Staying Focused Every Day: The 12 Touchstones of Good Teaching€¦ · 9/25/2014 1 Staying Focused Every Day: The 12 Touchstones of Good Teaching Bryan Goodwin, CEO Michigan Association

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Staying Focused Every Day: The 12

Touchstones of Good Teaching

Bryan Goodwin, CEO

Michigan Association of State and Federal Program Specialists

2014 Fall Directors’ InstituteOctober 1, 2014

Research ● Evaluation ● Instruction ● School Improvement ● Learning Innovation ● Educator Effectiveness ● Systems Transformation

Making a difference in the quality of education and learning for all through excellence in

applied research, product development, and service.

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Research ● Evaluation ● Instruction ● School Improvement ● Learning Innovation ● Educator Effectiveness ● Systems Transformation

Denver

Nashville Charleston

Honolulu

Melbourne

McREL International

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Why does this happen?

Are we doing too little?

Or too much?

•

•

•

•

•

•

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Literacy blocks

Direct Instruction

Differentiated instruction

Culturally responsive teaching

Walkthroughs

Parent involvement

P.T.A. meetings

Accountability committee

Bus schedules

Lyme disease prevention

Curriculum mapping

AfterschoolData

committees

Gifted & Talented

Halloween Party

Halloween PartyFall

Festival

Special education

IEPsRtI

DDDM

PLCs

Reading First

PhonicsWhole

Language

PhonicsBalanced LiteracyPep Assembly

Spelling Bee

Morning Announcements

School Improvement

Plans

FTEs

Bilingual EdDual Immersion

ESL

TGIF!

Staff Development Performance

Reviews

MathNew MathNew, New Math

Success for All

Open CourtEveryday MathSaxon Math

ConstructivistTeaching

Induction

Mentoring

CoachingState tests

District tests

Value addedGrowth models

Formative assessment

Career prep

College for all

Student learningCharacter education

NCLBAP

Multi-age Classrooms

Ability grouping

De-tracking

Sex Ed

Technology Integration

Positive Behavior Support

Lunch programs

Multicultural education

Courageous conversations

Interactive Whiteboards

Portfolio Assessment

Block Scheduling

Safe & Drug Free Schools

Abstinence Only

What’s on your to-do list right now?Write down what you need to do this week, month, school year.

Can you get it all done?

Can you get it all done well?

If you could do only one thing well this year, what would it be?

What would you put on your stop doing list?

Where would you focus your efforts?

Reflection & Discussion

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What if you could scrap your to-do list and start all over with what matters most?

Where would you begin?

The What Matters Most™ Framework

GUARANTEE CHALLENGING, ENGAGING & INTENTIONAL INSTRUCTION

GUARANTEE CHALLENGING, ENGAGING & INTENTIONAL INSTRUCTION

This morning

This afternoon

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Morning session objectives

Describe 3 imperatives of good teaching

Help you to focus your improvement efforts

Introduce a new way of addressing complexity

Introduce 12 touchstones of good teaching

What makes teaching so difficult?

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Backwards map!

Use RTI!Differentiate instruction!

Set learning targets!

Flip your classroom!

Integrate technology!

Teach to learning styles!

Where do I start? And how does

this stuff connect?

Use data!

Support positive behavior!

Use rubrics!

Use Bloom’s …… no

Webb’s!

8 mathematical practices!

Have a growth mindset!

Use formative assessment!

Motivate!Engage your

students!

Create cross-curricular lessons!

More rigor! Less filling … er, fluff!

More non-fiction!

… no MTSS!

Where should we focus?

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How am doing on time?

I need to get Connor re-

engaged.

Kaisha is ready for a different cooperative

learning group.

Okay, let’s check for

understanding.

Tyler looks upset. I should e-mail his mom about what happened today at recess.

Jaslyn knows this stuff, but is

so quiet.

Good thing I use the “no opt-out” strategy.

Gotta remember to collect the

parent permission forms.

Oh, wait. There’s a faculty meeting

afterschool.

Seriously? A P.A. announcement

right now?

Langston and Chase are still mixing up their b’s and d’s. I’ll

help them with that.

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Is teaching any less complicated than ….

Aviation? Emergency medicine?

Condense staggering amounts of new knowledge

Apply research & experience to practice

Put the pieces together

Respond to unpredictable circumstances

What’s the solution?Checklists

Medical checklists saved 1,500 lives and $175 million in Michigan alone

Helps professionals translate research to action

Must be simple enough to be memorable

Helps to create teamwork & professionalism

Every new aviation safety bulletin translated into a checklist

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Not a READ-DO, but a DO-CONFIRM list

READ-DO LISTS

DO-CONFIRM

LISTS

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Table talk

• What teacher had the most impact in your life?

• What made them special?

• What do you remember most about them?

3 imperatives of great teaching

Be demandingAlign teaching with high expectations for learning

Be supportiveProvide a nurturing environment

Be intentionalKnow why you’re doing what you’re doing

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Supp

ortiv

e en

viro

nmen

ts

Great teaching

Supportive environments

Great teachingNot so

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Be demandingAlign teaching with

high expectations for learning

Some common misconceptions about what it means to be demanding

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Rigor means lots and lots of homework

Giving bad grades

makes me a good teacher

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I use standards to guide every learning opportunity

I ensure students set personal learning objectives for each lesson

I peel back the curtain & make my performance expectations clear

I measure understanding against high expectations

Self-Reflection 1Page 3

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What school factor has the strongest correlation to student achievement?

Opportunity to learn

Clearly articulated curriculumAligned with assessments

Enacted in classrooms

Related practices

Look for big ideas in the standardsFocus lesson and unit planning

Planning by looking back and aheadUsing standards to get creative

Using standards to guide every learning opportunity

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Getting on the same sheet of music

Unleashing creativity

Ensuring conformity

Punishing wrongdoers

Stan

dard

s

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Stan

dard

s

Multiple Pathways

Standards in the 20th Century

• Industrial model• Compliance • Efficiency• Consistency• Any color you want, as long

as it’s black

Standards in the 21st Century

• Technological model• Collaboration• Creativity• Choice• Any color you want

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Uses text organizers to determine the main ideas and to locate information in a text.

Describe and demonstrate how to set up a wall.

Uses text organizers to determine the main ideas and to locate information in a text.

Read the contract, blueprints, specifications, and standards and codes specific to the contract .

Estimate the materials needed, check figures, order the equipment and materials.

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Translating standards into steps toward mastery

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Helping students set personal learning objectives

Learning objective:Master writing mechanics.

Learning objective:Use supporting details.

Learning objective:Develop original thesis.

Long-term stretch goal:

Write a persuasive essay.

I can put commas where

they belong.

I can support my ideas with facts.

I can develop a compelling, big

idea.

I want to write a letter to the

editor that persuades

people to start high school later in the morning.

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Activity: Unpacking One Standard

I peel back the curtain & make

my performance expectations clear

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The GUESS WHAT

YOUR TEACHER WANTS YOU TO KNOW AND DO

Show!

Use rubrics to open the black box of grading

Higher grades

Student motivation

New dynamic

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Guidelines for creating rubrics

Identify proficiency first

Partial understanding/performance

Advanced understanding/performance

Minimal proficiency / performance

Focus on growth (e.g., “not enough evidence to assess understanding”)


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High school GPA has risen while 12th

grade NAEP scores have declined

2.68

2.98

292286

307 307

150

170

190

210

230

250

270

290

310

1.5

2

2.5

3

3.5

4

1992 2005

GPA

Reading

Math

More students get straight As in high school as more drop out of college

7.7

15.6

1976 20060

2

4

6

8

10

12

14

16

18

% of high school students with straight As

52.8

36

1983 20130

10

20

30

40

50

60

% of 4-year public college freshmen graduating in 5 years

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Student grades are often a hodgepodge of factors

Tests/quizzes, 32%

Class work, 12%

Term paper, 7%

Individual project, 9%

Final, 9%

Homework, 18%

Group work, 3%Participation, 4%

Other, 7%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Reflection & Discussion

On a scale from 1-10, how strongly do you agree with the following statements?

Homework should be factored into final grades

Effort should be factored into final grades.

Grades should only reflect student mastery of content.

Behavior should be factored into final grades.

1 Strongly Agree

10 Strongly Disagree

5Undecided

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What it really means toBe demanding

Rigorous standards to guide learning

= High expectations

Student buy-in to learning objectives

+

High performance

criteria+

Evaluation aligned with standards

& criteria

+

Reflection & discussion




I peel back the curtain & make my performance expectations clear


Personal reflectionDo these checklist items make sense to you?

Group discussionWhich of these items would be your school or district’s biggest opportunity for improvement?

Report outWhat would it take to do these things well in our classrooms?

Group protocol1 minute quiet reflection4 minute everyone share out10 minutes select one item and discuss what it would take

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Be supportiveProvide a nurturing

environment

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ExpectationsHighLow

Rel

atio

nshi

ps w

ith

stud

ents

Strong

Weak

Sophisticates

Warm Demanders

Traditionalists

Sentimentalists

Kleinfeld, J. (1972). Effective teachers of Indian and Eskimo high school students .

Marva Collins: A Warm Demander in the Classroom

Collins: Sweetheart, what are you going to do? Use your life or throw it away?

Gary: I’m not gonna do any damn work.

Collins: I am not going to give up on you. I am not going to let you give up on yourself. If you sit there leaning against this wall all day, you are going to end up leaning on something or someone all your life. And all that brilliance bottled up inside you will go to waste.

Gary relents to going up to the board, but then digs in his heels again, refusing to work.

Collins: If you do not want to participate, go to the telephone and tell your mother, ‘Mother, in this school we have to learn, and Mrs. Collins says I can’t fool around, so will you please pick me up.’

Source: Adapted from Colilns, M. & Tamarkin, C. (1990). Marva Collins’ Way. New York: Penguin Putnam Inc.

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Common misconceptions about being supportive

Misconception:

Motivate with prizes & rewards

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Extrinsic rewards often backfire

Misconception

Kids these days have to be entertained

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Be supportiveProvide a nurturing environment

I engage student interest with every lesson

I interact meaningfully with every student every day

I use feedback to encourage effort

I create an oasis of safety and respect in my classroom


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I engage student interest with every lesson

What’s more important?

Motivation?Intelligence? or

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Teachers13%

Schools7%

Home environment

33%Student interest & motivation

14%

Prior achievement & knowledge

33%

Factors Related to Student Success(% variance in achievement)

Source: Marzano, R.J. (2000). A New Era of School Reform. Aurora, CO: McREL.

Teachers13%

Schools7%

Home environment

33%Student interest & motivation

14%

Prior achievement & knowledge

27%

IQ6%

Factors Related to Student Success(% variance in achievement)

Source: Marzano, R.J. (2000). A New Era of School Reform. Aurora, CO: McREL.

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Hard workbeats talent

when talent doesn’t work hard

Students’ intrinsic motivation decreases as they progress through school

50

60

70

80

90

100

110

Age 9 Age 10 Age 13 Age 16 Age 17

Reading

Math

Science

Source: Gottfried, A.E., Fleming, J. , Gottfried, A.W. (2001). Continuity of academic intrinsic motivation from childhood through late adolescence: A longitudinal study. Journal of Educational Psychology, 93 (1) 3-13.

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Do I really need to learn

this stuff?

Brain RuleKids, like adults, don’t pay attention to boring things (they like mysteries & puzzles)

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Our brains are wired for

Mystery Who dunnit? (Who is that?)

Puzzles & Problem SolvingWhat don’t I know? (Why is he standing there?)

What’s the answer? (How can I figure out what’s going on?)

Suspense What’s going to happen? (Is he going to murder someone?)

TellingLearn this (That guy is waiting for a bus.)

PredictabilityToday is like yesterday & tomorrow (His bus will arrive on time.)

Directing & InsistingDo this (Watch him wait for the bus. Because I said so. Yes, it’s on the test.)

Classrooms are often wired for

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Creating classroom intrigue

Mystery • Why are leaves green?• How could a rag tag band of

rebels defeat an empire?

Puzzles & Problem Solving• Notice any pattern in triangle

hypotenuses?

Suspense• What do you think the main

character will do next?• What does this foreign language

message say?

Narrative Advance Organizer

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• Interesting lessons take more work & thought

• When kids are off-task, we might ask, What’s the task? Is it worth doing?

• Some teachers may insist boredom builds character

• But should the purpose of schooling really be to get kids acclimated to mind-numbing tasks?

Boring is easy

CENTRAL HIGH SCHOOLAcclimating Kids To Boredom Since 1965

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Table talk

• Picture an engaging classroom.

• What makes it engaging?

• Why aren’t all classes engaging?

• What would it take for us to make all

lessons and classrooms engaging?

I interact meaningfully with every student

16%

84%

% elementary & middle school

students who feel supported by teachers

% of elementary students with

supportive teacher interactions

25%

75%

% of middle & high school students who feel valued in their

schools

50%50%

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Powerful teacher-student relationship

variables

• Non-directivity• Empathy• Warmth• Encouraging critical thinking• Encouraging learning• Adapting to differences

Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research (p. 131). 77 (1) 113–143.

Jacob

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Maggie

Activity (p. 11)

Write down the name of students in your school or classroom.

Rate your interactions with them using this scale below.

I interact regularly with this student regarding both school work and on informal subjects. We have a good rapport. I feel that I know him or her well.

OKWe have a good teacher/student relationship. Our conversations are professional, but comfortable. I know a little about his or her hobbies and interests. We interact frequently, but not daily.

I do not know this child very well. Our conversations can be strained or awkward. I don’t know his/her hobbies. Our interactions are strictly formal.

How would your colleagues rate their interactions with them?

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Feedback

Effective feedback correlated with 28 point percentile gain in achievement

Done poorly, it can actually diminish

student motivation and performance

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I’m disappointed in your performance. You

should’ve done what Irecommended.(controlling)

If this book is too tough for you, we should

probably find an easier one for you to read.

(fixed mindset)

You received all 10 points allotted in the grading rubric for descriptions.

(evaluative)

Here’s your paper from … er, three weeks ago. You

didn’t do so well.(not immediate)

Wow. You got 8 right. That’s a really good

score. You must be really smart at this.

Wow. You got 8 right. That’s a really good score. You must have

worked really hard at this.

Dweck, C. (2006). Mindset (p. 71–72). New York: Random House.

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Growth vs. fixed mindset feedbackGrowth mindset Fixed mindset

You blazed right through those problems! You’re a math whiz.

It’s okay. Not everyone is a natural at this. We’ll move on to something you’re better at.

Wow. This is beautiful. You’re such a good artist!

This book is for advanced readers. Let’s find one that’s easier one for you to read.

Your practice is really paying off. You’re getting your math facts down.

I know you’re frustrated. Everyone learns differently. We’ll keep at it and find your best way to master this.

Drawing in 3-D perspective is very difficult. I can tell you had to work hard at this.

I know there are a lot of big words in this book, but as long as you’re not bumping into more than five words per page that you don’t know, keep with it. It’s making your brain stronger.

Debra, I don't know why your rolls are all left. I liked them. The burnt part gave

them some flavor.

Not all feedback is welcome

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Non-controlling

Non-controlling vs. controlling feedback

Controlling

I’m disappointed in your performance.You should’ve done what Irecommended.

Your essay was good. That’s the level ofwork you should be doing if you’re serious about college.

You had a lot of careless mistakes inyour homework. You should check itmore carefully before turning it in to me.

You’d better buckle down and studyhard for this test.

I’m so pleased with your report! Keep upthe great work.

Your work on this particular assignmentdidn’t reflect advanced performance. Iknow you can do better.

I see you worked hard and put a lot ofthought into that essay. It was collegecaliber.

I noticed a lot of careless mistakes inyour homework. I think you would’vecaught them yourself if you had double-checked your work before turning it in.

I think there’s a great student inside youjust waiting to come out. But I can’t makehim/her come out. That’s up to you.You worked hard to include facts in your report that people might not know and did a nice job of anticipating misconceptions.

Self-actualization

Self-esteem

Love

Safety

Physiological

I create an oasis of safety & respect in my classroom

Maslow’s Hierarch of Needs

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4%

96%

% bullying incidents seen by teachers

% of high school students who report

being bullied

47%53%

I create an oasis of safety & respect in my classroom

Establishing rules & consequences for behavior

We will:

Respect each other’s opinions, personalities, and preferences as

we wish to be respected

Take responsibility for our own actions and duties

Commit 100 percent to our work

Seek win-win solutions in every situation

“I see one group already on task …”

Caught you …doing good!

“I saw some really great behavior today …”

What if students don’t meet these

expectations?

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Creating an oasis of safety with morning meetings

Greeting Teaches students to make eye contact & greet one another

SharingChildren share concerns, thoughts, what they are excited about

Group activityStudents interact & work together

MessageTeacher’s hand-written letter related to character

Source: Lauren Marrocco,

New Jersey 2013 Teacher of the Year

Table Talk ActivityApplying the Touchstones to a Case Example

I engage student interestwith every lesson

I interact meaningfully with every student every day


I create an oasis of safety and respect in my classroom

I am a first year, long-term substitute teacher. I have inherited an unruly, poorly behaved fourth-grade class.

To keep them in line, I’ve resorted to giving them little treats for good behavior. It has helped a bit, but seems to have diminishing returns.

What should I do?

Develop a 5-step action plan for this teacher

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Be intentionalKnow why you’re

doing what you’re doing

Oh, sure, I use research-based

strategies all the time

Misperception about what it means to be

intentional

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Setting objectives

Note-taking & summarizing

Nonlinguistic representation

Questions, cues & advance

organizers

Today we will learn:Latitude & longitude

9 Categories of Effective Instruction

1. Identifying similarities & differences

2. Summarizing & note taking

3. Reinforcing effort & providing recognition

4. Homework & practice

5. Nonlinguistic representations

6. Cooperative learning

7. Setting objectives & providing feedback

8. Generating & testing hypotheses

9. Questions, cues, and advance organizers

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Classroom Instruction that Works Why It Works

Identifying similarities & differences Supports acquisition of new knowledge by linking to prior learningDeepens knowledge with critical thinking (analysis)

Summarizing & note taking Focuses learning on important contentDeepens knowledge with critical thinking (analysis), review & revisionDemonstrates understanding and identifies misconceptions

Reinforcing effort & providing recognition Motivates learning through positive reinforcementMotivates learning by developing growth mindset in students

Homework & practice Motivates learning through development of good work habitsDeepens knowledge through applicationDemonstrates understanding & identifies misconceptions

Nonlinguistic representations Supports acquisition of new knowledge through visual learningDeepens knowledge, supports recall through visual learning

Cooperative learning Motivates through “positive interdependence”Deepens knowledge through problem-based learning

Setting objectives & providing feedback Focuses learning on important contentMotivates by personalizing learningSupports acquisition of new knowledge by surfacing misconceptions

Generating & testing hypotheses Motivates by accessing “mental set” for problem-solvingDeepens knowledge through critical thinking (evaluating, creating)

Questions, cues, and advance organizers Focuses learning on important contentMotivates by increasing student curiosity, interest in topicSupports acquisition of new knowledge by linking to prior learningDeepens knowledge through critical thinking (analyzing, evaluating)

Setting objectives

Note-taking & summarizing

Nonlinguistic representation

Questions, cues & advance

organizers

Focus & personalize learning

Activate prior knowledge

Access visual mode of learning

Deepen knowledge through review &

revision

Today we will learn:Latitude & longitude

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Be intentionalKnow why you’re doing what you’re doing

I make the most of every minute

I help students develop deep knowledge

I coach students to mastery

I help students do something with their learning

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I make the most of every minute

What school factor far exceeds socioeconomic status as a predictor of student success?

Time spent on instruction

How much time are students actually learning?

Time learning

Time teaching

Time in class

Time in school

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

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Conduct a time audit

… opening routines?closing routines?

… transitions?… teacher-led instruction?

… student-led instruction?

How much time do I spend on …

www.timeandlearning.org

Reflection & DiscussionWhat would this graph look like in your school or district?

What things could your school/district do to improve its use of time?

What things should we stop doing?

Time learning

Time teaching

Time in class

Time in school

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

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I help students develop deep knowledge

How much knowledge do students actually retain when tested months later?

Only about half

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6 Essential Cs for Deep KnowledgeCuriosityMotivation

ConnectionLink to prior knowledge

CoherenceMeaningful patterns Concentration

Thinking about learning

CoachingGuided practice

ContextReal-world application

How important is prior knowledge?

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Irish U19s blast their way to a place in the finalsBy Ian CallenderTuesday, 9 August 2011

Ireland Under-19s sealed their place at next year’s World Cup finals in Australia last night with fittingly with their most impressive batting performance of the tournament.Set 246 to win their rearranged game against Namibia at Coleraine yesterday, the Irish made their usual faltering start, slumping to 32 for three, but lost only one more wicket as they won with three overs to spare.

Jason van der Merwe made 72 and Shane Getkate, showing his all-round ability, finished 61 not out from 53 balls, with three fours and a six.

Straddling partnerships of 99 and 117 was the captain George Dockrell who again proved why he is batting at No5 in this line-up. Dockrell hit an unbeaten 82, with just five fours, but on the day it was the perfect innings to get the job done. And that, along with his bowling figures of three for 35 there was no doubt who deserved the man of the match.

How to connect students with prior knowledge

Strategy Example

Provide cues Tell what’s coming next, with a link to what they already know

Ask connecting questions

Provide advance organizers

“Today, we’re going to learn about inertia, which is the tendency for objects at rest to stay at rest and objects in motion to stay in motion.”

“How many of you have ever been in a car when the driver had to suddenly hit the brakes? What happened to the people and things in the car?”

Graphic (a picture of inertia)Expository (quick factual overview)Narrative (tell a story)Quick skim of text

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AbolitionistAntebellumBorder statesEmancipation proclamation Gettysburg addressRobert E. LeeUlysses S. GrantAbraham Lincoln1863John Wilkes BoothMonitor & MerrimacMason-Dixon lineFrederick DouglassJohn BrownLincoln-Douglas debatesMissouri Compromise

What are the big ideas?

How was the Civil War a political, economic, and social

turning point?

Is war ever justified?

How did political, economic, and cultural differences between the

north and south lead to the Civil War?

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Why am I asking students to do this?

What do I want them to think about when they do it?

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Why won’t my third horse stand up?

Should I use glue or paste?

Will my teacher care that I don’t have a

sky on the right side?

My brown marker is about to run out.

What would like this life have been like?

How did they actually build that

teepee?

How would I communicate with a tribe that spoke a different language?

Why did they have a nomadic lifestyle?

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Think-Pair-Share Discussion

What examples have you seen of projects that don’t ask students to concentrate on deep knowledge?

Why do teachers use these projects?







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I coach students to mastery

What single practice separates elite performers from all others?

Coaches who guide deliberate practice

What behavior separates elite performers from those who remain

sub-elite?

Focusing practice sessions on mastering what they have not yet

mastered or most needs improvement

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Tips for making practice deliberate

Be clear about the purpose of practice

Focus practice on improvement

Show students how to practice

Provide multiple opportunities for knowledge retrieval

Observe students as they practice

Provide corrective feedback







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I help students do something with their learning

What’s different about U.S. classrooms that causes students to fall behind global peers?

We tend to downgrade complex problems into simple procedural chores

New knowledge fades without applicationFuture jobs will require solving complex problems

Students find procedural chores un-engagingReal-world learning engages & motivates

Not all project-based learning is effective

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Key to project-based learning: The driving question

Go build a rocket

What rocket design makes rockets fly highest?

Barron, B.J.S., Schwartz, D.L., Vye, N.J., Moore, A., Petrosino, A., Linda, Zech, L., Bransford, J.D. (1998). Doing with understanding: Lessons from research on problem- and project-based learning. The Journal of the Learning Sciences, 7, (3&4), 271-311.

Discussion: 6 Essential Cs for Deep KnowledgeWhere do our greatest opportunities for improvement lie?

CuriosityMotivation






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Final thoughts & reflection

What are three things you learned today?

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What two things do you want to learn more about?

What one thing are you inspired to start doing?

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What makes a teacher great?

Here’s what real people say about the best teachers they ever had.

(Compiled on http://www.etni.org.il/bestteacherever.htm)

My favorite teacher was my freshman math teacher. He was one of the goofiest people I ever knew, but incredibly nice and you could really tell he cared about the subject and all of his students.

He was always so clear in his explanations and I could always understand what he was trying to get at.

He always came into the classroom bringing a positive attitude that set us all going.

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Believe it or not my favorite teacher was named Mr. Yelle.

He spoke to us “at eye level,” and had infinite patience and tolerance for anything except unkindness.

We did incredible projects for the science fairs. To this day (and I'm talking 40 years ago) I remember our lessons on meteorology.

By the way, he didn't yell.

My best ever teacher was my geography teacher in high school.

She explained everything extremely clearly, then checked every student's notebook to make sure the student had written down what she said and drawn the maps and diagrams correctly.

I can still remember a large part of what she taught decades later! Discipline problems didn't exist in her class because there was never an idle moment or a boring one.

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The best teacher I ever had was my eighth grade science teacher, Mr. Jack Herr.

Every class was fun and I actually learned stuff about science.

He was the one person who really understood me and he changed my life dramatically

… and I forever thank him for that.

Professor Roston is the best teacher ever. His lectures are well organized, interesting and put across with a dramatic flair.

He turned me on to English literature.

Moreover, he was approachable and always had time for students.

His comments on papers were constructive and encouraging.

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[The best teacher I ever had] made us think. I think it was the first time I was really made to think in high school.

Instead of just learning about the major revolutions in history, we relived them. … He forced us to look at the world through the eyes of the people involved.

We took their parts and argued their causes. This way, we understood the complexity of history … and no longer conceived of it simply as a time line to be memorized.

Gail Anderson was my grade 9 English teacher.

She took the time to … write meaningful comments and suggestions for writing, organizing and presenting better work. We always wanted to please her and in the end pleased ourselves.

She made a difference in our lives. She shaped our destiny and gave us confidence.

That is why I teach today.

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Great teachers are as differentas snowflakes

yet alike in that they focus on doing what matters most.

They challenge us.

“He made us think.”

“There was never an idle

moment.” “He forced us to look at the world through the

eyes of the people involved.”

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They connect with us.

“He was the one person who really understood me.”

“His comments were constructive and

encouraging.”

“She took the time to … write meaningful

comments.”

They teach with clarity & purpose.“He was always so

clear in his explanations.”

“His lectures were well organized and interesting.”

“We did incredible projects.”

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What would you like your students to say about you in the

future?

But remember … great teaching doesn’t happen

overnight.

It happens one step at a time.

What step will you take?

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Documents

Staying Focused Every Day: The 12 Touchstones of Good Teaching€¦ · 9/25/2014 1 Staying Focused Every Day: The 12 Touchstones of Good Teaching Bryan Goodwin, CEO Michigan Association