Can Free Play Prevent Depression and Anxiety In Kids?

http://blogs.kqed.org/mindshift/2014/06/can-free-play-prevent-depression-and-anxiety-in-kids/

5 Ways to make the most of non-teaching time

Time. It's the thing every teacher needs more of, and no teacher has enough of. Whether you wish to get deeper into student data analysis or want to spend more time with your own children, no teacher has enough hours in the day to do it all. But with very careful planning of their non-teaching time, I've seen thousands of teachers get more time back in their lives. Here are the top five ways you can make the most of your limited "free" time each week:

1. Start with a Detailed Plan

Whether you map out your week digitally in Outlook like Heidi Reed or on a paper planner like Hollis Hyland, start with a plan. 

Heidi Reed's planner. (Click image to enlarge.)

Image Credit: Microsoft Outlook

Both Heidi and Hollis, middle school teachers at the same school in Washington, DC, map out their weeks the Friday prior. Yes, you heard right! The Friday before the week ahead! As they plan their weeks, Heidi and Hollis carefully consider their non-teaching time and what they want to accomplish -- both personally and professionally. This way, they head into the weekend with clear heads and way less stress.

Hollis Hyland's planner. (Click image to download a PDF.)

Image Credit: The Together Teacher

2. Batch Process Your Work

Most prep periods end up being a little bit of this, a little bit of that, and by the time you've used the restroom, filled your water bottle, and decompressed for a second . . . wait, who are those 30 children walking in the door already?

Try this instead. Look ahead at your entire week and determine which prep periods are dedicated to planning, to grading, to family contact, to student tutoring, and so on. If you do your "like items" all at once, you will get into an efficiency groove. And while you're at it, try packing your lunches for the entire week at the same time! Don't Kate from Denver's lunches lookamazing?

Kate's lunch.

Photo Credit: Maia Heyck-Merlin

3. Consider Your Energy Levels

Let's be real. At the end of any teaching day, you're exhausted. Instead of staggering around your school at 4 PM in search of a cola or chocolate, become mindful of when you are capable of doing higher-level work and when you just need to check something easy off your list. Plan your lower-energy work, like data entry, quick emails, or erasing the whiteboard, for when you really just want to crash. There's just no sense in trying to write an awesome unit plan when you are dead-dog tired.

4. Bite-Size Your To-Do's

See those plans from Hollis and Heidi? See those teeny tiny to-do's, like print these documents or create those materials? Making a task specific and bite-sized helps ensure that it gets done. When to-do's are too big, they have a tendency to sit there like heavy bricks. Break it down and make it small. Yes, it will make your to-do list look longer, but it also makes it easier to take advantage of those teeny tiny five- or ten-minute pockets of time that materialize before staff meetings or when you're waiting for the copier (not to mention the satisfaction you get from all the checking and crossing off). And speaking of small pockets of time . . . 

5. Use Small Pockets of Time

Since a half-day of time to plan, grade, and analyze data is not going to magically appear any time soon, be physically prepared to use those little blocks of time that do pop up in your day. One of my favorite teachers, Sue Harmon, has two nifty tote bags packed and ready to go at all times. Her first bag is full of grading materials, including sets of essays, stickers, her grade book, and her special grading pens. At a moment's notice, she can knock out a set of papers. Her second tote is packed with planning materials, like the book for an upcoming novel unit, Common Core Standards, and diagnostic data. When she has a moment to get some planning or grading done -- voila! -- her materials are right there waiting for her. And while you're at it, make a folder of everything you need to copy, and carry it with you at all times. You never know when you may see an opening in the copy line.

Teaching is a unique (and awesome) profession that doesn't lend itself to much "work" time. It's constantly changing, and we're always "on" with other people, be they students, parents, or colleagues. It's too easy to end every day feeling like the to-do list is never done. Take advantage of the tips above to get a few minutes back in your day! 

Charter school with a special ed focus to teach social skills to all

Students at Neighborhood Charter School of Harlem sit on the carpet during reading time.

When the speech pathologist at Neighborhood Charter School of Harlem told her class they would be playing a game called “Pop-Up Pirate,” one student was not happy. He began to whine loudly and another teacher in the room quickly interjected.

“Lucas, can you help us fix this problem?” the teacher asked the student. “Because I’m thinking it’s just a glitch.”

A glitch is the most minor degree of difficulty, according to a chart titled, “How Big is My Problem?” posted in all of the year-old school’s classrooms. It aims to help students understand that some scenarios, such as not getting called on, are less worth getting upset over than other problems, like an earthquake.

This technique of managing behavior is useful for all young children, but it is especially important at Neighborhood Charter, where many students have Autism Spectrum Disorder.

The only charter school in the city to have a special focus on serving high-functioning children with autism, Neighborhood Charter offers a program inspired by the ASD Nest model that the Department of Education launched in 2003 and now runs at 23 of its schools. One of the highlights of Neighborhood Charter’s program is the social skills class, where the school speech pathologist, along with those students’ teachers, show students how to take turns, work collaboratively, express themselves, and handle disappointment.

The rest of the time, students with autism and other special needs are integrated completely into classrooms with their typically developing peers, where teams of teachers hold all students to the same standards and curriculum, according to Principal Brett Gallini.

“We approach special education as a service, not a place,” he said, echoing a philosophy that the Department of Education has adopted in recent years.

NYC Collaborates, a joint program between the Charter Center and the Department of Education that encourages educators to share best practices, brought educators from across the city to Neighborhood Charter last month as part of a weeklong spree of visits to schools that have unique approaches to special education.

The visits were the first time that NYC Collaborates had focused on special education, which has long been a weak spot for the city’s charter sector. Historically, the charter sector enrolled disproportionately few students with special needs, and charter schools have drawn fire for not always adequately serving the students with disabilities who do enroll and for sometimes “counseling out” students who are hard to serve.

Aware of the criticism and under pressure from the state to serve their fair share of students with disabilities, the charter sector has made a concerted effort to improve special education services at its schools. In 2011, the New York City Charter School Centerlaunched a Special Education Collaborative aimed at helping schools learn to serve students with special needs. And some schools have made a special effort to enroll students with disabilities.

The “How Big Is My Problem” chart helps students identify the urgency and scale of their problems.

The city has one charter school, the New York Center for Autism Charter School, that serves students with autism exclusively. Neighborhood Charter offers a different model, providing services for children with autism but also offering instruction for children who do not have disabilities. Of the 120 kindergartners and first-grades at Neighborhood Charter this year, 30 percent have special needs, and about half of those students have autism.

The student makeup means that the school has to be attuned to issues that might not register as concerns at other schools. For example, since autistic children have certain triggers, the school makes sure to use light bulbs that don’t make noise and to set up classroom decorations that won’t over-stimulate students with sensory issues, Gallini said.

But for the most part, all students reap the benefits of having a school set up to serve children with special needs. In each Neighborhood Charter classroom, one teacher has general education credentials and the other is a special education teacher, and all the teachers are trained to work with autistic children.

“We make no distinction between the special education and general education teacher,” he said. “The dynamic duo transcends all groups.”

Teachers structure class time with specific instructions to account for every minute. In one classroom, students sat cross-legged with stickers on their foreheads and their cheeks puffed out. Gallini said teachers use objects such as stickers, colorful beads, and paper crowns as positive reinforcement. As for the blowfish faces, he said that to keep students quiet, teachers tell them to put a “bubble in their mouth” when they have something to say and then “pop the bubble” when it is their turn to speak.

“When kids misbehave or don’t do the right thing, it’s because we didn’t tell them what to do,” Gallini said. “We sweat the small stuff…When that structure is there, our kids feel safe.”

Responding to a teacher on the recent tour who asked how the school metes out consequences without punishing students for their disabilities, Gallini said discipline is tailored to each student’s needs and skills. As students get older, the school will loosen the reins and allow them to have more independence, he added.

The only time the students with autism are separated from their peers is when they attend their social skills program most days of the week with the school’s speech pathologist.

But that will change next year. The school found the social skills class so successful in its first year that it is expanding enrollment to all students, regardless of whether they have special needs, Gallini said. He said the school will train all classroom teachers to offer the social skills instruction, so students won’t have to leave their classes to get the support.

Neighborhood Charter’s program differs from the city’s ASD Nest program in other ways, too. It has a longer school day – running from 7:15 a.m. to 4 p.m. — and year, with 195 days instead of the typical 180. Gallini said that as the school continues to develop, he’s not married to just one model of autism instruction. Instead, he said, he wants to pick and choose from the best models that exist across the country. This fall, for example, the University of North Carolina at Chapel Hill’s TEACCH Autism Program will provide on-site staff training in the “structured teaching” model it promotes.

The school will expand to include second grade next year and eventually add a middle school. Gallini said the school aimed for at least two years of growth for each student by the end of the year and the majority of his students are on track to achieve that goal.

“We don’t counsel people out,” Gallini said, alluding to the illicit practices that some charter schools have been accused of. “What do we say in kindergarten? We get what we get and we don’t get upset.”

He added, “Everyone says they’re accepting of students with special needs but we’re welcoming of it.”

The Best Teacher

What we value in students

Far Beyond Test Scores, What We (Should) Value In Students

Tina Barseghian | January 25, 2014 | 22 Comments

• Print
• inShare205
• Email Post

Jackie Gerstein

From Jackie Gerstein’s resource-rich site comes this sweet infographic depicting the skills we’d like to instill in our students. The post also includes a long, helpful list of resources for everything from how to help students develop hope, to encouraging empathy and social and emotional skills, to how to foster grit, tenacity and perseverance: an educator’s guide.

Struggle Means Learning: Difference in Eastern and Western Cultures

By Alix Spiegel

In 1979, when Jim Stigler was still a graduate student at the University of Michigan, he went to Japan to research teaching methods and found himself sitting in the back row of a crowded fourth-grade math class.

“The teacher was trying to teach the class how to draw three-dimensional cubes on paper,” Stigler explains, “and one kid was just totally having trouble with it. His cube looked all cockeyed, so the teacher said to him, ‘Why don’t you go put yours on the board?’ So right there I thought, ‘That’s interesting! He took the one who can’t do it and told him to go and put it on the board.’ ”

Stigler knew that in American classrooms, it was usually the best kid in the class who was invited to the board. And so he watched with interest as the Japanese student dutifully came to the board and started drawing, but still couldn’t complete the cube. Every few minutes, the teacher would ask the rest of the class whether the kid had gotten it right, and the class would look up from their work, and shake their heads no. And as the period progressed, Stigler noticed that he — Stigler — was getting more and more anxious.

In Japanese classrooms, teachers consciously design tasks that are slightly beyond the capabilities of the students they teach, so the students can actually experience struggling with something just outside their reach.

“I realized that I was sitting there starting to perspire,” he says, “because I was really empathizing with this kid. I thought, ‘This kid is going to break into tears!’ ”

But the kid didn’t break into tears. Stigler says the child continued to draw his cube with equanimity. “And at the end of the class, he did make his cube look right! And the teacher said to the class, ‘How does that look, class?’ And they all looked up and said, ‘He did it!’ And they broke into applause.” The kid smiled a huge smile and sat down, clearly proud of himself.

Stigler is now a professor of psychology at UCLA who studies teaching and learning around the world, and he says it was this small experience that first got him thinking about how differently East and West approach the experience of intellectual struggle.

“I think that from very early ages we [in America] see struggle as an indicator that you’re just not very smart,” Stigler says. “It’s a sign of low ability — people who are smart don’t struggle, they just naturally get it, that’s our folk theory. Whereas in Asian cultures they tend to see struggle more as an opportunity.”

In Eastern cultures, Stigler says, it’s just assumed that struggle is a predictable part of the learning process. Everyone is expected to struggle in the process of learning, and so struggling becomes a chance to show that you, the student, have what it takes emotionally to resolve the problem by persisting through that struggle.

“They’ve taught them that suffering can be a good thing,” Stigler says. “I mean it sounds bad, but I think that’s what they’ve taught them.”

Granting that there is a lot of cultural diversity within East and West and it’s possible to point to counterexamples in each, Stigler still sums up the difference this way: For the most part in American culture, intellectual struggle in schoolchildren is seen as an indicator of weakness, while in Eastern cultures it is not only tolerated but is often used to measure emotional strength.

It’s a small difference in approach that Stigler believes has some very big implications.

‘Struggle’

Stigler is not the first psychologist to notice the difference in how East and West approach the experience of intellectual struggle.

Jin Li is a professor at Brown University who, like Stigler, compares the learning beliefs of Asian and U.S. children. She says that to understand why these two cultures view struggle so differently, it’s good to step back and examine how they think about where academic excellence comes from.

For the past decade or so, Li has been recording conversations between American mothers and their children, and Taiwanese mothers and their children. Li then analyzes those conversations to see how the mothers talk to the children about school.

She shared with me one conversation that she had recorded between an American mother and her 8-year-old son.

The mother and the son are discussing books. The son, though young, is a great student who loves to learn. He tells his mother that he and his friends talk about books even during recess, and she responds with this:

Mother: Do you know that’s what smart people do, smart grown-ups?

Child: I know … talk about books.

Mother: Yeah. So that’s a pretty smart thing to do to talk about a book.

Child: Hmmm mmmm.

It’s a small exchange — a moment. But Li says, this drop of conversation contains a world of cultural assumptions and beliefs.

Essentially, the American mother is communicating to her son that the cause of his success in school is his intelligence. He’s smart — which, Li says, is a common American view.

“The idea of intelligence is believed in the West as a cause,” Li explains. “She is telling him that there is something in him, in his mind, that enables him to do what he does.”

But in many Asian cultures, Li says, academic excellence isn’t linked with intelligence in the same way. “It resides in what they do, but not who they are, what they’re born with,” she says.

Beyond Grades and Trophies, Teaching Kids the Definition of Success

Can Kids Be Taught Persistence?

Can Everyone Be Smart at Everything?

She shares another conversation, this time between a Taiwanese mother and her 9-year-old son. They are talking about the piano — the boy won first place in a competition, and the mother is explaining to him why.

“You practiced and practiced with lots of energy,” she tells him. “It got really hard, but you made a great effort. You insisted on practicing yourself.”

“So the focus is on the process of persisting through it despite the challenges, not giving up, and that’s what leads to success,” Li says.

If struggle indicates strength — an ability to face down the challenges that inevitably occur when you are trying to learn something — you’re more willing to accept it.

All of this matters because the way you conceptualize the act of struggling with something profoundly affects your actual behavior.

Obviously if struggle indicates weakness — a lack of intelligence — it makes you feel bad, and so you’re less likely to put up with it. But if struggle indicates strength — an ability to face down the challenges that inevitably occur when you are trying to learn something — you’re more willing to accept it.

And Stigler feels in the real world it is easy to see the consequences of these different interpretations of struggle.

“We did a study many years ago with first-grade students,” he tells me. “We decided to go out and give the students an impossible math problem to work on, and then we would measure how long they worked on it before they gave up.”

The American students “worked on it less than 30 seconds on average and then they basically looked at us and said, ‘We haven’t had this,’ ” he says.

But the Japanese students worked for the entire hour on the impossible problem. “And finally we had to stop the session because the hour was up. And then we had to debrief them and say, ‘Oh, that was not a possible problem; that was an impossible problem!’ and they looked at us like, ‘What kind of animals are we?’ ” Stigler recalls.

“Think about that [kind of behavior] spread over a lifetime,” he says. “That’s a big difference.”

Not East Versus West

This is not to imply that the Eastern way of interpreting struggle — or anything else — is better than the Western way, or vice versa. Each have their strengths and weaknesses, which both sides know. Westerns tend to worry that their kids won’t be able to compete against Asian kids who excel in many areas but especially in math and science. Li says that educators from Asian countries have their own set of worries.

” ‘Our children are not creative. Our children do not have individuality. They’re just robots.’ You hear the educators from Asian countries express that concern, a lot,” she notes.

So, is it possible for one culture to adopt the beliefs of another culture if they see that culture producing better results?

Both Stigler and Li think that changing culture is hard, but that it’s possible to think differently in ways that can help. “Could we change our views of learning and place more emphasis on struggle?” Stigler asks. “Yeah.”

For example, Stigler says, in the Japanese classrooms that he’s studied, teachers consciously design tasks that are slightly beyond the capabilities of the students they teach, so the students can actually experience struggling with something just outside their reach. Then, once the task is mastered, the teachers actively point out that the student was able to accomplish it through hard work and struggle.

“And I just think that especially in schools, we don’t create enough of those experiences, and then we don’t point them out clearly enough.”

But we can, Stigler says.

In the meantime, he and the other psychologists doing this work say there are more differences to map — differences that allow both cultures to more clearly see who they are.

This post originally appeared on NPR.

How Teachers Can Motivate Students of Any Age

By Linda Flanagan

Barry Schwartz laughs as he describes the little girl next door who suddenly dove into reading after a substitute teacher took over her elementary school classroom. For every book they read, recalls the Swarthmore College psychology professor, students received a point, which they later cashed in for prizes. The girl then started to read a book an hour. The only catch was that she picked her books based on the number of pages and type size, and “she couldn’t tell you anything about any of them,” he says.

Schwartz shared this story about the binge-reading neighbor during a conference call with Yale University associate professor Amy Wrzesniewski explaining their research on motivation. The scholars have been carrying out a longitudinal study of more than 10,000 cadets at the U.S. Military Academy at West Point to determine the relative success of those who were motivated by intrinsic rewards versus those driven by “instrumental,” or extrinsic rewards.

“If you start kids the wrong way — say, by rewarding them with pizza — then their intrinsic motives will vanish.”

They assumed that some combination of internal and external motives would lead to the most success, as measured by the officers’ willingness to stay beyond the five-year commitment to the Army and to graduate and become commissioned officers. In fact, they found that cadets who expressed the most intrinsic motivation were more successful than those who showed mixed motives to serve. In other words, those driven to attend West Point motivated in part by internal forces, like the wish to become a fine officer, were more successful in their pursuits than those driven by extrinsic rewards, such as the desire to get a good job after graduation.

The same subtle interplay between motivation and rewards is also at work when it comes to education and learning, say Schwartz and Wrzesniewski. Rewarding students for getting their schoolwork done with prizes, snacks and even grades, as most schools do, can have the unintended effect of dismantling a child’s drive to learn for its own sake. The intrinsic rewards that come from exploring interests in depth, and mastering difficult concepts and problems, can be smothered by a reward system that focuses on grades, say, rather than understanding. It also signals what’s important to the teachers.

“When you dangle Burger King in front of kids’ noses, you are telling them what kind of consequence matters, and what motive to pay attention to,” Schwartz says. “And education will suffer.”

In Elementary School

How can teachers promote the intrinsic benefits of learning in school systems that depend on grades as a way to measure progress?

“Every teacher wishes their entire class was intrinsically motivated,” says Kathy Branchflower, a veteran fourth- and fifth-grade teacher at Lincoln-Hubbard School in Summit, New Jersey. Branchflower says that our cultural inclination to praise and reward kids, often for minimal achievement, has contributed to the decline in kids’ intrinsic motivation. Another culprit in reducing inner drive is kids’ overly structured lives, Branchflower adds, because children lose confidence and motivation when adults make the decisions for them. To build it back, she reminds her students that they are responsible for their own learning, adding that she is a mere facilitator to their education.

Choice Equals Power: How to Motivate Students to Learn

What Keeps Students Motivated to Learn?

How a Bigger Purpose Can Motivate Students to Learn

“My job is to empower them to help them become independent young learners,” she says.

As a practical matter, this means stopping short of answering questions that the kids are capable of figuring out on their own. Children are also given as much choice as possible in the layout of the classroom. “I say to the kids, ‘This is your classroom, let’s structure it so it works best for you.’”

Branchflower expects a lot of her students, but praises their effort rather than their results and works to make the lessons fun. In teaching them about the Oregon Trail, for example, she assigns everyone new names and ages in keeping with those times, so the kids feel like characters in history rather than detached observers. In another exercise, she divides the class into eclectic groups, gives each a box of Legos, and challenges every group to build the tallest tower—-all without saying a word to anyone else on their team.

“When you make it fun, they’re more inclined to embrace it — it helps them develop curiosity,” she says, which drives enthusiasm for learning.

In Middle School and Beyond

Randy Wallock, a seventh-grade language arts teacher at the Lawton C. Johnson Summit Middle School, also in New Jersey, uses similar approaches to encourage learning for its own sake among his students: They’re given choice and autonomy and the freedom to work at their own pace. He also tries to build what he calls “little cultures within the classroom to encourage learning;” teenagers are responsive to social expectations, and creating environments where curiosity is cool invites more self-directed learning.

For Cary Mallon, who has taught algebra, trigonometry, pre-calculus, and geometry over the last 22 years at Hood River Valley High School in Oregon, stimulating the internal drive to solve math problems has proved difficult. “With math, there’s a lot of students who loathe it,” he says. Whereas younger students are more intrinsically motivated, many older kids complete their assignments for the sake of the grade, and are content to understand just one way to solve a problem, Mallon says.

“In a lot of ways, our system trains the students to be this way,” he says. He is hopeful that moving away from a curriculum that focuses on minutiae and abstract equation — what Stanford University professor of mathematics education Jo Boaler calls “school math”—and toward one that focuses on practical problem-solving and logical reasoning might inspire more kids to study and enjoy the subject.

When students bring up the classic adolescent lament — when will I ever use this equation in real life? — he tells them that understanding math is part of being a well-rounded person, just as learning an abstruse poem may someday inform their appreciation for life.

Generating enthusiasm for learning among college-age kids will be tough if they’ve grown up to expect pats on the head and perfects grades in exchange for their labor, Schwartz says. “If you start kids the wrong way — say, by rewarding them with pizza — then their intrinsic motives will vanish,” he says. Still, he and Wrzesniewski believe that a thoughtful and attentive college professor has the power to affect how students are motivated.

“As a teacher, you have a choice of what you respond to,” says Wrzesniewski, an associate professor of organizational behavior at the Yale School of Management. “Do you pay attention to students who have their laptops out, or do you pay attention to students who are asking intelligent questions?” she asks. Making those kids who ask intelligent questions feel “valued, responded to and celebrated,” she says, brings more of that out in others.

Schwartz agrees, but warns that sending out these kinds of signals must be done slowly and subtly. He adds, “You have to be careful you’re not making this another instrumental reward.”

Teacher spends two days as a students

By Valerie Strauss October 24  

A student takes notes at Woodrow Wilson High School in Washington D.C.  (AP Photo/Charles Dharapak)

Do teachers really know what students go through? To find out, one teacher followed two students for two days  and was amazed at what she found. Her report is in  following post, which appeared on the blog of Grant Wiggins, the co-author of “Understanding by Design” and the author of “Educative Assessment” and numerous articles on education. A high school teacher for 14 years, he is now the president of Authentic Education,  in Hopewell, New Jersey, which provides professional development and other services to schools aimed at improving student learning.  You can read more about him and his work at the AE site.

Wiggins initially posted the piece without revealing the author. But the post became popular on his blog and he decided to write a followup piecerevealing that the author was his daughter, Alexis Wiggins, a 15-year teaching veteran now working in  a private American International School overseas. Wiggins noted in his follow-up that his daughter’s experiences mirrored his own and aligned well with the the responses on surveys that his  organization gives to students.

By Alexis Wiggins

I have made a terrible mistake.

I waited 14 years to do something that I should have done my first year of teaching: shadow a student for a day. It was so eye-opening that I wish I could go back to every class of students I ever had right now and change a minimum of ten things – the layout, the lesson plan, the checks for understanding. Most of it!

This is the first year I am working in a school but not teaching my own classes; I am the High School Learning Coach, a new position for the school this year. My job is to work with teachers and administrators to improve student learning outcomes.

As part of getting my feet wet, my principal suggested I “be” a student for two days: I was to shadow and complete all the work of a 10th grade student on one day and to do the same for a 12th grade student on another day. My task was to do everything the student was supposed to do: if there was lecture or notes on the board, I copied them as fast I could into my notebook. If there was a Chemistry lab, I did it with my host student. If there was a test, I took it (I passed the Spanish one, but I am certain I failed the business one).

SPONSOR GENERATED CONTENTPeanut butter test may detect Alzheimer's

By Cleveland ClinicCheap accurate tests can inform more patients about their Alzheimer’s status.READ MORE

My class schedules for the day(Note: we have a block schedule; not all classes meet each day):

The schedule that day for the 10th grade student:

7:45 – 9:15: Geometry

9:30 – 10:55: Spanish II

10:55 – 11:40: Lunch

11:45 – 1:10: World History

1:25 – 2:45: Integrated Science

The schedule that day for the 12th grade student:

7:45 – 9:15: Math

9:30 – 10:55: Chemistry

10:55 – 11:40: Lunch

11:45 – 1:10: English

1:25 – 2:45: Business

Key Takeaway #1

Students sit all day, and sitting is exhausting.

I could not believe how tired I was after the first day. I literally sat down the entire day, except for walking to and from classes. We forget as teachers, because we are on our feet a lot – in front of the board, pacing as we speak, circling around the room to check on student work, sitting, standing, kneeling down to chat with a student as she works through a difficult problem…we move a lot.

But students move almost never. And never is exhausting. In every class for four long blocks, the expectation was for us to come in, take our seats, and sit down for the duration of the time. By the end of the day, I could not stop yawning and I was desperate to move or stretch. I couldn’t believe how alert my host student was, because it took a lot of conscious effort for me not to get up and start doing jumping jacks in the middle of Science just to keep my mind and body from slipping into oblivion after so many hours of sitting passively.

I was drained, and not in a good, long, productive-day kind of way. No, it was that icky, lethargic tired feeling. I had planned to go back to my office and jot down some initial notes on the day, but I was so drained I couldn’t do anything that involved mental effort (so instead I watched TV) and I was in bed by 8:30.

If I could go back and change my classes now, I would immediately change the following three things:

• mandatory stretch halfway through the class
• put a Nerf basketball hoop on the back of my door and encourage kids to play in the first and final minutes of class
• build in a hands-on, move-around activity into every single class day. Yes, we would sacrifice some content to do this – that’s fine. I was so tired by the end of the day, I wasn’t absorbing most of the content, so I am not sure my previous method of making kids sit through hour-long, sit-down discussions of the texts was all that effective.

Key Takeaway #2

High school students are sitting passively and listening during approximately 90 percent of their classes.

Obviously I was only shadowing for two days, but in follow-up interviews with both of my host students, they assured me that the classes I experienced were fairly typical.

In eight periods of high school classes, my host students rarely spoke. Sometimes it was because the teacher was lecturing; sometimes it was because another student was presenting; sometimes it was because another student was called to the board to solve a difficult equation; and sometimes it was because the period was spent taking a test. So, I don’t mean to imply critically that only the teachers droned on while students just sat and took notes. But still, hand in hand with takeaway #1 is this idea that most of the students’ day was spent passively absorbing information.

It was not just the sitting that was draining but that so much of the day was spent absorbing information but not often grappling with it.

I asked my tenth-grade host, Cindy, if she felt like she made important contributions to class or if, when she was absent, the class missed out on the benefit of her knowledge or contributions, and she laughed and said no.

I was struck by this takeaway in particular because it made me realize how little autonomy students have, how little of their learning they are directing or choosing. I felt especially bad about opportunities I had missed in the past in this regard.

If I could go back and change my classes now, I would immediately:

• Offer brief, blitzkrieg-like mini-lessons with engaging, assessment-for-learning-type activities following directly on their heels (e.g. a ten-minute lecture on Whitman’s life and poetry, followed by small-group work in which teams scour new poems of his for the very themes and notions expressed in the lecture, and then share out or perform some of them to the whole group while everyone takes notes on the findings.)
• set an egg timer every time I get up to talk and all eyes are on me. When the timer goes off, I am done. End of story. I can go on and on. I love to hear myself talk. I often cannot shut up. This is not really conducive to my students’ learning, however much I might enjoy it.
• Ask every class to start with students’ Essential Questions or just general questions born of confusion from the previous night’s reading or the previous class’s discussion. I would ask them to come in to class and write them all on the board, and then, as a group, ask them to choose which one we start with and which ones need to be addressed. This is my biggest regret right now – not starting every class this way. I am imagining all the misunderstandings, the engagement, the enthusiasm, the collaborative skills, and the autonomy we missed out on because I didn’t begin every class with fifteen or twenty minutes of this.

Key takeaway #3

You feel a little bit like a nuisance all day long.

I lost count of how many times we were told be quiet and pay attention. It’s normal to do so – teachers have a set amount of time and we need to use it wisely. But in shadowing, throughout the day, you start to feel sorry for the students who are told over and over again to pay attention because you understand part of what they are reacting to is sitting and listening all day. It’s really hard to do, and not something we ask adults to do day in and out. Think back to a multi-day conference or long PD day you had and remember that feeling by the end of the day – that need to just disconnect, break free, go for a run, chat with a friend, or surf the web and catch up on emails. That is how students often feel in our classes, not because we are boring per se but because they have been sitting and listening most of the day already. They have had enough.

In addition, there was a good deal of sarcasm and snark directed at students and I recognized, uncomfortably, how much I myself have engaged in this kind of communication. I would become near apoplectic last year whenever a very challenging class of mine would take a test, and without fail, several students in a row would ask the same question about the test. Each time I would stop the class and address it so everyone could hear it. Nevertheless, a few minutes later a student who had clearly been working his way through the test and not attentive to my announcement would ask the same question again. A few students would laugh along as I made a big show of rolling my eyes and drily stating, “OK, once again, let me explain…”

Of course it feels ridiculous to have to explain the same thing five times, but suddenly, when I was the one taking the tests, I was stressed. I was anxious. I had questions. And if the person teaching answered those questions by rolling their eyes at me, I would never want to ask another question again. I feel a great deal more empathy for students after shadowing, and I realize that sarcasm, impatience, and annoyance are a way of creating a barrier between me and them. They do not help learning.

If I could go back and change my classes now, I would immediately:

• Dig deep into my personal experience as a parent where I found wells of patience and love I never knew I have, and call upon them more often when dealing with students who have questions. Questions are an invitation to know a student better and create a bond with that student. We can open the door wider or shut if forever, and we may not even realize we have shut it.
• I would make my personal goal of “no sarcasm” public and ask the students to hold me accountable for it. I could drop money into a jar for each slip and use it to treat the kids to pizza at the end of the year. In this way, I have both helped create a closer bond with them and shared a very real and personal example of goal-setting for them to use a model in their own thinking about goals.
• I would structure every test or formal activity like the IB exams do – a five-minute reading period in which students can ask all their questions but no one can write until the reading period is finished. This is a simple solution I probably should have tried years ago that would head off a lot (thought, admittedly, not all) of the frustration I felt with constant, repetitive questions.

I have a lot more respect and empathy for students after just one day of being one again. Teachers work hard, but I now think that conscientious students work harder. I worry about the messages we send them as they go to our classes and home to do our assigned work, and my hope is that more teachers who are able will try this shadowing and share their findings with each other and their administrations. This could lead to better “backwards design” from the student experience so that we have more engaged, alert, and balanced students sitting (or standing) in our classes.