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Smarter not harder: Create a systems. Think in a linear way. Think of expectations, routines within routines, change classroom to provide independence.

Lean on the support on the community.

Focus on my purpose and why I truly want to do what I want to do.

Milestones on cards based on the month (assessing skills and social skills) snowflake.

Pocket folders for data.

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Procedure to making inferences

Scaffolding with adults

Work smarter not harder, design assessments strategically for proficiency.

“Teach to the test” Start with the assessment. Ask what it is that we want the kids to know. instruction needs to have opportunities for flexible thinking.

John Pegg- Solo Taxonomy

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What is assessment? Getting to know what the kids know, and how to use that information. Student takeaway.

Go to assessments: Exit tickets on everything.

Smarter not harder: Make them do it. Peer Assessment. Sticky notes.

Advice: Relationships. Nicknames. Greet at the door. Get to know your students.

Must read: Podcast stuff you should know (creates funny topics to talk about in class)

Why TEACH? End of the year

All about me wall. Wondering wall (ask questions). Layover Activities. Multiplication racing.

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Formative assessments. Every kid grows. Where did they grow?

Assessment: Starting point, day to day

Smarter not harder: Collaborate with your team.

Advice: Don’t walk alone. Have your coworker with you to help if needed.

Twitter.

Anchor charts in engagement tools

(Create relationships with students)

What is your genius?

Plus and deltas.

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Assessment: Assessment moment student walks in

Anecdotal notes about students on behaviors.

Go to assessment: Reading, running record. FMP (benchmark, level reading) and listening to how they read, and comprehension.

Smarter not Harder: using the resources around you. Look at your veteran teachers.

Behavior Snap

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Assessment: look at where you are on your progress, or if you have accomplished your goal.

Believer in small goals.

Create your own rubric designed to match the expectations for performance for your student. Keep the end in mind.

Smarter not Harder: Rubrics HELP!!!

Less homework, more formative assessment. Informal instruction is working smarter so that students perform when asked.
Maslow's Teaching Pyramid

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Assessment: necessary. A tool to determine what they know and what they are ready to learn.

Hands on activities for engagement.

Rules and routines.

Practice procedures.

1st year teacher, she worked harder and lacked balanced. SET BOUNDARIES! Plan every Tuesday for her following week.

Find your genius, what are you best at doing?

1st year: Be extra nice to secretary and custodian. Listen to team and co-workers. Take a risk!

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Where you start is not where you’ll end.

Assessment: Holistic. Can students apply the knowledge? Can they show what the standard is asking for?

Mistake: teach the content and then followed with assessment and they failed. Results weren’t where they needed to be.

Have knowledge applied.

Give them opportunities to grow.

Go to assessments: Planning of lessons and the week.

Start with the standards. Break it apart, and what do they mean? How would it look like if it were applied? Let students know of your expectations.

Keep assessments open to write, talk, or make a project about it.

Let students keep track of their standard.

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Assessment: Make observations, their mastering, struggles, and how to support the student. Notice the day to day.

Go to Assessments: Have small groups so that they can have ‘your time.’ Create a connection and relationship with ALL students no matter how well off they are without you. Make a point to spend time with them even if were just for reading or an assessment. DO NOT FORGET YOU HIGH ACHEIVERS. Continue to CHALLENGE THEM!

Students take risks in a small group!
Smarter not Harder: be a team! Collaborative work!

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Assessment: it’s an estimation. There are no valid assessments only valid interpretations- Dilan Williams.

Go to assessment: day to day assessments. Exit tickets and quizzes. Cognitive assessments.

Smarter not harder: Have a process.

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1.     What did you notice about their ADVICE?

I wouldn’t say advice, but I feel like the most common message is that assessments aren’t given in a specific way. It’s mostly based on the learning and the student. I feel like a good assessment is based on the student and what you/standard wants them to know. I first felt intimidated on assessments, and these mentors gave me confidence to assess my students based on the level or information they need to learn.

2.     What are the strategies that you heard most often?

Organization.

3.     What will be the lessons that you will add to your toolbox from listening to these mentors?

Collaboration. I think working with your team and experienced teachers are most essential tool in my toolbox. They know the community better; they know students and the dynamics within the school. They also know what works best and what doesn’t.

4. Which Mentor did you connect with? Explain why!

Marsha Reeves! I am a teacher’s aide in kindergarten, and I agree that practicing procedures is so important. And repetitive is important especially at this young age. I also like her advice to plan a week ahead and on Tuesdays. As a mom of three myself, full-time student and having a full-time job, it’s been hard to find the balance.

4.     What surprised you about any of the Mentors?

Quite a few of them have move on to administration. Which makes me wonder why? Ive considered administration myself, but I feel like I would lose building relationships with students because I would be running an entire school of hundreds of students vs a classroom of 20 students.

6. What are 5 of the suggested books/podcasts are you drawn to? Why?

Book:

Thinking, Fast and Slow-Daniel Kahneman

Think Again- Adam Grant

Despite the Best Intentions, How Racial Inequality Thrives in Good Schools

Amanda E. Lewis and John B. Diamond

Podcast: Cult of Pedagogy

7. What are one or two questions you would like to pose to a Mentor Educator?

My school district that I work in has a lot of virtual days. I feel like those days are a waste, teachers assign minimal to none. How can I still make an impact with a lesson virtually? Especially with a district that implements so many virtual days?

What advice you’d give to a military spouse who will move every few years? I will be the new teacher in a school every few years, I feel like I will face many challenges in changing my teaching methods every time I have to move schools.