California Educator

August / September 2018

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McDANIEL: A smile goes a long way on a bad day and positivity attracts more positivity. I start my teaching day by checking in with my teacher friends. Most days we chat about the new les- sons or the outcome of a unit. However, there are other days where one of us needs to sit and listen for a minute to refocus. Find a friend who can bring out the best in you and your teaching. Making it through the year, and beyond FARRELL: Have limits, know your boundaries. As educators, we often feel as if we must give 100 percent, all day, every day, even when not on campus. You have to make time for self-care. Be your own cheerleader and practice positive self-talk. Our students need us to set the example in this manner as well. Be authentic, build relationships with students and colleagues, be organized, listen to students, take chances, and do not be afraid to fail. OXHORN: To maintain excitement for learning and teaching, I incorporate lessons that are hands-on and the highlight of our day. When I am excited about our daily learning, so are my stu- dents. The mutual level of enthusiasm is energizing for everyone. " When I am excited about our daily learning, so are my students. The mutual level of enthusiasm is energizing for everyone." —Erin Oxhorn-Gilpin " I live for the moments where you can actually see the transfer of knowledge manifest within the glow of a child's eyes." —Brian McDaniel BROWN: Keep a "Why I Teach" drawer/box in your room. Fill it with notes you receive from students, photos, student work that makes you proud, and — this is key — chocolate! When you're feeling overwhelmed, take a moment to look through the drawer so you can ground yourself with renewed purpose. I've learned to create and maintain a better sense of balance between my teacher life and family life. If my batter- ies aren't full, I can't be the best teacher I can be for my students. McDANIEL: Make yourself a pri- ority. Every Wednesday night I spent two hours treating myself to a back massage, sushi, and picking up a few books. My midweek reprieve is what I need to stay upbeat. Sources for ideas and inspiration GARDINER: The site I frequent most is Buck Institute for Education (bie.org), for project-based learning ideas on engaging students by hav- ing them come up with their own driving questions. Another is Defined STEM (definedstem.com), a project- based learning program from all areas of science. FARRELL: Instagram! The commu- nity of teachers that exist on social media is pretty spectacular. There are tons of ideas, from colorful classrooms to ingenious lessons, to ways to be cost-efficient, to fabulous support. McDANIEL: Find other teachers who are successful in what you are interested in. My friend Michael Soskil, 2018 Pennsylvania Teacher of the Year and co-author of Teaching in the Fourth Industrial Revolution, is a fourth- and fifth-grade science teacher who con- nects his students to the world using technology. He will spend hours with me discussing pedagogy, instruction and philosophy with the goal of improv- ing both of our teaching practices. Having a partner will keep you in the classroom with new ideas to explore. The Power Elite by C. Wright Mills helped me understand organizational structures and provided insight on how to navigate the educational and polit- ical terrain. My absolute favorite book on student motivation is The Motivation Breakthrough by Richard Lavoie. OXHORN: My most recent inspira- tion stems from author and Stanford University professor Jo Boaler and her approach to how mathematics should be taught in combination with develop- ing a growth mindset. I am passionate about teaching my students to have grit, and I model for them that I am also developing a growth mindset. 28 cta.org BTS 2018 s p e c i a l i s s u e

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