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123Timer is a simple, convenient, and free online timer. With it, you can track time directly on the site without installing additional applications. Our countdown timer will be useful in many cases: for example, if you like to play online games and you need to track time, as well as during sports activities, cooking, and many other cases. You just need to set the time and press the "Start" button, now be sure that 123Timer will notify you with an accuracy of milliseconds.

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Start Countdown 🕒 Timer in just 1 click! 123Timer is a simple and free online timer with rich features: Convenient timing, Fullscreen mode, Large selection of sounds, Dark/Light mode and much more.

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Bouncy Balls – Manage classroom noise with bouncing balls!

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A free classroom noise level meter, monitor and management tool. Perfect if your school kids are too noisy! Bouncing balls react to sounds from the microphone.

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How to find SEL strategies in Panorama!

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Listen to my interview with Jim Sturtevant (transcript):
[This post contains Amazon Affiliate links; if you make a purchase from Amazon after going there through my links, I receive a small commission at no extra cost to you. Thanks.]

I'll never forget what one of my college professors told me when I was studying to become a teacher. She said the number one factor in our effectiveness as teachers would be the relationships we built with our students. She felt so strongly about this that she paused, looked around so she could make eye contact with every person in the room, then repeated it: "More important than anything else you do as a teacher is the relationship you build with your students."

I kind of didn't believe her. I mean, I understood what she meant in theory, but I was pretty sure that planning interesting lessons and having a clear set of classroom guidelines were at least as important as "relationships." I appeared to be listening attentively, but inside, I thought she was a little off the mark.

That was before I started teaching. Now I agree with her 100 percent. And even before I started reading James Sturtevant's book, You've Gotta Connect - just skimming the table of contents - I knew I had found a kindred spirit, someone who believed the same as me and my college professor, that the relationships you build with your students are the key to working wonders in your classroom.
You've Gotta Connect: Building Relationships That Lead to Engaged Students, Productive Classrooms, and Higher Achievement
by James Sturtevant, 278 pages, Incentive Publications, March 2014
And the book definitely lived up to the promises made by that quick preview. You've Gotta Connect is full of practical, actionable advice and loaded with tools to strengthen the quality of your connection with students.

Although I recommend you read the whole book, here are a few take-away lessons from the book that can improve the way you connect with students right now:

1. Drop the nostalgia. One big barrier to connecting with students is our nostalgia for the past, the way we constantly compare our current students with the (better) ones we used to teach. "Do you remember earlier teaching years when parents were more involved and students were less hostile? Do you wish you were in that other school where you taught before - where you had fewer discipline problems and struggled with fewer slackers? Do you pine for last year when you got through all the material with students who behaved pretty well and seemed to enjoy learning? I don't know any teacher who does not have bouts of nostalgia. But hear me now: you've gotta let go of it! This nostalgia interferes with connection to present students. It keeps you from seeing THESE students - their needs and gifts" (52).

2. Tell your own stories. When you share parts of your own personal life with students, they get more comfortable sharing their own, and this is how connections are made. "Try to tell some sort of a personal story about once a week. It doesn't have to be long. It does not have to be earth shattering. When you get a lot of feedback or stories of their own, you know you have struck gold!" (202).

3. Learn their culture. Students live in a very different world than the one we lived in at their age. "You are, by definition, not 'one of them.' You don't need to and should not be 'one of them.' If you want to connect to them, however, they must immediately sense that you value them" (81). Sturtevant urges us to learn about students' musical tastes, the movies and T.V. shows they're into, and the slang terms they use. "These actions show you care enough to pay attention to their world, even if it pulls you a bit out of your comfort zone to do so" (86).

4. Keep prying. Keep persisting. Be patient. With students who are slower to warm up, we need to put our egos aside and just keep trying. "Gentle, focused nudging of a reluctant student toward being comfortable enough to open up a bit" is what will ultimately get you there, but don't rush it: "Be cool! You have time, perhaps all year. The goal is to have a strong relationship as soon as possible, but accept that it may not happen until late in the game" (88-89).

5. Run toward trouble. Connecting with students isn't just about smiles and funny stories. "Troubled times are the best times for connection," Sturtevant writes (226). "Be on the lookout for difficult times, blowups, setbacks, failures, hurt, and disappointments," resolve problems in a constructive, respectful way, and your connection to those students will be stronger.

You'll get a lot of insight by reading You've Gotta Connect on your own, but it would also make an excellent book for group study. Sturtevant has included dozens of hands-on tools you can use to develop and examine your own practice, like the "Environment Stealth Check" worksheet, which asks you to sit in your teacher's lounge and tally up the number of positive comments you hear about students versus the number of negative comments you hear, or the "Anatomy of a Conflict" worksheet, where you break down the components of past conflicts and get a clearer understanding of how you might have handled them better. These reproducible tools help you take the theories and ideas Sturtevant presents and apply them to your own teaching.

I also had the privilege of interviewing James Sturtevant for my podcast. In our conversation, he talks about how to deal with students who resist his attempts to connect, what it looks like when he has to reprimand a student, the research that shows the connection between teacher-student relationship and learning, and how people who aren't naturally extroverted can still build strong relationships with their students.

You can listen to the interview using the player above. A full transcript is also available if you aren't able to listen, but James is a pretty entertaining guy to listen to, so it's worth the time if you can make it happen.

James Sturtevant teaches social studies at Big Walnut High School in Sunbury, Ohio. You can find him at his website (his latest post is on reverse engineering your connection with students) or on Twitter at @jamessturtevant.

Stick around.
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Are You Really Connecting with Your Students?

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James Sturtevant's book, You've Gotta Connect, is full of practical, actionable advice and tools to strengthen the quality of your connection with students.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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I've been using a Word Wall with my high school students for 9 years now, and the results have been incredible.

I have 90-minute classes, so I'm able to give my students 8-10 minutes of free reading time each day. I put this time at the BEGINNING of the class for several reasons.

1. I express that free-choice reading is SO important in helping students with many aspects of their personal and student life that it deserves to be first in my class.
2. If you save it for last, students will be more likely to talk and not read.
3. It settles a class down and sets the vibe for the remaining portion of the class.

During these 5-10 minutes of reading time, students are to find ONE word that they don't know, find challenging, or like the sound of while reading. They write this word and sentence down immediately then continue reading. Then, I give them around 3 minutes to fill out their Frayer boxes on the word they found. Since I'm in a 1:1 classroom, they do this digitally in their Classroom OneNote Notebooks. Here is what it looks like:

If you would like this strategy, plus more vocabulary strategies for classroom OneNote, follow my OneNote Pinterest Board and download my free vocabulary notebook found in my collection!

My daily schedule goes like this:
1. Free Reading
2. Vocabulary
3. Daily Grammar Practice ( See how I incorporate music into my grammar program here: link)
4. Main Lesson

Monday Vocabulary Time:
By finding a new word each day, they will end up with 5 new words each Monday. It is on this day that I walk around the room and pick out the best of the best words. As I'm walking and checking work, I keep students busy by practicing roots words or reviewing their former words (more on this in a minute). I will ask the students with the best words to go up to my computer and type in their word, part of speech, sentence, and definition. I repeat this for all 3 classes (I'm on a block schedule) and end up with around 15-20 great words and sentences from YA books. I personally narrow these down to the top 10 that I see most often in literature and in life. I often teach a variety of grades (10th-12th), but have never had an issue with using the same list for all classes. It has always worked out well for me. I try to get the same amount of words from each class to be fair.

Tuesday Vocabulary Time:
After I have the vocabulary list all nice and neat (remember the students did the work), I project the vocabulary list of the week up on my board, and students copy the information. Since they aren't hand-writing these, I want them to do something with them, so I make them color-code the context clues in the sentences. I label each week's words a different color. For example, Red words 1 (I also color-code my Onenote notebook for an easy way to organize) More on why I color-code in a minute. This is what my student's notebook looks like after they have highlighted the context clues.

Wednesday Vocabulary Time:
Students review words with partners or play a game such as Kahoot, Quizlet, or ball toss (toss the ball and the catcher must call out the correct definition or they are out). I especially love using Quizlet because I simply copy and paste the words by using the "import" function (i.e. less work for me).

UPDATE! I've recently started incorporating a new game, and it might just be my FAVORITE! It's called Word Sneak, and I got this idea from my students. They were playing around and trying to make up funny sentences with the words, and I told them that we should use that as a game. They informed me that game has already been invented and is on The Tonight Show. Since I'm normally asleep by 8:30 each night, this explains why I've never seen it. 😉 #partylikeanEnglishteacher

So, anyway, watch this clip to get an idea of the game then download my FREE game template here to play!

Here is a picture from my Instagram with this game in action:

I share all of my ideas first on Instagram, so be sure and follow me there! @Bsbooklove

Thursday Vocabulary Time:
Vocabulary Bingo: Students draw 9 boxes (3 across and 3 down) and put the new set of words in the boxes. When you build your wall up, you can use more colored sets. For example, I say, "9 boxes with any blue or red word." Once they have their boxes made, I make up sentences and have students put an X on the word that fits with the sentence until someone gets a bingo. I have a little box full of candy and toys for the winners.

I'm always surprised how much big kids like toys like these!

Friday Vocabulary Time:
We play a different review game each Friday. Here are the ones in rotation:

* The fly swat game. I have two fly swats and make a bracket with 8 teams (I just have my students number off to 8). The teams go up against each other until the bracket gets to a winner. The first person to swat the correct word on the wall gets to move up the bracket. I do single elimination so this game doesn't take too long.

*Quizlet Live. This is my students' new favorite game!!!

*Others mentioned above such as ball toss, word sneak, Kahoot or bingo.

I also give a quiz each Friday over the new set of words PLUS last week's words OR ....and here's where it gets complicated to explain... the same colored set of words. For example, my quizzes will go like this:

Week 1- Red words
Week 2- Red words plus new Blue words
Week 3- Blue words plus new Yellow words
Week 4- Yellow words plus new Green words
Week 5- Green words plus new Orange words
Week 6- Red words 1 plus new Red words 2
Week 7 Blue words 1 plus new Blue words 2
etc.

I use sentences with context clues for my quizzes. Since we practice highlighting context clues on Tuesday, this really helps them to search for these on the quiz. I differentiate by highlighting the context clues for certain students.

*As you can see, having a color-coded visual of words makes it extremely easy for teachers and students to constantly review new words.

*If you are trying to add more Greek and Latin words into your curriculum as I am, you can focus on a root a week and have students try to find these roots in their reading. You can also add quiz questions regarding these roots.

*Word Walls set the atmosphere for easy, no-prep games to add fun to your classroom.

*Students love being able to look at this wall and add words to their writing (I always put a huge smiley face when I see a word wall word used in student writing).

*Students take ownership of their vocabulary instruction.

*It helps set a routine for your class which is very beneficial for behavior problems.

*It promotes good reading skills

*It promotes free-choice reading. We do a book project every 9 weeks, and it's the best day of the year. I absolutely LOVE the creative projects my students come up with. Want to get a FREE download for my Fun Foodie Book Project Choices? Sign up for my newsletter to receive your free download!

*Word Walls give you an instant inspiration board when you want students to practice writing grammatically correct sentences. (For example: Tell them, "Use one blue word and one yellow word to form a compound sentence using a semicolon")

For a free vocabulary template, click here: 5 New Words a Week Template

Want to see my newly updated Word Wall letters to match my new Harry Potter-ish themed classroom? Click Here: Harry Potter Secondary Classroom

Want more teaching and time-saving tips? Be sure to follow me and sign up for my newsletter using the prompt above!

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How and Why to Use Word Walls with Older Students - Building Book Love

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I've been using a Word Wall with my high school students for 9 years now, and the results have been incredible. How: I have 90-minute classes, so I'm able to give my students 8-10 minutes of free reading time each day. I put this time at the BEGINNING of the class for several reasons.

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Part 10 of WIDA's Essential Action Series. Click here to return to the first article in the series.

Would you join me in a rigged game of chess? I get all my pieces, but you only get to have pawns and the Queen. Sure, there's a chance you can win, but the chances are slim.

The principle of "all pieces in play" is the core of WIDA's Action 13 from E ssential Actions: A Handbook for Implementing WIDA's Framework for English Language Development Standards (Gottlieb, 2013). Action 13 encourages integrate all the language domains (listening, reading, speaking, and writing) within a lesson cycle instead of teaching it as separate skills.

Gottlieb (2013) suggests that a classroom be filled with spoken and written words and accompanied by images that support these words. Language-rich classrooms empower ELs to switch between social to academic language .

One way to structure a lesson so that all language domains are incorporated is through Talk, Read, Talk, Write (TRTW). This process develops literacy skills while teaching content knowledge. In this process, ELs read, write, and talk to develop a stronger command of language.

Research Says

The research about creating a language-rich classroom is highlighted below:

Different forms of print that are generated by the teacher and students provide a language-rich environment (New Levine & McCloskey, 2008).

A language-rich environment is also created when teachers provide ELs with continuous opportunities for meaningful engagement in academic conversations (Frey, Fisher, & Rothenberg, 2008).

One characteristic of a language-rich environment is the ability to engage with academic vocabulary during reading, while speaking, and in ELs' writing (Blachowicz & Fisher, 2000; Pressley, 2002).

Different reading structures, such as read alouds and ELs reading in pairs or small groups, also characterize a language-rich environment and are linked to higher achievement (Ulano & Pucci, 1999; Elley, 1991; Tsang, 1994; Tudor & Ha z, 1989).

Based on the research, a language-rich classroom consists of the print that ELs see around them and also the interactions they have with each other while talking, reading, and writing about the content. This article will focus specifically on how to structure such interaction so that ELs can engage in language creation. The following article (Article 30) will be about creating a print-rich classroom.

Talk, Read, Talk, Write (TRTW)

TRTW is a process created by Nancy Motley to help students learn content while developing literacy skills. I was introduced to this process by Kim Barger, a fellow ELT on Twitter, and found the approach to be highly effective in shifting the attention away from me and onto students by having them inquire into the content. With TRTW, I no longer feel the need to "deliver" content. Students inquire to learn content, and I guide the inquiry.

Domain-specific teachers can help ELs better access content by using TRTW to plan their lessons. Recently, I was in a science teacher's classroom trying to help ELs access science content. This particular teacher had slides depicting topics such as diabetes, hormones, and homeostasis and proceeded to explain them. The students, however, were unengaged, and the ELs were lost because of the abstract concepts and unfamiliar science-specific vocabulary.

If I were in that teacher's shoes, I would have used TRTW to restructure the lesson while still ensuring that all students learn the content.

Talk (1): Setting a Context

This first phase uses talk to develop a context for learning. I might do a number of things such as ask students to talk about what they they know about diabetes or watch a short video on diabetes and compose questions they would want to the answers to. I could also instruct the students to talk about how life would be if they could not eat anymore sweets.

This response occurs when ELs are not affected by or connected to the topic. Rather, I provide a scenario of someone who suffers from diabetes, and then I ask ELs to think of questions that person might want to know about diabetes. Engagement occurs by shifting from learning content to solving problems with content . Humans are problem solvers, so asking students to create solutions produces authentic buy-in.

I then have students share their ideas in pairs. This informal conversation taps into students' prior knowledge and sets the context for learning.

Read: Cultivating Knowledge

Proceeding along to the next phase of TRTW, I produce a text for students to read that is related to diabetes. This phase of the lesson is when students are developing an understanding of the content itself. For ELs, I recommend reading a section of text aloud because this reduces the cognitive demand of decoding texts.

It helps to everyone on the same leveled playing field. After all, the goal is for them to learn facts, not decode texts. After the first read, I ask them to return to the text to re-read it. I then ask them to annotate the text in two specific ways.

One way is to translate words - not whole phrases or sentences - they don't know and write the translation in the margin because this builds their comprehension. I wrote about the intentional use of translating in this article entitled "Tiered Vocabulary: Not all Words are Equal" . The other form of annotation is to write a summary about the section they just read.

This phase develops ELs' reading skills because it teaches them the value of re-reading the text and reading closely for details. ELs can learn the academic language associated with the discipline when teachers provide students with the opportunity to engage with content-specific texts. In this science example, they are invited to read and think like a scientist through reading science texts.

Talk (2): Co-Constructing Understanding

Students share their understanding about the diabetes text in this phase. Talking often takes the form of students asking questions to understand a confusing part of the text. Students are co-constructing meaning as students answer each other's questions.

Students turn to each other to seek answers during this phase because I assume the role of a coach that guides from the sidelines. They are the "players" engaged in the game; I offer support only when needed. This support is often in the form of helping them reconstruct a difficult sentence structure .

The younger the ELs are, the more intervals of "Read-Talk 2" are needed. This is because they can only handle a limited amount of text before they are overwhelmed with all the details. The older ELs need less "Read-Talk 2" intervals, but they benefit from segmenting the text into manageable parts as well. Often, the older ELs use "Talk 2" as a time to share more abstract thinking and reflect about the ideas.

I push them beyond the comprehension level to the think more critically about the ideas in the text such as sharing opinions they've formed, identifying the author's bias, and examining the applications of the ideas in the text. Below is a diagram of this age-based differentiation.

Write: Demonstrating Understanding

ELs should have gained more knowledge about the topic after reading the text. They are more empowered to demonstrate their understanding independently. The tool I use the most in this phase is called a Quick Write , which is a daily, informal writing task where students provide a written response to an idea or comment on what they just learned. The focus is on allowing students to communicate their ideas, not the accuracy of the grammar or the organization of the sentences. Quick Writes are more of a formative assessment tool that provides teachers with data about students' progress.

For the younger ELs, I might offer some sentences frames to scaffold their ideas. This phase is particularly helpful for younger ELs because it provides them with an opportunity to synthesize the key details in the text. If you want to learn more about using sentence frames, consider reading Jana Echevarria's article entitled " Are Language Frames Good for English Learners " and check out Bathroom Briefs #6-8 for my examples of sentence frames.

In contrast, the older ELs need to be engaged in a different way. They want to create and apply their understanding gained from the text. I will often return to the scenario offered in "Talk 1" and ask students to write a reasonable solution. If the context is appropriate, I often ask them to take a stance regarding the topic and defend it with details from the text. Lastly, I often ask ELs to write about how the information in this text connects to another context or how this information might impact others.

The image below describes my process of differentiating the writing expected of ELs based on their age and language development.

Takeaways

I love the TRTW structure because it prevents me from running a teacher-centered lesson and empowers ELs to explore the topic and communicate their own understanding. This practice also honors several of my Empowering Principles , which include teaching a process vs. teaching just content, allowing ELs to produce language instead of passively learning it, and allowing the content to be a context for using language .

If the well-meaning science teacher would have used the TRTW approach, imagine how engaged all students would have been and how supported the ELs might have felt as they learned the new content. TRTW is particularly helpful to content teachers who often feel pressured to deliver content. TRTW facilitates learning content by segmenting learning through talking, reading, and writing experiences.

Next Post

This was the first of two articles about Action 9. Next week, I'll share how to use the classroom environment as a tool for language development. Yes, I'll cover wall charts, but that's just the beginning of how we can reimagine how we use the physical layout of our class to teach build a language-rich environment.

References

Gottlieb, M. (2013). Essential Actions: A Handbook for Implementing WIDA's Framework for

English Language Development Standards . Madison: Board of Regents of the U of Wisconsin System.

Pressley, M. (2002). Comprehension instruction: What makes sense now, what might make sense soon. Reading Online, 5 (2). Retrieved from http://www.readingonline.org/articles/art_index.asp?HREF=articles/ handbook/pressley/index.htm

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29. Talk-Read-Talk-Write: Creating a Language-Rich Classroom | ELL Strategies | Empowering ELLs

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Part 10 of WIDA's Essential Action Series. Click here to return to the first article in the series. Would you join me in a rigged game of chess? I get all my pieces, but you only get to have pawns and the Queen. Sure, there's a chance you can win, but the chances are slim.

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Lindsay Ann Learning English Teacher Blog

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You know the feeling: it's family vacation time and you've packed busy bags for the kids, have enough Goldfish crackers and juice boxes to keep them in snacks for weeks, suitcases stuffed in the back and under feet, special blankie and stuffed bear freshly laundered. Silently, you remember the last car trip which led to the discovery that Silly Putty sticks to fabric and think optimistically that this time will be better. It has to be better.

PLC Culture: Who's in your minivan?

With the rise of PLC collaboration, the potential for teachers to increase student learning and achievement increases exponentially. With our GPS set to locate and find "success" on the map, we tuck ourselves in for the trip, singing "we are family," and the rest is easy peasy, right?
WRONG.
What happens if we aren't one big happy family? What if we all have different ideas of what "success" looks like? What if some people in the car want to discuss the philosophy of road tripping instead of actually getting on the road? What if some people complain because the busy bags have Goldfish instead of pretzels, goddammit, and don't even get them started on the juice boxes. What if some people aren't comfortable and want to stretch their legs, have a bit of adventure, make the experience more meaningful? What if some people are so obsessed with following the GPS directions exactly and fail to see that there may be more than one way to reach the destination? What if more than one person wants to sit in the driver seat? What if some people don't traveling together?
You see, I've experienced functional and dysfunctional PLC's - I'm currently a part of both types.
Sometimes there is this instant synergy, an understanding that we're going to do this teaching thing . This type of road trip is more like an adventure because every stop promises a new discovery. Common philosophies about teaching and complimentary teaching styles have these teachers singing "we are family," and working together to make sure that students are engaged and learning as they plan formative and summative assessments that truly matter, and have while doing it.

Other times, there is a dread, even cold-sweat, feet-dragging reluctance, of going to PLC meetings. These teachers might feel misunderstood and frustrated. Personalities and philosophies clash. Time is wasted. While PLC's should be, as Richard DuFour intended, rising higher in the interest of student achievement, these teachers flounder as they try to find common ground.

In my school, we have a "main" PLC with common plan time and a "secondary" PLC. I spent years upon frustrated years before deciding to swap my main PLC with my secondary one and, in doing so, I've found myself refreshed and eager to take on new challenges. At the same time, I am still part of a very challenging secondary PLC, one that often leaves me in tears. Every year, as the minivan starts up, I'm like that mom described above just hoping that this time the trip will be better. It has to be better.

In the process of navigating this world of teacher collaboration, I reflect that I have learned a lot about people and about myself. People can be delightful, yet difficult. People can be challenging on their own or just as a result of group dynamics and structure.

Can't We All Just Get Along? Teacher Collaboration Meets Personality Types

1. The Philosopher: I respect a good philosophical conversation. The danger here is that in discussing philosophy and big picture ideas, we are not on the road at all. If too much time is spent here, the PLC becomes less practical and useful for everyone involved. I suggest setting a timer and having a specific question or focus/goal in having a philosophical conversation in order to keep this in check. Keep strict norms and enforce them so that a philosopher cannot derail a PLC meeting with his or her own personal agenda.

2. The Complainer: I understand that in teacher world, nothing is ever perfect. That being said, there will be something to complain about. Complaining can set a negative tone and often goes hand-in-hand with gossip. I've found that I need to just flat-out avoid certain negative nellies, but if the nellie is in your PLC meeting I suggest setting a strict norm about this and redirecting negative comments or ignoring them completely. As for complaining that so often masquerades as the "airing of teaching concerns and struggles?" Turn the focus to be solutions-oriented vs. a venting session which never helps anyone.

3. The Adventurer: I understand that some people are comfortable being comfortable. It is important to understand that some teachers thrive as creators and need the flexibility to explore and try new things. Try giving students choice when it comes to assessment, or allowing teachers to explore different types of assessment with the goal of figuring out what works best. (Raise your hand if you're a fellow adventurer! Take it from me, there's nothing worse than feeling "trapped" in a PLC because there is no freedom and flexibility.)

4. The Rule Follower: Make sure that there is a time for crossing t's and dotting i's. This time is not when teachers are "in the trenches," but rather at the end of a unit or school year as a way to reflect or at the beginning of the school year to set goals. Make sure to set an agenda and stick to it. This can help provide organization and focus.

5. The Hard-to-Understand: I think that this perceived "difficulty" comes down to personality clash. Take some time at the beginning of the year to discuss personal preferences and working styles - understanding is half of the battle to working well with anyone. I suggest this Compass Points resource as a way to start the conversation. As a teacher, I am definitely a West-North. Ideas and creativity are fuel, freedom is what motivates me, and I would rather have a solid idea and figure it out as I go than to talk it to death. I think that it is most challenging to work with East-oriented teacher friends because I often find the tendency to pick apart rather than construct with an open mind to be counter-productive. What is your compass type? How can you harness your own strengths while keeping in mind the strengths of others?

Four Tips for PLC Harmony (From a "West" Compass Point)

1. We are teachers, not clones. Make student learning the bottom line and understand that every teacher will get there in his or her own unique way.

2. Don't compromise into mediocrity. If an assessment isn't working, re-read tip number one, put on your big girl or boy pants and do the hard work it takes to find success. Don't water down the curriculum to make everyone happy. Don't settle. Keep the focus on student learning and engagement.

3. It's curriculum, not your baby. Don't become so emotionally attached to something that you can't change it, drop it, or discuss it objectively. To this end, collect data so that discussion can be facts-based rather than emotions-based.

4. If it's not working, seek an outside perspective. Think of this as couples counseling for PLCs - ask a lead teacher or instructional coach to sit in on a meeting or two and offer suggestions and observations.

In the end, teaching is a hard profession and one that is best accomplished when fellow teachers are good travel companions. Before you buckle up your seat belt, take some time to get to know each other and establish the "rules of the road" a.k.a. a common vision and rules of engagement for teacher collaboration in your PLC. Have difficult conversations in a respectful way.

In the end, there is only much one person can do. I conclude by reflecting that sometimes a change is what it takes when a PLC environment becomes toxic. Remember to take care of yourself. You deserve to be in an environment of mutual respect, cooperation, and productivity!

I'd love to hear of your thoughts on PLC culture, teacher collaboration, or personal experiences. What are your tips for thriving in a PLC or teacher collaboration? What compass point are you?

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Tips for Teacher Collaboration in Professional Learning Communities

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You know the feeling: it's family vacation time and you've packed busy bags for the kids, have enough Goldfish crackers and juice boxes to keep them in snacks for weeks, suitcases stuffed in the back and under feet, special blankie and stuffed bear freshly laundered.

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Sentence Starters: Useful Words and Phrases to Use As Sentence Starters • 7ESL

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Sentence Starters! When writing an essay in the English language, it is very important that your writing flows and sounds good. There are a variety of ways in

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In an online learning environment, Universal Design focuses on increasing usability and improving the user experience for individuals with disabilities. With more than 18% of the population living with some form of disability, it is imperative that online courses are designed with accommodations to ensure the ease of use and comprehension.

Here are our 10 tips for Universal Design that will help to remove barriers and create greater accessibility for all users in a virtual classroom.

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Best Practices for Universal Design in Online Learning

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In an online learning environment, Universal Design focuses on increasing usability and improving the user experience for individuals with disabilities. With more than 18% of the population living with some form of disability, it is imperative that online courses are designed with accommodations to ensure the ease of use and comprehension.

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Adventure game meets classroom. Great option for Modern Classroom or self-paced classrooms!

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HMH Classcraft pairs ELA and math content with research-based lesson plans resulting in reduced educator planning time and increased student engagement.

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The Four Stages of Relational Capacity AVID Critical Thinking and Engagement.pdf