School Supplies: Resources for the Reflective Educator

         Though our work as educators is serious does not mean we have to           work in  schools defined by tension and exhaustion. How we portray our           work is up to us.  As educators we are often the most fickle of professionals. We love our work, are optimistic about our kids and fight hard to make sure our profession and our students are seen as for the value that they both possess. We are relentless in making our kids that it is okay that they are never finished products and that mistakes are a valuable part of the growth process but we often fail to give ourselves that level of grace which often creates an environment driven by a feeling of relentless insufficiency that leads to exhaustion and burnout. Though our work is serious does not mean we have to work in schools defined by tension or exhaustion. It just does not have to be this way. Just because we are in ...

It is clear when teaching or observing students if there is academic momentum in a classroom or if the room is full of students just trying to get through a class period. Those teachers that are able to foster academic momentum create a classroom is buzzing with energy, the students are collaborating with one another in order to refine or finish products and students are working just as hard as the teacher to keep one another accountable for their productivity and professionalism. One of the favorite questions of many observing coaches and administrators is "what are you working on today?" That question is weak and often elicits responses that take nothing more than students simply looking at the board and reciting the day's objective (that is also a low-leverage practice, which may be another post at another time).  The questions that teachers and administrators should be asking are "what is the ultimate outcome of the unit/project you working on and how will ...

Of the 55 students who attended our week of Freshman Academy their average daily attendance is approaching 94%. This is a huge victory and 14% up from the 9th graders one year ago.  But what do we do with those kids that are not attending, are not engaged and are not a part of the community? We pursue them and teach them!  The major question the I believe all schools and teachers ask is "what do we do with that kid?" The one who won't attend, who won't engage, who won't comply. What do we as educators do with those kids who do not follow our scope and sequence, our graphic organizers and our pacing guides? We tend to keep them in school, perhaps hoping for a transfer or determining that the way our school operates is just simply not the best fit for that particular student. What we do with these students often says a lot about our belief in our own systems and that, if they have somehow fallen through the cracks, they are the anomaly to our system and not th...

"You've changed, DeRemer." These words are often tossed around innocently by students but sometimes they are authentic and, in those time, painful. These words came flying at me yesterday from a 12th grader who I respect and love dearly in the middle of a crazy and disjointed Thursday. She and I have been through a lot together and I spent some time trying to dig into her comment and trying to salvage my connection to her. I justified my actions, I reminded her of past successes but what was will never be again with this student. The words stung and echoed in my mind but I after reflection I realized that those words validated the work I had been doing for all kids and more than anything I should be thankful that she had noticed such a substantial change in me. Class Start Remaining # of Original Class % Attrition 2017 115 52 55% 2018 44 31 30% 2019 63 53 16% 2020 68 ? Over the last three tumultuous years at school my a...

When I design for the end of mind great things happen for kids but when I get stuck in the present, my creativity and passion disappear .  As educators we are constantly victims of the obstacle of presentism . We work in the now, plan for the now and interact in the now all day and can seemingly never get ahead of the work. We are unable to get out from under presentism because, at it's core, that is how are industry is designed. Educators are held hostage by bells, calendars, assessment windows and by meetings and emergencies. However, to truly make change we will need to get out of the now and stay focused on what we want to create. Here is me present feeling: My present reality is that our school culture is still hampered by conflict, bullying and intimidation but at the end of the year our school culture will be vibrant and conflict will be an anomaly and not the norm.  My present reality is that I am performing my job like the person who held it before me but...