece to education was created in order to justify the distribution of funds each year. Originally, schools that didn’t meet the adequate yearly progress were in danger of losing their title I funding. Although this never happened, the threat of it pushed districts to take a look at their resources and to utilize them effectively.

Did It work?

The problem with this whole accountability piece lies within the original purpose of the ESEA and the title I funding, which was to help disadvantaged children. Looking at student performances at the schools, such as test scores,  will not determine the success of these funds because the program goal is not to increase test scores. Instead, these funds are used to help enhance the students overall education experience. Another issue that the funding faces is that the majority of schools in the country are receiving federal funding. “Although Title I aims to target students from low-income families, more than 90% of school districts in the nation get at least some of the funds” (Yettick 2015).  Therefore, it makes it difficult for researchers to determine how funds are supporting students at these schools each year.


The measurement of success or effectiveness of this program will depend on what you are looking to accomplish. Maybe you are looking to see if it impacts standardized test scores and found that it doesn’t. On the other hand, you may want to see if adding an additional aide in the kindergarten classrooms helped strengthen early interventions and skills needed at that level. In this case, you may have found that this was impactful which would then determine the purpose for distributing funds was a success. Overall, the level of success will vary, just as its distribution does. Until we can say that these funds are allocated for this one purpose, I don’t think we will ever get a definitive answer.  

How is Title I funds being used in your schools? It is the communities right to know. Comment down below and share your thoughts we would love to hear from you!




Yettick, H. (2015). Title I a challenge for education researchers, Title I impact on test scores unanswered.


Incorporating Stations in Middle School

imagesStations have become a big part of teaching and learning. The use of stations span from activities related to content being taught, to skills that need to be spiraled. Teachers can use stations in various ways to meet the needs of the students in their classrooms.

Too often teachers believe that stations are an “elementary thing.” Which means it is not for middle school students. This is inaccurate and a limited way of thinking. Incorporating stations in the classroom is for everyone, it can be used for children as young as 5 years old to as old as 17. The problem is not the stations, but how they are being implemented and used in the classroom. This may look different depending on the age group of the students.

Here are some ways to change your limiting beliefs about stations beyond elementary school:

Set a purpose

Before throwing your students into groups that move around the room, make sure you set a clear purpose. Maybe you are in the middle of a unit on the Civil rights movement or reading a fantasy novel. Set up stations that are related to the skills you are teaching, or have already taught. Using your current reads or unit in the classroom to infuse into your stations is ideal. This will ensure student success and alignment with current activities.

Decided on frequency

The frequency of the station is key to success. How long will your students have at each station? How many stations will students move through? Making sure students have enough time to finish each task in the allocated time is key. For example, six stations and ten minutes in each station is a norm in my classroom. I like to have students work in small groups, typically three students at each station. This will cut down on noise level and ensure that they are staying on task. If your classroom is a bit bigger than mine, I would suggest having no more than five students at each station, four is ideal if possible. I also suggest having no more than six stations.


Having a set of expectations for groups separate from classroom rules is important. When students work in groups it is vital that they know the difference between classroom expectations and group expectations. Going over these expectations with my students prior to the start of my group activities has been key. My students have the expectations memorized at this point in the year and are reminded of the group norms every time. Repetition is the key in order to make sure it sticks.

Make a plan

The way you set up your stations is up to you.

Ask yourself:

  1. Will students visit every station today?
  2. Will they do one station a day?
  3. Will they complete half the stations today and the other half the next day?

Having a clear plan in place will make it easier to set your stations up for success.

Some stations are talking stations and some stations are independent. This will cut down on noise level. The main reason for the success of my stations is that I do not have one. This is key in middle school. I do not commit myself to a teacher station. at the time of stations, my students are typically working independent or in groups to master the skills taught for the week. At this point I have already met with my students in small groups and know who needs more practice and who has mastered the skill. Therefore, I am able to move around the room evaluating and observing students in stations. I have a group observation checklist that I use to measure student success. Students know that I am circling the room, recording their on task behaviors, and how well they move with a purpose throughout the room. Using this information to help students build cooperative learning skills while giving them participation points is beneficial.

You are ready!

Now you are ready to implement! Set up your stations ahead of time. Have a system in place that allows students to turn in the work at the station or a folder they will use to take with them as they make their way through rotation. Having everything in place prior to the start of your rotations will make things easier in the end.

Do you already do stations in your classroom? If so, what do they look like? If not, I hope this blog post helped you get some ideas. Comment below. We would love to hear from you!



Strategies to Measure Culturally Responsive Teaching

Becoming a multicultural educator today is imperative to the success of the future of our country. In the past our education system has primarily been built around educating white students. In more recent years researchers have found that something has to change as an increase in minority students begin to fill the seats of our classrooms. The faces in our classrooms are starting to change. Therefore, it is important as educators that we are ready to support these changes. New changes taking place need to support all students in the classroom.

downloadCurriculum and self-assessments

Exploring the curriculum that is presented in the classroom is imperative in supporting these changes. Our diverse student body consist of speaking multiple languages, and celebrating unique customs and traditions. It is key to include these experiences in everyday instruction. It is the educators responsibility to provide students with curriculum that is in depth and raises cultural awareness. A curriculum that is considered multicultural will reflect the multicultural history of this country. While highlighting the students it has served. Expanding curriculum to meet the needs of all students will help broaden their perspective. 

Culturally responsive teaching has taken a rise in the education system as educators gain knowledge about the culture of their students, stereotypes and bias among groups of people. It is vital that educators explore their own personal thoughts and ideas about others before teaching a diverse group of students. Educators who want to be responsive in their instruction provide students with an ample amount of opportunity to feel included and respected. Having tools in place will help teachers raise their own awareness, examine the curriculum along with the overall morale of their schools.

Strategies/Tools for success

    • Teaching and learning-Implementing professional developments and workshops into a school district. This will help educators develop an understanding of their students and their cultural backgrounds. It is imperative that schools respect the diversity of the student body and create a unified environment.
    • Student learning-Schools should encourage students to take a look at their own bias and stereotypes towards others who are different from them. Developing a strong sense of community among the student body will increase student awareness. Students should be able to collaborate with their peers. They should engage in curriculum that will enhance their knowledge of other cultures around them.
    • Inter-group relations-Educators should help students acquire the social skills needed to hold a conversation with their peers. Inviting students to form clubs and groups that are related to other cultures will help in building a strong sense of community.
    • School governance, organization and equity-It is the responsibility of the education leaders to ensure that all students are funded equitably. Too often schools in low income or impoverished areas have the least amount of funding from the state. But, these schools they should actually have the most. Therefore, it is important to create a strong sense of community. Developing an awareness to those that are members of the neighborhood will help fight against these type of inequalities.
    • Assessment-Educators need to use multiple strategies in order to assess student understanding. Standardized testing should not be the only way. Getting to know each students strengths and weaknesses will help teachers in creating meaningful assessments.

Implementing strategies similar to the ones above will help to advance educators in this field. So, it will not only enhance their understanding of themselves and their own bias, it will also enhance student perspective and awareness.

What is a Multicultural Educator?

Multicultural education is not something that is straight forward, it is not something that comes easy, nor is it quick. It takes time, it takes discipline, it takes some planning and gaining awareness towards something new. Before this method of teaching can be implemented in a classroom the educator has to take a look at themselves. Through a series of exploration the educator has to be open to examining their own bias and stereotypes towards other races and groups of people different from themselves. Therefore, once these self-assessments have been taken the multicultural educator is able to implement the culture of all students into instructional practices and curriculum in order to meet their needs.

Multicultural education is dynamic, therefore it has several different layers:

The five dimensions of Multicultural Educationimages

  • Content integration
    • Educators integrate the culture of African, Mexican and Asian Americans into the curriculum. Although this is an important step in making multi-culture matter, it is not the only step. Most teachers stop here believing that they have done enough. It is not enough, our students need more to keep them engage.
  • Knowledge construction
    • Educators open students eyes to cultural assumptions through a series of investigation, referencing and understanding. This step helps students become aware of their peers and the world around them. It helps them learn how to shed their own bias.
  • Equity pedagogy
    • This step forces educators to rethink their lessons and curriculum to fit student needs. To meet all students it become imperative that using old methods of teaching no longer work. Instead, educators need to try new things and find what meets the needs of the students they teach.
  • Prejudice reduction
    • Limiting the beliefs that children have about each other is key. They often come to the school environment with bias and stereotypes towards other races. This may come from their parents, guardians, environment or community that surrounds them. It is important for the educators to step in to change these misconceptions.
  • Empowering school culture and social structure
    • For the student body to change, the whole school has to change. More teachers have to be dedicated to multicultural teaching. This implementation has to be school wide. The staff of the school needs to represent the outside world, the melting pot we live in. Sending our children messages about culture is not going to stick if the staff isn’t being represented culturally.

How Multicultural education impacts student learning

downloadThe education system in America  has undergone several changes throughout history due to the changes taking place in our country. With our country being considered as a melting pot or salad bowl, it was evident at one point that the children of this country cannot fit into one box. With permanent residency in place and a growing number of immigration throughout the years, a change in the system was imperative. Reaching “all children” became important because it was obvious that the system that was created to meet the needs of only one type of child was no longer working.

Culture became a topic of discussion as leaders began to realize something else was missing. Prior to this realization culture was not important, nor relevant to the classroom. Other aspects of these children lives outside of school wasn’t being talked about in the classroom, or encouraged among their peers. When culture isn’t relevant, neither is learning. When this is the case learning becomes about numbers, what grade point average does a student have, what grades did they get on a test, and how well they scored on standardized testing. This type of teaching leaves no room for expressive creative learning. Learning takes place through interaction with peers, teachers and relevant discussion. Learning happens when students can be expressive, open, and engaged in topics they can relate to through life experiences.

Action steps: Changing the way we think

The achievement gap in the education system has become a concern for the past couple of decades. Our old way of teaching and learning is no longer working. In order to minimize this gap, the mindset of the leaders, teachers, administrators and community needs to change. Some of these changes include:

High expectations from teachers-Educators must be willing to get to know and understand each individual student in their classroom. So, minimizing their own bias and stereotypes is only the beginning.

Cultural congruence in instruction-Educators have to make their lessons and practices relevant to the children in the classroom. That involves becoming aware of the community they live in, gaining understanding of their likes and dislikes. Therefore, bringing in real world elements into the classroom will help students gain a better understanding of the content being taught.

Teacher knowledge of and respect for cultural traditions-Educators have to gain an understanding of their students beliefs, values, customs and cultural traditions. So, finding ways to implement these experiences into the classroom will increase student engagement.

Teaching strategies that promote meaningful participation-Encouraging students to discuss and collaborate helps build classroom community. Therefore, it is important for students to know that they have a voice and using it on a daily basis can help boost the confidence level of students.

Becoming a multicultural educator

Becoming a multicultural educator today is imperative to the success of the future of our country. So, the faces in our classrooms are starting to change and it is important as educators that we are ready to support these changes. Becoming a multicultural educator does not happen over night, it happens gradually as we begin to pay attention to our thoughts. Educators need to take the time to become educated beyond the classroom through self discovery and exploration, change will begin to happen. As a result, we will then be able to create ways to expand our everyday instruction in order to meet the needs of all our students.

Using Data to Drive your Instruction

Now that the holiday break is over with, its time to pull that curriculum map out and do some reflecting! Testing season is quickly approaching, so using data to drive your instruction for the rest of the year is a must! Looking at skills previously taught and the skills that need to be taught is a great place to start.

downloadOnce that has been established, you have to look at the skills you haven’t taught and come up with a game plan. Ask yourself, “How can I fit these new skills into my instruction, while spiraling the skills I have already taught?” Easy, minimize the skills you NEED to reteach. Let’s face it, every student doesn’t need to have EVERY skill retaught to them. Only certain students need certain skills to be retaught. There is no need to waste time reteaching something that half the class has already mastered. That is where your data comes in. Here are some ways to incorporate the data you’ve gathered to drive your instruction:

Identify your data source

The first step in preparing students for testing is to identify the tools you will use to collect data. There are several options available on the internet, such as general practice test and previous state exam practice problems. You may already have benchmark assessments included in your curriculum. Once you have gathered the materials, look through it and find what will fit best with your current students. Using a program such as CARS will help teachers identify specific skills they are lacking. Looking back on your own anecdotal records will also help you determine skills that need to be retaught. I keep a “Daily Learning Target” sheet on my clip board, which allows me to keep notes. Keeping a system in place that helps me track each skill using a check plus system has helped. Also, I use exit slips and quick assessments to determine what skills have been mastered.

Finding time 

Updated data may need to be collected in order to make the best decisions. With this being the case, finding time to distribute these new materials to students is important. Educators know that children need to be in the best position to take extended periods of practice material test. The beginning of the day is typically the best time to distribute these resources to students. In the morning they have the most energy and are more likely to do their best, as opposed to after lunch hours or later on in the morning. Getting this task done right away will give you time to analyze the data later on that day and prepare for the next day.

Analyze the data

Once you have collected the data through a system that works for you, begin to analyze it. Looking at the data collected will give you an idea on the amount of reteach groups to create. If the majority of your class failed to gain proficiency on a particular skill, that indicates the whole class needs to be re-taught. Analyzing data is the driving force in our instructional planning. As educators we don’t have to guess or contemplate on what to do next. If we take the time to know each of our students strengths and weaknesses then it will save us time in the end.

You may look at this system, and think that it appears to be an extra step and will take up too much time. Yes, it is an extra step! It’s an extra step that will save you time in the long run. It is the extra step that you need to take in order to expand on your instructional practices and enhance your students learning. This step is necessary and worth it in the end.

Making Instructional Changes

The final step in the process to making changes that will drive your instruction in the right direction, is to plan. With a transparent understanding of the data  in mind, decide what direction to take. Develop a plan to move forward in this direction. For example, the data I gathered from my own classroom has revealed to me the skill sets that some of my students are still struggling with. I plan to use the bell ringer time in my classroom to pull three to four students to focus on those particular skills.

My focus will come from the results of the data I collected. I will use the small group time as an opportunity to hone in on these skills. This time spans anywhere between ten to fifteen minutes. Pulling a different group everyday to reinforce skills previously taught will ensure your students are making gains. Another suggestion is to use your guided reading time or math group time to focus on reteach groups a couple of days out of the week. While it is important to move forward with instruction at this time during the year, it is also important to fill in the gaps that are missing. We can only do that if we have a clear understanding of what those gaps are, and make changes so that we can fill them.

Making decisions based on data can make assessments useful as they become an integral part of the instructional process. Change is often a struggle and for teachers it may be challenging to change the way we teach. Using assessment tools such as quick dips, exit slips or benchmarks will help teachers in meeting this challenge. Once the area of change is identified, it is the teachers responsibility to create high quality corrective instruction that will meet student needs. This does not always mean to reteach the lesson again. Instead, the teacher has to find ways to be creative in their approach. The goal is to come up with innovative ways to teach children and to engage them in learning. In order to ensure our students are successful, change is inevitable.

New Year! New Classroom?

downloadIt’s a New Year! Its time to celebrate. Not because it is the start of the school year, because it is the beginning of the rest of the school year. The Christmas break is a great time to relax, enjoy the holidays with family and worry less about work. Once New Year’s day rolls around and the celebration and fun is over, the reality of heading back to the classroom kicks in. This reality doesn’t have to be a dreading one. Yes, we’ve gotten used to waking up whenever we want and yes, we’ve gotten used to the idea of spending our days the way we want.

Now that we’ve had our fun and that time is over, we have to start thinking about the remainder of the school year. Use this time away from the classroom to reset and recharge. Here are some things you can do to prepare yourself for the rest of the amazing school year that awaits you:

Create space for change

The thought of heading back to work after the holidays could be difficult to think about. To beat these feelings think of the things that will excite you about your classroom. Ask yourself, “What can I change? What can I make better?” Establish new routines or tweak old ones that are already in place. Maybe you want to change your students morning routine by adding a bell-ringer to spiral skills already taught, or add 10 minutes of morning work to the schedule. Making a small change can get you excited and looking forward to something.

Speaking of change, you may have found that something that seemed to be previously working in your classroom is no longer working. Brainstorm ways to improve it or replace it with something you’ve always wanted to try. This time of year is the time to improve on instruction and brainstorm ways to make it better. Try changing up the desk arrangements in your classroom, or create a new seating chart. Either way, thinking of a way to change-up your classroom or routines can help beat the end of the holiday blues.

downloadPlan or review your curriculum map

The beginning of a new school year or calendar typically requires reflection. With half the school year over this is a great time to pull out your curriculum map and analyze it. Go through the first half of the year and highlight your successes, then highlight areas of improvement. Maybe there are some skills that need to be spiraled into your instruction moving forward. Think of ways to incorporate previous taught skills while implementing new ones. For example, pulling 5 minute groups to do quick dips with students will help reinforce some of those previous skills. In math you might want to pull 2 to 3 students during bell-ringer to review multiplication facts with those that are still struggling. In literature, I like to pull a few students each day to complete 1 or 2 skill related task cards to ensure mastery.

Taking a look at what lies ahead can get you excited about planning instruction and coming up with ideas on how to implement new material.

Identify any resources that you may need

By reviewing your curriculum map you set yourself up for an open mind to success. You may start to get ideas that pop into your head, which drives you to do further research. Research sites such as TPT (teachers pay teachers) or readworks.com to find new resources. If you don’t find what you need on those sites, then create use your teacher creativity skills and design your own! Let’s be honest, using the same materials each year can become exhausting, repetitive, and boring.

You may be teaching the same content, but finding new resources and ways to implementing the content can get you excited about teaching it. If you are a Literature teacher find new stories or passages to read in order to teach the skills. If you are a math teacher, come up with new games or strategies to teach fractions. Finding ways to spruce up your instruction sometimes involves changing your resources to make teaching more interesting.

imagesAdd something to your classroom

Excitement about the start of the year after a nice long Christmas break may take a little more than planning. Other than making changes to your desk arrangements, you may want to add something to your classroom. Something that will make if feel like home away from home. Maybe you want to change one of the bulletin boards in your room to reflect a new year, new attitude theme. Or, you may want to add some plants to your window seals to invite the spring into your room. Changing out your library seating or adding new books are also great ideas. Adding some accents around your walls or lights to your white board can make your room more inviting. Either way, change doesn’t have to involve spending money, there are several ways to make your classroom feel brand new again.

New Year! New Classroom?

The new year may not be the start to a new school year, but it can be a fresh start. By finding ways to spruce up your classroom, routines and resources it may become easier to head back to work after the holidays. A new year usually means change, so don’t be afraid to make those.changes. It doesn’t have to be a big change, the smallest changes can help get you excited about tackling the rest of the school year.

What are your plans before returning to the classroom? How do you plan to tackle the rest of the school year? Comment below, we would love to hear from you!


Healthy Routines for The Classroom

As an educator, it is important to create healthy routines in your classroom. Getting things done on your plan time or during hidden pockets during the day is essential to staying on track with all your grading, planning lessons and staying on top of your instructional practice. It is important to use your time wisely and effectively. Here are some tips to staying on task during your free time:

downloadMake a top three “to do list” /priority list

Set your intentions prior to your plan time. At the beginning of your school day or even the day before, make a list of the top three things you want to get done. I say three because plan time typically flies by and only a few things have gotten done anyway. You don’t want to overwhelm yourself, so starting small is the key. If you find that you finished all three items and you still have more time, then keep going down your list.

Becoming overwhelmed and stressed out is a part of being a teacher. This is a common theme that we like to tell ourselves, therefore we are accepting this as our truth. It doesn’t have to be, instead we can change this mindset to, “I can get everything done, I am relaxed.” Once we change the way we are thinking about all of our “to do’s,” we will start to feel better about ourselves. Once we have changed our feelings about our priority list we will then take our list and analyze it.

Decide what the three top priorities are, the non-negotiable for that day. These three items should be so dyer that your classroom cannot function without them. Maybe you need to make copies for the next day so you can teach your lesson, maybe you need to create or find practice work that aligns with the lesson, or you may need to make a few parent phone calls. Either way, identify the three things that need to be taken care of during that plan period. The goal is to minimize stress and the amount of time you spend doing task after school hours.

Set a timerimages

If you have three task to complete in a short amount of time, set a timer to keep yourself on track. Plan periods typically range from 40 minutes to even an hour at some schools. If your plan period is broken into two halves, choose what task you will complete during each plan period. If you have to make copies, allow time to gather your copies and then run them off. This may require 20 minutes of your plan period. I would suggest running copies before completing your other task. Let’s be honest, there is always something that gets in the way of copying, whether someone else is at the machine, it’s getting jammed or running slow. We could go on and on about the copy machine chronicles. To avoid this I suggest setting a whole plan period aside dedicated to copying. I will discuss more about this later.

Other tasks that you may need to complete can be timed. Use the timer to break down the allocated time you spend on a task. Using 10 to 15 minute increments will help you stay on track, so you don’t get bored. Once the timer goes off drop what you were doing and switch your focus to the next task. If you do not finish the task in the amount of time, then next time you need to plan more time for that particular task. If you have time left on the next task, then you can always go back to the first task. The point is to manage your time by using a timer to keep you on task with the things you need to achieve.

Eliminate all distractions

Planning period is the time for you to focus on the things you need to get done in your classroom. It’s a reflective time, organization time and time to use wisely to enhance your instruction. It is not the time to socialize with co-workers or to scroll social media. When we do these mundane task then it take away from the things that really matter. It is your responsibility to eliminate all distractions during your plan period.

Maybe, close your door so you can be alone and focused. Turn off your phone so you are not picking it up every time it buzzes. If you have co-workers that like to talk during plan, maybe you could let them know ahead of time that you have some work to get done so you cannot be disturbed. If they are true friends of yours then they will understand, if they don’t then you don’t need them in your life. The point is to do everything necessary to keep yourself focused on what really matters. When you do that then you will find that getting things done eliminates stress and we all can use some of that!

Set a focus for each day of the week

Setting a focus for each day during the week will help ensure that you complete all of your weekly task. Aside from writing down your top three “to do” list, it is ideal to identify a theme for the day. For example, the theme of my Thursday is getting prepared, which entails making my copies for the next week. Wednesdays are my planning days so I already have my plans made out which makes it easier to identify the items I need to copy. Thursday is the day I like to gather all of my copy paper into my copy folder and make all my copies for the following week. I do have meetings throughout the week during one of my plan periods.  I will know my meeting times in  advance, therefore, I make it a priority to get the bulk of my task done on the days I do not have meetings, which are Tuesday and Thursday.

downloadWhat about grading?

Aside from the drama of the copy machine, grading can be one of the most daunting task as a teacher. I do not suggest setting a day aside for grading, like I suggest with copying. I think it is important to plan time each day for grading. Letting your papers pile up will only result to you having to take them home in the evenings to grade.

I am here to tell you that you do not have to do that! Grade a little bit each day, find pockets during your day that you can set aside for grading. During instructional time your focus is to work with your students, I do not suggest you reduce that precious time by grading a bunch of papers. What I’m saying is that you can find time during transition periods to quickly grade. If you give students a bell-ringer or an exit slip, this is only 1 to 3 questions and doesn’t take up a lot of time. These type of items will help you get immediate feedback. Grade these items as students move to the next task. This will give you an idea on what to teach next, or your next focus area.

Some suggestions…

If students have a writing assignment and you want to meet with them one-on-one to conference, you can grade the writing at that time. I like to read through my students’ work in front of them and talk them through my process of thinking. You can do this with math as well, pretty much any subject. It is our jobs as educators to teach students good habits, they learn them through our own process of thinking. You can also make grading one of your top three task each day on your “to do list.” This will ensure that you are on top of grading your papers. The point is that you do not have to fall behind on grading papers or any other important item on your “to do” list. If you set a focus or theme to follow each day, it is possible to get it all done!

imagesGetting it all done!

I’m here to tell you that it is possible to be an amazing teacher and leave work at the end of your work hours each day. It is the educators’ mindset, which is a limiting belief, that great teachers come in early and leave late. This is far from the truth! You can find time in your planning period to get everything you need to get done. It just takes a little bit of planning and a whole lot of discipline. Follow these tips that I laid out above and I promise you, you will find that your job as an educator becomes easier.

What things do you like to do on a weekly basis to prepare yourself for the week ahead? Let’s share below. I would love to hear from you!


Raising Awareness through Public Speaking

imagesYesterday I did something that scared me, I spoke out. We often have so much knowledge about a particular topic and want to share the things we know, but are too scared. It is easier for me to sit down in front of my computer and write about it, and then post it to my website. I am able to hide behind this screen, most of the people who read my material don’t know me personally. When I make the decision to verbally share my knowledge in a pursuit to educate others I become face to face with an audience. They are right in front of me and everything I say will have an impact on them.

A few weeks ago my district asked for presenters for our upcoming workshop. Knowing that this was something that I had been wanting to do, I filled out an application. About a week went by and I didn’t hear anything. Then one day, in the midst of heating up my lunch, running around to prepare for my next class with only 7 minutes left and knowing I had to scarf down my food, my principal walked into my room. She told me that the district was interested in my workshop on Culturally Responsive Pedagogy. I was thrilled that I had been picked, I had been chosen to spread my knowledge. First there was excitement, then the next thing that hit me was fear. I had to speak in front of my peers!

Public Speaking!!!

Public speaking is most people’s biggest fear. To be able to stand in front of a room full of your peers and speak to them is overwhelming to think about. It is important to discuss this topic and ways to overcome this fear. Here are some things I did to prepare myself for my workshop and to ensure I had a successful session with my audience, pushing through the fear.

Use what you know

As teachers we are constantly on stage, demanding our students attention and drawing them into what we have to say. A part of our job is public speaking to an audience with seats filled with children. While this is quite different, I can say that it was a great way to prepare myself to speak to my peers. I am on stage everyday with my students, therefore, I have developed tactics to get them to listen and pay attention. I have systems in place when it is time for students to have discussions or transition from one activity to the next. These simple tactics are what helped me during my workshop.

downloadI was able to incorporate the things I use in my classroom on a daily basis with my audience. For example, at the beginning of my workshop I went over some expectations that would ensure we had a smooth session and open forum to hearing others’ ideas. Instead of creating a new anchor chart with new rules I directed everyone to the G.R.O.U.P.S poster I use in my room with my students. I explained that we were sitting in groups and would be working in groups, so these were the expectations. Also, to cue discussions in groups I used the count down system. When I counted down to zero they began talking, while this put smiles on some of their faces it ensured that the room was on task.

Using what I already know allowed more time to prep for my presentation and prepare meaningful material participants. Coming up with new material is unnecessary. If we do some reflection on what works with our students and in our daily classrooms, we will find that those same things will also work on adults. 

Allow others to encourage you

We often shy away from people giving us compliments. It’s true, most people are uncomfortable when someone gives them a compliment. Instead of saying, “thank you” or smiling back the person who complimented us we like to respond with something negative such as, “No I didn’t” or “I really wasn’t that great” or “I actually look a little fat in this.” This is no way to treat ourselves!

Let others compliment and encourage us to be great. Have conversations with your love ones about your fears or feelings about presenting to an audience. Find someone you trust and value their opinion to share some of your material with. Getting feedback from others will help strengthen your presentation or give you new ideas. Allow those same people to lift you up and give you the encouragement you deserve. Inviting encouragement and praise into our lives is something that we all can work on, because we are typically our own worst critics. Its time to invite this positive energy into our lives, rather than turn our backs on it. In the end you will find that this energy, positivity and encouragement is what will get your through your presentation. 

downloadLet it go

The night before my workshop I took time for myself. I spent time with my family, read a book and did a little self-care routine. Rather than stay up all night practicing my speech and creating note cards, I let it all go and focused on myself. I found that this really helped me once I woke up the next morning. I was well rested and a few hours removed from my workshop materials. Now, I was ready to focus on my presentation and do some last minute finalizing. If I had done this the night before, I would have been exhausted and worn out the next morning. Instead of feeling fresh and renewed, I would have felt drained from overthinking thoughts. Using this tactic helped me to focus on other things that mattered and letting the presentation go. 

When we let things go we create space to invite other things in. Letting go of expectations and worry the night before a presentation will allow you to rest your brain and focus on the present moment.  

I can say that doing these three simple things are what helped me get through my first workshop -a presentation that I created from scratch, that I designed through my own research and knowledge. In the end I received something far greater than I could have imagined; praise, thoughtful words, celebration for my session and a feeling that I had never experienced. Maybe the thing you want to take a leap on isn’t public speaking or presenting something. Maybe it is something else. Regardless, you should do it and never look back. Its time to learn how to face our fear and do the things that scare us the most. Only then we will begin to change.

The Purpose of Testing

The word, “Test” has a negative connotation in the school environment. Students cringe when the word is mentioned and teachers stress. I’m here to tell you that it doesn’t have to be like that because there is a purpose behind it all. A purpose that will help you become a better teacher and children to become better students.

imagesWhat is a Test?

Testing is a key component in the education field. Test mandated by federal and state legislators measure students based on their overall knowledge. These test have provided administration with data that helps them make decisions about the districts next steps. While state testing can help districts make decisions on a district level, ongoing classroom assessments can help teachers determine their next steps in instruction. These assessments are given in the form of quizzes, tests, writing assignments, homework or classwork. Assessments given on an ongoing basis in the classroom can be formative or summative, while mandated test are only considered summative. Either way, these assessments serve a purpose inside and outside of the classroom. 

The Reason behind Assessments

Classroom assessments given by the teacher are the focus of this article. Let’s look at the reason behind assessing in the classroom daily. Knowing our students’ ability level is a staple for making change in the classroom. The results educators received from assessments (whether they are required by the federal government, state or on a classroom level provide) us with relevant information. Here are 3 key components to the importance of assessing student knowledge:

  1. Making changes to instructional practices 

    Data trends from assessments over time provide teachers with information pertaining to their own instruction. For example, data could shows that over the course of three years students struggle with author’s point of view. Then this information is vital to instructional changes. Content area teachers will then collaborate to identify ways to make changes to the way they are presenting the material to students.

  2. Making decisions

    Once the information is received and analyzed teachers are able to make decisions on curriculum and formative assessments. Educators are able to identify which curricular aims are effective in the classroom. If something isn’t working for a group of students then the teacher is able to modify or differentiate materials for those students. Making decisions on the type of curriculum used in the classroom and formative assessments given can only improve student learning.

  3. Measures comprehension and growth

    The purpose of any assessment is to help educators determine what they need to do next; to ask themselves, how can I help my students learn what they need to know? Assessments provide teachers with information that leads to teacher reflection. For example, the results from an exit slip may show that 90% of the students didn’t comprehend the lesson. This evidence is a clear measure of how much students are processing the lesson being taught. In this case the teacher will then reflect on their own teaching and determine what changes they will need to make in their instruction to ensure students understand.

Assessments come in the form of exit slips, homework, class work, quizzes or tests. Once one of these type of assessments is give to students it is important that the teacher analyzes the results and reflects on the lesson. If information from assessments are used properly they can help educators make sound decisions that will enhance the quality of education being provided.

downloadUsing Assessments to our Advantage

Testing students is key to a teachers instructional practice. An effective teacher understands that multiple forms of testing need to take place in the classroom in order to make sound decisions. The results of these test will then lead us to drawing inferences about student understanding. Teachers will identify curricular aims that will need to be addressed in the future or retaught. Results from testing will force teachers to ask themselves questions about their instruction and direction.

Using these results to our advantage will require educators to make instructional decisions. These decisions could lead to adjusting current activities in the classroom if students are performing. Or, the results could present evidence that shows the curriculum, assessments and instruction are aligning to improve student understanding. Another advantage of assessing is using the information to reflect and evaluate on our own teaching style. Assessments provide us with pertinent information on what is working and what isn’t working.

Overall, assessing students on a daily basis is vital. An effective teacher uses this information to adapt instruction to their learners. This insight is valuable, because it provides educators with a sense of direction by giving us a clear path to walk down. 

What assessments are most effective in your classrooms? Comment below. We would love to hear from you!



3 Quick Ways to Distress from the Busy School Day

A typical school day for a teacher consist of constant noise throughout the day, papers everywhere, children who expectations are for you to serve their every need, and time that flies without you even knowing it. A day like this will cause anyone to be a little stressed out. As a teacher it is vital that we take the time to unwind from the day and distress. Here are 3 things that you can incorporate into your everyday routine to ensure the stress from the day sheds away:

downloadTake a moment to pause

With the fast pace of the school day and the ongoing demands from teachers throughout the day, it is important to take a pause. When you get home from work take a moment to sit down and just breathe. You don’t have to do a full meditation session (you can if you choose) all you have to do is be still for a few moments and listen to your breathe. Taking this moment to yourself will help calm your body and your mind. The gas in the car eventually runs out if it is not refueled, so does our bodies. By taking this moment to stop, pause and breath you are recharging your body and your mind.

downloadDrink Tea

Another thing you can do to unwind from the busy school day is sit down and enjoy a cup of tea. Tea has been known to help calm the body and mind. Tea hydrates the body and reduces stress levels. There are many benefits to drinking tea, such as;

  • Tea reduces the cortisol (stress hormones that age the skin and increase the midsection) levels in your body.
  • Tea can increase exercise endurance. After a cup you may feel like your ready to move your body through a series of exercises.
  • Tea can reduce free radicals in the body.
  •  Tea can improve your overall health. It supports your skin and body composition with 2-3 glasses a day.

There are several other benefits to drinking tea, these are just a few to help you start incorporating it into your daily routines. Tea is a great way to distress from the day as you sit down to take a moment to yourself as you sip on your beverage. Let’s not forget the endless amount of mugs that you can choose from to make it even more fun!

downloadLeave it behind

Leave the work behind, do not bring anything home! I know this may be challenging to do for most teachers because we often bring our work home, such as grading and lesson planning. However, you have to find time to do those things at work before school or after school. I would suggest that you choose one day a week to stay after school for an hour or so to get everything done, such as, copies, grading, admin things etc.

Bringing your classroom home with you does not disconnect you from the day and can add more stress to your plate. It is OK to learn how to leave the work that has to be done for the next day. If you feel like you have to end the day with nothing left to do, then you are sadly mistaken because “A teachers job is never done.” Leaving everything behind will guaranteed that you can come home and truly unwind from the day.

It is important for us teachers to take some time each day to unwind from our day. As crazy and fun as the school day is at times we have to find a way to come down from that. Take these three quick tips and incorporate them into your life today! I promise you will feel much better as you recharge your mind and body. This will only make you a better teacher because you were better to yourself.

What are some things you like to do to distress from the day? Share you ideas below. We would love to hear from you!