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In Chapters 3 & 4 of Kwik's book, he teaches us about the Pomodoro technique. This technique of studying for 25 minutes and then taking a 5 minute break to recall what we just studied is backed by science! Cramming might help us pass a test, but it won't help us retain information

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According to Kwik, there are 4 keys to success:
Growth: I will continue my professional growth by attending seminars or joining teacher support groups. I will also try new hobbies or activities and maybe find a new passion!
Giving: I will give throughout my teaching career by offering academic and emotional support to my students, and even financial support if I can afford it. Most students struggle to afford the simple things like notebooks, pens, or personal hygiene products. I will buy these items on sale and keep them in my class for students who are in need.
Gratitude: I will practice gratitude by writing 5 things I'm grateful for everyday. This will keep me sane and rooted in the good, even though it is easy to focus on the bad or not-so-good.
Grit: I will persevere through tough situations and lean on my personal support system to keep me going. I will be honest when I am struggling, but continue to push on when things are hard.

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Charlotte Danielson's Framework for Teaching

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Charlotte Danielson's Framework for Teaching

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This framework is used to evaluate teacher progress. Mr. Morford at Spearfish HS uses the Danielson framework to assess how his teachers are meeting certain benchmarks. Earlier this year, I was involved in a group that had to asses our classmates understanding of Domain 4: Professional Development. We found that 82% of the students did not know what Domain 4 was before we assessed their learning. After we assessed their learning, all of the students were able to show their understanding of domain 4 with at least an 80% proficiency. The data for this assessment is located to the right of this post.

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2.2.1-2 Administering the Assessment and Analyzing the data-Lexus Orozco, Dyllynn Wasserburger, Coleman Johnson

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Some artifacts that a teacher can show their assessing principal as documents of their professional growth are,
-Welcome letters to parents and students
-a content area Twitter/Facebook page with educators across the country
-Proof of attendance to professionally relevant seminars
-Copies of certificates earned throughout the years
-A continuous portfolio or website that includes all of the above!

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"Implementing and Analyzing Instruction to Support Student Learning"
The purpose of Task 4 is to teach the previously created lesson plan, make any necessary adjustments, and then reflect on how the lesson did or did not support student learning. The required materials to successfully complete this task are: baseline data, appropriate state/national standards, evidence of student learning, and two focus students. These four items will help teachers measure how their lesson encouraged student learning, and how the lesson can be improved.

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I struggled with Task 4 because I did not collect any concrete evidence of student learning after my lesson. If I had done so, I would have been better equipped to assess whether or not my students had reached the learning goal. Because of this, my lesson ending up being a formative assessment to a larger lesson that my clinical educator was teaching. I would have to wait until she performed an assessment to see if my lesson helped the students at all.

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James Ryan's "Five Essential Questions for Life"

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James Ryan's "Five Essential Questions for Life"

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1. I wonder... this question encourages us to be curious about the possibilities of every moment.
2. Wait, what? This is a question we should never be afraid to ask when we are unsure of what was said or need a new way of understanding it. This question helps us learn.
3. Couldn't we at least? This question is all about compromise and being unafraid to advocate for ourselves and others. This is how we teach other what we want and need in order to be happy in a partnership.
4. How can I help? We often make the mistake of assuming what other people need when they are struggling, but this question encourages us to stop assuming and explicitly ask. This helps us step out of ourselves and offer the help that people desperately need, not the help that we think they need.
5. What truly matters? This is the holy grail of Ryan's questions. If we do not continuously ask ourselves this question, then we may end up doing things that aren't going to help us nurture what truly matters to us. This answer can change too throughout life, so it is important to ask this question so we are matching our actions with our passions.

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Keith, K. M. (1968) The "Paradoxical Commandments" and Brené Brown's "The Power of Vulnerability."

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Keith, K. M. (1968) The "Paradoxical Commandments" and Brené Brown's "The Power of Vulnerability."

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"Honest and frankness make you vulnerable.  Be honest and frank anyway," Kent Keith writes. This is one of the many paradoxical commandments that encourage us to help people and do good even though people will hurt us, forget about us, never return the favor, or make false accusations about us. Even though people are flawed and we we will inevitably get hurt, that does not mean we should stop trying to be the light in the world.
This connects to Brené Brown's TedTalk titled, "The Power of Vulnerability." She says, "Vulnerability is not winning or losing; it's having the courage to show up and be seen when we have no control over the outcome. " Both Keith and Brown tell us that we must be true to ourselves and our thoughts, present them with bravery every day, and never regret it. I've learned that I have to BE BOLD about all the things that are important to me.

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"I choose to learn so that I can give even more to the world around me."
Finite mindset is learning as a means to an end: getting a promotion, passing a test, getting a grade.etc. The infinite mindset is learning because you feel good when you know more and your are able to contribute better to a community when you are educated. I learned that we should be teaching our students the difference between finite and infinite mindsets and encouraging them to nurture their finite mindset. We can do this by giving students progress grades like "not there YET" instead of a percentage grade like "78% percent" with no additional feedback.

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"Your mind is like a parachute--It works best when it's open."
Dr. Stone said this at the beginning of the year, and it immediately made me think of the time I went skydiving. If the parachute never opened, I literally would have crashed and died. It would have been continuous free-fall full of terror. But, when the parachute actually did open, things slowed down and I was able to marvel at the beauty of the Rocky Mountains. It was quiet, peaceful, and exciting at the same time. I think that if you have an open mind, like Dr. Stone says, then you will also be equipped to slow down and enjoy the beauty of your surroundings. You will not ask why the mountains dare to be that tall, or why the birds fly so high, you will just be able to accept these things as they are. The same will go for our teaching and personal lives if we enter all moments with the courage to accept things as they are, yet always strive to connect with the diversity that life is full of.