# data[].attributes.body
"As a teacher of 15 years, you clearly know your content. Students you had in your first years of teaching are very different than the students today. Social norms, home life, family norms, etc. are all very different than 15 years ago. As a teacher, we need to be open to change. Sometimes we have to change our view on the curriculum or classroom dynamic in order to truly get the information through to the students. Have you ever considered videotaping your lesson and watching it to see how the students respond to your teaching style or lesson? Sometimes, even the most experienced teachers, need to reflect on how they are teaching. Like I said before, students change and sometimes teachers need to change with them to be able to get our message across. Students of all ages are filled with wiggles, maybe I could teach you how to use some easy brain breaks in your classroom. They are really great for when kids get the wiggles. It helps them refocus their brains on the content while allowing them to get up and move. You can even make brain breaks based on the content of the lesson. I think you would enjoy these changes and the students would benefit as well."

# data[].attributes.body
"It is evident that you know your content area very well and enjoy teaching others about it. However, it appears that you are a little frustrated because your students are struggling to comprehend what you are teaching. Have you ever worked with students whose first language isn't English? There is a professional development opportunity next month that focuses on English learners. I think it would be a great idea for both of us to attend the conference. I'm guessing that we will learn a lot. After the conference, you and I can sit down and discuss ways that we can help these students be successful. (I would then share a time where I was struggling in the classroom and how professional development helped me be a better teacher.) We can always learn new and more effective ways to work with students. I believe that you will enjoy this conference and your students will benefit from what you learn."

# data[].attributes.body
As her mentor, I would say that things are always changing, in everything such as how to raise your children, technology, business, agriculture, etc.  We as teachers have to be willing to be open to new ideas.  This means we may have to tweak our "tried and true fifteen year old lessons" in order to make all our students be successful in learning. If you notice that your students are becoming squirmy, this is an indication that they need a break.  Try a pair-share or take a little brain break.  They will be more inclined to continue your lesson after a quick break.
Not sure how I would handle the part about the mentee not wanting to work with her English learners. I am thinking that instead of teaching how to diagram a sentence, it would be more beneficial to teach through children's nursery songs or reading picture books. Get to know her students on a more personal level and learn a few basic words and phrases in their language. (I may have missed the mark on this one.)

# data[].attributes.body
"I like that you're thinking of students needs. What are you doing in your classroom currently that gives students the opportunity to practice? We know there are some students that leave school and don't take anything home. Do you think it would be better to do something during class time? This way students have you there to bounce ideas and questions off of. You can also monitor that students are actually doing the practice problems. Something I have done is used bell ringers. It allows students to recall what they learned the day before. You collect them at the end of class to see how students did and determine who needs additional practice. Do you think all students need the additional practice? Are there some students that need it more than others? These are all things to incorporate into your goals."

# data[].attributes.body
The one constant in education is change. I see the importance of accepting this as a fact and working toward developing your teaching styles in new ways that interest you. I understand your hesitancy toward taking on a mentor, but want to offer fresh ideas and learn from YOU: your experiences, teaching and leading styles, as well as student relationship connections. I hope you can see our work together as fulfilling not only the requirement as set forth by our system, but also as a way to further develop in your teaching ability.

I can see how teachers around you look up to you. I appreciate your tenor with them and see you as a group leader. Do you recognize this within yourself? In what ways do you see this as a development possibility?

When working in a school which includes demographics such as ours, with a high percentage of ELL, how do you strive to connect your material to the student’s acclimation to the general population? In what ways do you reach our students who show weaknesses in English language development?  How do you stay current with issues and topics relevant to their unique stories?

I see that you’ve got a classroom management plan in place that removes students to a time out chair. Can you tell me about this style? How do you see it benefiting your students? What other ways could you use their energy to aid in classroom learning?

# data[].attributes.body
"I understand how frustrating this could be for you. Thank you for taking so much time to work with your mentee and trying to find ways to make it work. My first suggestion is to ask the teacher how she thinks the lesson went. If she cannot effectively reflect on what went well and what didn't, use probing questions to get more information and guide her to a more reflective mindset. If she reflects and it is meaningful, give examples of ways you have used to engage students, align lessons to curriculum, etc. This may help her apply some of your suggestions to her classroom. Make sure you find a positive or two about the lesson before presenting any negative feedback. We don't want the teacher to feel as though they are failing. Every teacher goes through ups and downs. As for the non-related lessons, it may be a good idea to address this as an importance of teaching students to the standards, not our personal interests. You are doing everything right so keep it up! Addressing this could be awkward so stay positive and thoughtful as you have this discussion. You got this!"

# data[].attributes.body
"I'm sorry you're feeling overwhelmed with differentiation. I agree that it can be hard and very chaotic! When I first started teaching, I struggled to differentiate as well. I think most teachers do struggle at first. I read a blog post about using stations/centers to differentiate and I found it very helpful. It stated that it is key to allow students to take whatever amount of time they needed at each given station. It also gave the idea of having stations specifically for practice and others for assessment. One way to do this is to put a note at the assessment station that tells students which stations they need to complete first before going to that station. For example, you could have an assessment center set up with a mini quiz or a diagram. At that station will be a note telling students they must read an article and do research online before answering the quiz questions. This is only one way to run the activity. Do you think this would eliminate some of your stress with centers? I can assist in coming up with centers that are broken between practice and assessment if you would like. I have had much success using stations this way. We can look into other ways to differentiate stations if you think that would help as well."

# data[].attributes.body
The first thing I would try would be to offer suggestions of what works for me.  Education is always changing, so what used to work fifteen years ago might not work today.  I also used to get frustrated when my students would have a hard time sitting on the carpet and listening to me teach a lesson. However, after putting myself in my students' shoes, I realized that that isn't how I would want to learn. Therefore, why am I doing that to my students? Now I try to keep things more hands on and visual. I also throw in a brain break if my students have been sitting in one spot for a long chunk of time.

I also recognize that we cannot control how others think or react to different situations. I would try to stay as positive as I could if we had a PD day that we needed to attend that I didn't want to (I am being a huge hypocrite here because I just grumbled the other day about our PD at the end of this week...but I am working on it). Hopefully some of my positivity would eventually rub off on that teacher.

# data[].attributes.body
I have taught with teachers who say these same things and even though I do not mentor them, I find myself adding them to my group when it comes to professional development.  I am enthusiastic about the inservice we are about to participate in and I try not to moan when we have to do activities I do not care for.  I do them with a happy heart because I expect my students to do the same.  I would say, sometimes we have to do things that we don't want to do. I would be happy to work with you so we can reach a common goal."  I would also show her how data has helped me in the classroom and what I do with it.  I teach math, but I can see by the data, that my students have not mastered some of these probability standards. I am going to try some different strategies to see if this will help them master these standards.  I would then ask her what she is going to do with the data. If she says, I'm not going to do anything with it, I would say,"Can I help you figure out some strategies with you?" Let's meet sometime this week at your convenience and we can look some strategies over.  If I find some good resources, I will send the link so you can look them over. I am looking forward to hearing your ideas."

As far as second language learners, I would have to do research on that.  I have only had one student who was a second language learner and he used a translator on his phone. I did encourage him to partner with other students in the class and encouraged the rest of the class to include him in their groups and at their lunch tables.  I would try to place this teacher in the second language learners' shoes.  How would you want to be taught if you didn't speak English? Then suggest that the two of you work together to come up with some ideas, maybe over coffee after school or lunch on the weekend.  I would share some activities that worked for me, such as showing pictures in the sentences and then putting in the words.I would suggest she put the second language learners next to a buddy who is an English language learner and let them explain the diagramming after she has taught the original lesson.  I still think the students should pay attention, but instead of the timeout chair, have them move to the back of the room so the squirming doesn't bother the other students.

# data[].attributes.body
I would say to my mentee that although you feel that extra practice is needed to be done at home, it may not be possible for every student. There are so many unknown and uncontrolled factors about what is happening in your students' lives after they leave school for the day. It will take some planning, but if you set up groups and can differentiate to meet their needs, you may get the results you are looking for. Our math and our reading curriculum have resources that will help you with this. This will also help you in setting up your own goals how to help the various groups and their needs.

# data[].attributes.body
It depends on the new teacher. One, you could say, "Let's take a look at this goal and see if it fits into what we as teachers need to do in order to help our students learn and grow. First, which standard in your curriculum does it address?" Then, look through their curriculum and match it with the standard, helping them rewrite the goal as a teacher goal versus how the students must change. Discussing how this goal could be reached, how much time it should take and what the lessons would look like. Two, you could give examples of some of your goals and how you reach them before asking them what their goals are. If they recognize the difference, great! If not, you as the mentor can point out the difference between your goals and theirs. We usually have a form we fill out at the beginning of the year that gives us step by step instructions. I usually fill it out with them after showing mine as an example. These need to be turned in to the principal for him to approve. After the first two years the new teacher usually has come up with goals over the summer and they are able to do this on their own.

more_vert

# data[].attributes.body
"I think it is wonderful that you have established a goal for your students to spend time practicing.   As a teacher, I believe it is essential to set goals.  However, not only do we need to set goals for our students, we need to set goals for ourselves.  Therefore, it is helpful to look at what you can to do to help your students reach this goal.  This could be a weekly goal, monthly goal, or even a yearly goal.  Since some of your students leave school at the end of the day and don't look back, is there a way that you can incorporate practice into your class?  For example,could you carve out five minutes at the beginning of your class for a bell ringer activity that involves practice?  Could you find or create a game that you could have the students play that would reinforce the skills that you are teaching?
Earlier this year, my goal was to help my student understand how to multiply and reduce fractions, I found a great activity that required them to solve problems (practice) and then color a picture based on the answers.  They loved it.  It helped them practice and it was very easy to incorporate into my lesson plans. Always remember that your colleagues can be valuable resources and they may have other ideas for helping you achieve the goal of providing more practice time for your students."

# data[].attributes.body
"How else could you support your students so that they are able to reach their objectives? Unfortunately we cannot control what is or isn't done at home. The beauty of our job is we are able to control (for the most part) what happens in our classroom. Differentiation is a great way to try and reach all learners in your class. Where are some areas in your day that you could switch things up a bit depending on your students' ability levels? One strategy I find successful is incorporating games and/or hands on activities whenever I can. I have found that my students learn best when the material presented is done so in an engaging fashion. Let's sit down together and brainstorm what might work best for your students."

# data[].attributes.body
While this is something that the students are able to do to better reach the goals you have set, let’s look again at what support you could provide to help the student reach the goals. How are you able to provide more in-class time to your children to help accomplish this objective?

In my experience, with our specific age range, any time we can infuse a game atmosphere into the classroom we can lend a fun way for students to actively learn or review material. By making it about speed in recall, specifically when speaking to rhythm or notation recognition, children who are complacent become more engaged.

Have you thought about differentiation in your classroom lately? How are you reaching all learning styles? It is in your best interest, and that of the students to help them reach their goals through you reaching your own. I encourage you to take a look at your lesson plans for the next week and see how applying different learning style engagement practices would help your students reach their goals within classroom time.

# data[].attributes.body
To the mentor, I would say something like "It sounds like you have been doing everything right and have been very patient with your mentee. After mentoring her for months and there is no improvement or willingness on her part to change, it is time to go to the principal with this issue and get some assistance from him/her. "
I honestly do not know what I would have be able to say to the mentee if I had been her mentor after trying everything that the mentor in the scenario had tried. I probably would have asked for help from the principal after about a month of mentoring this mentee!

# data[].attributes.body
First, I’d like to say thank you for taking the time and energy to devote to this teacher. It’s important to try and share our expertise and work toward a common goal of having exemplar educators in our system and society. I understand how frustrating this may be for you. What other emotions can you see yourself having right now?

Please take a few moments to think back to the lesson they delivered. What were three things you could compliment the teacher on? What were the three things that were most concerning? Why do you think it was these parts that concern you the most? How could you encourage the teacher to continue to expand on these three areas of strength?

In my understanding, seeing that the teacher is teaching outside of our standards is a great unease. How have you addressed this with the teacher? Seeing that they brought it up to you first shows that they understand the importance of alignment. What might you do to help steer the lessons back on track? Why do you think they find this content so important to teach our children?

In situations like these it is easy to feel hopeless. I would encourage you to reach out to the administration or other coaches in your system to seek further assistance in shadowing or observing this teacher. By seeing stagnation in teaching practices this early in the game, getting more people to step in and help could take the stress off of your relationship with the teacher. See how the other observers react and if they have the same concerns or reactions as you.

Know that your time is valuable. It is important to see areas of success in our line of work. A difficult case may be the best and brightest memory in a few years. This being said, it’s hard when we are personally in the trenches day in and out. Understanding that education is not the professional area for everyone is a credit for our students. How would you help this teacher find their way into a fulfilling new job? In what career could their strengths?

# data[].attributes.body
"I can understand why you are concerned and frustrated with this situation.  Unfortunately, you do need to deal with this immediately.  I suggest that you meet with the teacher and get her feedback on how she think the lesson went.  Is she able to accurately reflect on what happened?  If not, I would suggest videotaping her lessons so that she is able to have concrete evidence of what is occurring in her classroom.  I would then share your observations and concerns with her.  It may even be beneficial to discuss her resistance to your help.  I would then let her know that as her mentor, you are struggling with how to move forward in a way that will benefit both of you.  Therefore, you will be asking administration to step in and help.  I believe that it is okay to reach out for assistance and let your mentoree know that you are human and don't have all of the answers. I would like to reassure you that you have not failed.  It sounds like you have done everything possible to help this teacher be successful in the classroom.  It may be that the teacher just hasn't found the right fit (subject, age group, school, etc.) for herself.  It may also be that there is some barrier to effective communication between the two (age, language, personal situations, etc.) of you.  Don't give up!  You will get this situation figured  out. You are doing a great job."

# data[].attributes.body
This is a tough situation and should have been dealt with during her student teaching.  I know that this would be a difficult situation, but she needs to be told the truth.  I would tell the mentor to tell her the truth and nicely. But first I would ask her, "How do you think your lesson went today?  Listen to what she says.  Try to find something that went well that you noticed.  Then tell her what she could do better.  It is not your place to tell her that she is not doing a good job. You need to go to the principal and tell him/her what you observed.  It is then his job to observe her and make re
commendations.

# data[].attributes.body
Woah!  As I read that scenario I immediately started feeling very nervous and uncomfortable.  What would be the right thing to do in this situation?!

After thinking about this scenario for a bit, I think I would advise the mentor in a one-on-one meeting to go to her higher ups.  It sounds like he or she has tried everything in the book to get that teacher on track, but nothing seems to be working.  But is going to your boss a cop out?  Is there a better way to handle this situation?  I'll be very interested to see how others in this class will respond.

As far as advising the teacher, I think I would respectfully stress the importance of listening to his or her mentor. Not that the teacher has to do exactly what the mentor is suggesting or advising, but there are some non-negotiables in teaching that we have to abide by whether we agree with them or not. There are parts of our literacy curriculum that I do not quite agree with. However, I still need to teach what is there and trust that there is a reason why we are supposed to teach what we teach.

# data[].attributes.body
When I first started teaching I struggled with differentiation as well.  Centers can be very tricky because it allows the students to be independent which they might not be used to (in a kindergarten classroom anyway).  I read a blog once about how to introduce centers which I found helpful to me.  When you first start centers, only introduce a couple at a time.  Once they have mastered those, incorporate a few more. It is important to keep them very basic.  It is also important to not incorporate your table as a center until the whole group has pretty much mastered doing centers on their own.  As I want to change up the centers, if it is a task that the students won't be able to figure out on their own, I do it a few times as a large group.  That way they know what the expectation is when it appears in centers.

In the past I simply created my centers and then took off like a rocket.  I also had my own table as a center right away.  Students were continuously interrupting my center to ask questions.  I also struggled with differentiation so I thought I had to continuously change out what was offered at each center.  However, I have learned that differentiating doesn't always mean making major changes. Feel free to stop in my classroom and I can show you how I have my centers organized and the ideas I have tried for differentiation.

# data[].attributes.body
Yes, planning differentiated centers does take some planning and it takes practice for the students to know your expectations.  Have you tried role playing, both positive and negative behaviors, for the center?
How many centers did you begin with?  You may want to start with one that a whole group could practice together for a shorter period of time (for example, Read to Self).  If even one student does follow your expectations, stop and gather everyone to have a discussion as to what you would like to see and hear at this center and try again. When successful,   add another center or two.

I used to make the mistake of changing all of my centers at the same time.   Every two weeks, I would have 4-6 brand new centers.  We would spend a lot of time learning the directions and expectations of all the new centers. Now I just rotate out one station each week.

Start small, role play, stop and redirect immediately, and rotate out one center at a time would be my suggestions. Let me know how this works for you.

# data[].attributes.body
I want you to pause a moment, close your eyes and take a deep breath. Could you pretend you are back in the moment of centers chaos, but this time be a fly on the wall rather than the teacher in charge. Describe what you are seeing to me. (...) It sounds to me like you are recognizing what is going on within the room. If you were able to go back right now, what would you do differently? (...) In examining this learning experience do you see any commonalities between what happened today with centers and what’s happened in the past that hasn’t worked? How about what has? (...)

Let’s celebrate the small victories first here. You are seeing and improving your teaching style. Could you explain to me the reasoning behind using centers? (...) Using centers in a specialist room can be amazing and full of learning, but sometimes it can degrade into chaos if you’ve not had the time for kids to learn the objectives.

Personally I’ve not used centers yet this year because the students are still reviewing main musical elements. I will wait until the kiddos have all been assessed to really know what their targets will be for my centers, then plan lessons where we review the games/objectives as a group, and finally have centers. This can take more time than you’re already planning. Think about possibly doubling the class time you’ve allocated for this educational experience- you won’t feel so rushed and you’ll be able to visit the stations more.

# data[].attributes.body
Part of me would want to show the Gerry Brooks, "Google Teacher Translate" video.
"It's normal to be nervous about parent-teacher conferences, especially when you have to have uncomfortable conversations with parents. Have you had a positive interaction with this parent? It is always good to start with a positive interaction before bringing up not so positive topics. In my first year teaching, a veteran teacher taught me how to use the compliment sandwich. Start with a compliment, literally anything the student is doing well. This can also be the statement, 'I have loved getting to know your student this year!' Next, break in the not so good stuff. Try to find a way to put a positive spin on it. Instead of saying, 'She is being disrespectful and not paying attention,' say, 'I can see a lot of leadership qualities and I would love to see your daughter take advantage of leading her classmates down a road of learning.' You are conveying the same message but in a positive way. Lay out all the not great stuff right in the middle and end with another compliment. You can also ask the parents and student if there is anything they suggest to make it easier for their child to pay attention in class. You may learn that this particular child needs a wiggle seat or needs to be placed at the front of the room. Leave it open for suggestions. When a student and parents have a say in their "consequence" it will play out much better for you! Keep an open mind and remember to be as positive as possible. Allow the parents and the student to lead and add information as you go. It will help ease some of the tension in the room if everyone is talking openly!"

# data[].attributes.body
"I can completely understand this feeling. I have been in the same situation. In my years of teaching, I have found that our daily tasks as teachers can cause us to burn out. Instead of allowing it to burn you out and make you exhausted, take time for yourself. There are a few solutions to this problem. You could assign homework as practice and go through it in class, meaning it would be graded by the students but not put in the gradebook. You could also use completion points for certain assignments in class. Something I have found to be helpful is pick and choose homework problems to grade that would test each skill. Instead of grading the entire assignment, grade only one or two problems from each skill set. You're still gaining an idea of how well the students understand and doing less grading. Remember to take time for yourself!"

# data[].attributes.body
"Yes, differentiation can seem overwhelming when you first begin to utilize it in your classroom. However, in the end, it is worth it. It sounds like you had great ideas planned for your centers. Did you take into account your students' interests? Is there a way to tweak the centers so that they will be more engaging? Students tend to be more involved in their learning when they are excited about the content and/or can apply it to their daily lives. Also, have you reviewed what the expectations are when students are working in centers? For some students, this may be the first time that they are doing this kind of activity. They may need to be taught what to do. I have learned over the years to never assume the students know something. If you have reviewed the expectations, it may be beneficial to ask students if they understand what they are being asked to do. Many times, I have give directions that I think are easy to follow and the students just don't understand. After trying some of these suggestions, please let me know if the situation has improved. If not, we can sit down and brainstorm for other ways to make differentiation a success in your classroom!"

# data[].attributes.body
I am sorry you feel differentiating is difficult. I thought it was difficult when I first started teaching too. Was every center chaos? Why do you think this happened? Do you have an idea as to how you would do this differently? Sometimes it is helpful if you ask students to volunteer and you demonstrate what to do at each station. Would you like to try that? We could do some research together to see if there are other methods of differentiation that may not take so much time. What do you think of that idea?

# data[].attributes.body
I would start the conference with the student introducing me to their parents. Then, I have the student talk about something they like about school. I have a survey, that the student has filled out about school and their classes. I give it to them and they talk about what they wrote. One of the questions is what class would they like to improve in and why. If the student is not behaving well in your class, ask them in front of their parents to describe their behavior in your class. Then ask them how this behavior can change. Always let the parent and child discuss the issue. Usually the behavior changes. Parents want their children to behave well and do well.

# data[].attributes.body
It is important to start out your conference with positive things about the child.  Then discuss some of the concerns you are experiencing with the child.  I have found that when I mention some "not so good" behaviors, parents will more than likely say that they are seeing this at home also.  Discuss ideas, asking for parents' suggestions, of what might work to help turn the behaviors around.  Come up with a plan for communicating with the parents how things are going - be it through daily behavior sheets, Class DoJo, emails, weekly notes, phone calls, etc.
As much as I dread preparing for Parent-teacher conferences, the majority of the time the conferences go extremely well, even when you have to share some "not so good" things.  Parents need to know the truth how things are going.

# data[].attributes.body
One tidbit I remember from college in regard to communicating with parents is to use the sandwich method. Start with a positive, add the "not-so-good" comments, and then end with another positive. By sprinkling in positive comments, the parents will (hopefully) not feel like you are attacking their child. I would also recommend having examples available. For example, specific behaviors that have continuously been occurring, and examples of the student's academic work. That way you have evidence to back up the comments you are making.

# data[].attributes.body
"I remember how nervous I was the first time I had parent/teacher conferences. However, I was given advice by a veteran teacher that helped me then and continues to help me today. She told me that always starting with the positives, can make the negatives a little easier to deal with. It is important to remember that our students' parents love their children and want the best for them. Therefore, beginning a conference by talking about a student's strengths, lets the parents know that you care about their child and recognize the good in him/her. It is also imperative to remember that when you have to discuss negative behaviors, grades, etc., you should provide the parents with the facts (documentation is usually helpful as well) and then be prepared to suggest goals and solutions that will help the student overcome the difficulties that he/she is experiencing. I have found throughout the years, that showing the parents that you are willing to help can make all the difference in the world. If they believe that you truly care about their child and his/her success, they tend to be more willing to work with you and not against you. Yes, parent/teacher conferences can be stressful. However, you will find that a majority of them end well."

# data[].attributes.body
Having parent teacher conferences is always interesting for me. I get to come hang out in my room and get some organizing done, or maybe even some hard core cleaning. I rarely see a parent or two, but the kids tend to come and find me. When they do I have them run and get their folks and drag them to our art and music room. These situations lend to an easy conversation about what they are studying, what they are enjoying, and then showing their parents something- a rhythm on a drum, a quick drawing about perspective, or even a scale on a xylophone.

My biggest advice when helping a parent understand his or her child’s actions in school are to be absolutely honest with their behavior. Try writing out what you’re wanting to say in a document first- get the facts right, and have another teacher or trusted advisor help proof-read for general feeling. It’s important to make sure that if you are meeting in person to have the parent’s names memorized, and maybe sibling’s names as well- this could help when parents let you know if there are other things happening at home. Finally, remember to sandwich- positive, something to improve, positive. This can seem difficult with some of our kiddos, but you can always find a way to bring light to their life. A little extra work goes a long way when making these connections.

Our contacts home as specialists when things aren’t going so great often happen in the middle of the school quarters, more around concerts than conferences. This is often through email, as it is the main mode of communication now-a-days with busy parents. I will call home on occasion, if there is something I’m particularly worried about. Behaviors are often the bigger part of my individual contacts home over lesson content. I involve the general classroom teachers, and let my principal or school counselor know if there is something I am really concerned about.

Over everything else, before you have to make this hard contact remind yourself why you are a teacher. If you are trying to reach every child in your school, or positively impact a certain section, work hard to remember this during the tough stuff. I’ve had parents tell me I wasn’t qualified to teach because I wasn’t yet a parent and didn’t know what true love was (eyeroll) this brought a lot of frustration and tears and not a lot of good feelings to my life as we were struggling to get pregnant at the time. Remember- in the end- their child is a child of God and deserves the best from you and from them, so fight for it.

# data[].attributes.headline
I have only learned to manage this myself in the last couple of years.  I generally teach math and have students evaluate their own work and then check with a partner or a small group.  I assess student work as I walk around the classroom to get an idea of who is understanding.  I also ask students who are struggling to come see me. We then schedule a time for reteaching the lesson.  I am available at study hall for students to get help. I also contact parents when students are not turning in work or are not motivated.  I have to trust that my students are doing their best until they give me a reason not to.  I collect their assignments after they have completed them, but I do not check every problem. My text always suggests four problems in the assignment to assess.  This has made it much easier for me. I give students points for attempting to do the problems and for asking questions in class if they do not understand.  We have a class goal, which is for all to do their best. Most of my students work to do this.  I compliment them on their good work and thank them for being brave enough to come to the board and make a mistake. I explain how our brains grow and we learn when we make mistakes and have to fix them. We work through math problem solving together.  It's hard to do this when you don't know the capabilities of your students.  Another suggestion is to only grade assignments that are testing mastery, not the initial introductory assignments. Don't worry. You will figure out a method that works for you. 

# data[].attributes.subject
I have only learned to manage this myself in the last couple of years.  I generally teach math and have students evaluate their own work and then check with a partner or a small group.  I assess student work as I walk around the classroom to get an idea of who is understanding.  I also ask students who are struggling to come see me. We then schedule a time for reteaching the lesson.  I am available at study hall for students to get help. I also contact parents when students are not turning in work or are not motivated.  I have to trust that my students are doing their best until they give me a reason not to.  I collect their assignments after they have completed them, but I do not check every problem. My text always suggests four problems in the assignment to assess.  This has made it much easier for me. I give students points for attempting to do the problems and for asking questions in class if they do not understand.  We have a class goal, which is for all to do their best. Most of my students work to do this.  I compliment them on their good work and thank them for being brave enough to come to the board and make a mistake. I explain how our brains grow and we learn when we make mistakes and have to fix them. We work through math problem solving together.  It's hard to do this when you don't know the capabilities of your students.  Another suggestion is to only grade assignments that are testing mastery, not the initial introductory assignments. Don't worry. You will figure out a method that works for you. 

# data[].attributes.body
This is a tough one for me because I still am that teacher that feels the need to check, comment, and record all my students work.  And this does create a "Not much time for a personal life until the summer months." for me. However, if I were to be a mentor for a new mentee, I would advise it is not necessary to grade every single paper.  Instead, for many, just quickly scan and put a stamp on top.  If you notice a lot of errors, then take the student/ make a small group and reteach.

Sometimes I "magically" change the students into teachers, give them checking pens, and they check their own work.  (My kids love this and when I forget to change them into teachers or back into students, they are quick to remind me!)

Have group discussions to assess.

Have centers that others can work at independently while you work with small groups with skills that need a little more guidance.  At one of these centers, use plastic sleeves and slip a worksheet inside.  Students use a dry erase marker to complete.  Teacher quickly scans and then student erases.

# data[].attributes.body
"I have been in your situation before and I understand how time consuming and overwhelming grading can be.  It is important to recognize that sometimes you may be overwhelmed but there are strategies that you can implement to make sure that this doesn't occur very often.  When I first began teaching, I felt like I needed to personally grade each assignment that I gave my students in order to assess their knowledge and grasp of content.  However, over time, I realized that class discussions, projects, and sometimes even completion points could convey the same information.  I currently have my students do math problems every night.  The next day, they receive completion points.  I am able to assess their knowledge when we go over the problems in class and I ask the students to explain how they came up with solutions.  I have found that this strategy helps my students feel less stressed to understand concepts the first time they are introduced.  They realize that they can practice, make mistakes, and not be penalized for doing so. You just have to find alternative ways to assess student knowledge and comprehension that you are comfortable with. Remember that utilizing colleagues for ideas and methods can be very beneficial. You can do this and it will get easier as you find what works best for you and your students."

# data[].attributes.body
"That sounds like a lot of work. I have also had days where I feel very overwhelmed by my to-do list. Is there anyway you could cut back on the assignments that your students are expected to do? For example, instead of handing out a worksheet that will need to be graded, could you just have a class discussion about it and informally assess your students through observation? That might help cut down on your workload in the morning and at night. It is important to try and maintain our personal life as best we can. Otherwise, we might be heading towards burn out. Another idea would be to talk to your administrator. Sometimes they have good suggestions as to what we could trim back to allow for less work for us. If you'd like, I can be a part of that conversation as well and be there for support."

# data[].attributes.body
First: I have been there! I understand what you are going through. My first two years teaching were overwhelming in the most exhausting way. If it wasn’t compositions I was grading, then I was making newsletters, if not these parent contacts, then it was going over budgets and accounting for our band classes (which at the time were paid directly to me by parents, not run through the school.)

It is important to let your administration know if there are any things that you feel uncomfortable doing. Weekly newsletters too much? Show the effectiveness of monthly outreach. Accounting driving you up the wall with excel spreadsheets and not knowing if parents will pay you on time (which can lead to crunches in your personal budget/student loans/grocery money?) Ask WHY your school operates this way and reach out to other music teachers to see what area or comparable schools do in similar situations. If composition is a huge part of your curriculum- dive in and see what it is actually accomplishing. If the kids aren’t getting enough out of it, what can you change to make it effective?

Being a specialist with a wholly TCC (Teacher Created Curriculum) one thing that is nice is flexibility. If one thing isn’t working, find out why and CHANGE it. A teacher with no down time to recharge is one who will suffer from burnout, fatigue, and loss of job satisfaction.

On the other hand, some things are apart of this life. It’s important to work while you are at work and provide your students with the best education that you can manage. Let’s not be Cameron Diaz in “Bad Teacher.” If this ‘stuff’ that’s making you crazy is out weighing the amazing aspects of this job after you’ve done everything you can think of to change your work-load I would suggest re-reading your educational philosophy you had to write in college. Why did you choose this? Find your purpose. And for the love of all things good in this world, take a weekend OFF every month. No school stuff to bring home, no extra plans, just veg with your family!

# data[].attributes.body
"It is okay that they are eager to answer your questions. It means that they are listening and engaged. If you are worried about them being upset, just have a conversation about it. Ask them why they are getting upset when they are not called on. It is likely because they want to be the ones to answer the question you posed. Explain that it is a great thing that they want to share their knowledge but they need to let others answer sometimes too. Just because they understand enough to answer the question, doesn't mean other people do. We need to be supportive of our classmates who may need a little more time to answer questions. After this conversation, see where it goes. You may see a shift from getting upset for not being called on to wanting to help others understand content at the same level. Keep in mind that is a good thing that they raise their hands a lot. Remind them of that too. Engaged students are happy students!"

# data[].attributes.body
To start off this year, I have assigned each of my students a number. I then wrote the numbers on popsicle sticks and put them in a cup. I then draw a stick from the cup when I want a volunteer. I have a helper every day from each class and I let them draw the sticks or the students get to pick a stick for the next volunteer. I also have a smartboard which can generate a number or name. The students like this change of pace. Finally, Since the students like a change of pace, I let them write ways to choose a volunteer and we put these suggestions in a cup and then whoever is my helper gets to choose one for the class. Some ideas they have are whoever has a birthday in January, then February, etc. or they may write alphabetical order backwards. They have some very interesting suggestions!

# data[].attributes.body
"This is a great problem to have.  It means that you have students that are eager to learn and actively participating in class.  However, I understand how frustrating it can be when a few take over the entire discussion.  I have had this happen numerous times myself throughout my career.  As a result, I have found ways to ensure that all students can participate, not just a few.  For example,  I put all of my students' names on popsicle sticks and I randomly draw a stick whenever I need student input.  I also like to pick one student and then have him/her pick another student.  The catch is that he/she can only pick someone who has not shared, read, discussed, etc. that day.  This gives the students a little bit of ownership/choice in their learning.
Finally, if you still have a student or two who still likes to blurt or gets angry when you don't call on them whenever they raise their hands, you could pull them aside for a conversation.  You can praise them for their participation and let them know that you value what they have to say.  However, you will need to remind them that all students need to have a voice.  You could even suggest that they write their thoughts down and give them to you at the end of class.  Remember that it may take some trial and error before you are happy. You just need to find what works best for you and your students!"

# data[].attributes.body
I have been in this situation many times before.  I would offer a few strategies that have worked for me in the past:
-Put everyone's name on a popsicle stick and draw from the stash.  That way it is random and by the end of the day hopefully everyone that wanted a turn to share will have gotten at least one turn.
-Use turn and talk. With this strategy the students share with a person next to them. Sometimes I find that students do not care who they share with, they just want to share their idea. Once the students had adequate time to share with each other, then I would call on a few students to share their idea.

# data[].attributes.body
I would explain that I have a clothespin with each student's name on one. I close my eyes and choose a clothespin and that person can answer the question OR choose to pass.  The clothespin is then removed from the rope it was on. After everyone had a opportunity to answer questions (the rope is empty), and there are still more questions, those students who used their Right To Pass, get first chance at answering questions before those students that already did.  I gently encourage them to try to answer the question this time (We have the "rule"  it is okay and it is safe to make mistakes in our room.  We can learn from our mistakes), but I do not force students to answer if they are very uncomfortable.  THEN all names are put back on the rope and we start again.

# data[].attributes.body
I’ve been in a situation like this many times before. I find it helpful to have a few strategies working throughout class discussions to better involve as many students as possible. I have a stick jar, and strive to get a response from every student during one working period. I’ve had luck in ‘cold calling’ student names, to make sure they are all following the conversation. However, this isn’t always the best way to gauge student retention or understanding.

Currently my work for our ‘Genius Hour’ professional development through MACS has me and another teacher studying introversion and extroversion in how it relates to our teaching styles. This was brought up as an interesting point for us both because we’ve had different experiences with our quiet children. I’m an extrovert, and I’ve always been comfortable with class discussions. I now know, through extensive readings and feedback from others, that this can be really uncomfortable for our introvert leaning students.

Last year I had a fifth grade female student who had reverted into a shell when class discussions were occuring. It was during our art classes, a time she thrived in previously. It became apparent that she understood and knew the material, but was extremely uncomfortable jumping into a lively discussion or critique. By providing her time to speak with me one-on-one about the material, or by giving her a paper to write down her thoughts, I was able to gauge her learning and grasp of the content. You may consider this as an alternative for assessment in your classroom as well.

I’m so glad that you’ve been able to see what’s happening in your classes and assess how to better get all students involved. Take a little time to brainstorm different assessment techniques- other than full class discussions. Understand that what works for you and your learning style might not be the best fit for all of your students.

# data[].attributes.body
First of all, assure the teacher that it was not a complete failure.  It happens on occasion even with the most talented of teachers! If this was one of the first assessments given for the class, it may be that the students didn't quite understand exactly what the teacher was looking for. In my teaching 1st grade, it takes a couple attempts at taking a test for some students to understand HOW to take a test. The teacher and I would review the test together, discussing the strengths and how to possibly improve the weaknesses. Also, it may depend on the class. I personally have had activities that were amazing for one group but when did the exact same activity another year, it totally flopped, just because of the dynamics of the class.

# data[].attributes.body
I would say that I am sorry that you put in that hard work and felt it was not successful.  It has happened to me several times.  Actually, take this experience and look at what they did well  and what they could have done better.  In my masters classes I learned that reviewing again for another day, and then testing them again in a different way improved their scores.  All students learn differently.  Ask  your students how they like to study and provide materials to help them. I would then give the teacher suggestions for websites, graphic organizers, etc.
If this is the first test of the year, I would tell the teacher that the students are still figuring out what you want them to learn and how you test. They will probably do better on the next test.

# data[].attributes.body
First of all- do not despair! This is a common outcome, and we just need to dissect what’s happening.

It is so important to remember that the outcomes of a unit test not only reflect upon the teaching style, but also comment on the effectiveness of reaching students. In what ways do you believe that your lessons were engaging?

You mention that you provided review material- I find the easiest way to review with students in our age range is in playing a form of a game. This not only provides students with the raw material, but also a fun/ inviting area for kiddos to interact and learn from and with one another.

Don’t feel totally discouraged. I know that getting the ‘knack’ of student involvement takes time- it can be frustrating, but keep at it! If we look to the long-term goals of content-retention how can you re-teach this unit?

In what areas do you feel most connected to the materials? I’ve found that the more excited/enthused about the material the more connection the kids may have.

Take a look also into the learning styles in your classroom. This may not match your teaching style- I know I’ve had this problem before.

This is a lot to digest, maybe we could meet one-on-one and go over some of the points I’ve listed. I know you’ll get into your groove in no time. It may take a little elbow grease, but know that I’m going to be here for you every step of the way.

# data[].attributes.body
"It is awesome that you have provided students with engaging lessons that are allowing them to know the content. When looking at grades, a "C" means that the students understood at a base level. It is not that your lessons were not engaging and that your review was not helpful, students may only understand at the base level. Getting a "B" or "A" on an assessment would mean the student goes above and beyond to get that grade. Those grades should be more challenging to attain. You are doing an amazing job with engaging students and continue to provide review. You could work through the review with them to address any misconceptions if you feel that students should score higher than a "C". Keep up the good work! A "C" means students are where they need to be!"

# data[].attributes.body
"That was a great idea to design lessons that engaged your students in learning.  I also think it was a great idea to provide review material for the test.  Unfortunately, we cannot control what our students do with the review material once we give it to them.  Some will take advantage and study from it, others will only give it a glance.  What I would recommend for next time is to review together in class.  Maybe make it into a game of some kind to make it fun and engaging. What is most important though is to never give up. You are doing a great job!"

# data[].attributes.body
"I can see that you designed lessons that you thought would engage the students.  That is a great strategy for helping students be successful.  However, even the most successful teachers have lessons that flop or don't engage the students like they planned.  I have spent hours creating lessons that I thought would be exciting and captivating.  But, when I implemented these plans, they turned out nothing like I anticipated. (I would try to think of a specific example that I could share with the other teacher.)  Therefore, it is imperative that you gather feedback from the test to see what the students got wrong in order to ensure that you can modify that aspect of your lesson.  It may also be useful to ask for your students' input.  You may find that the lesson was engaging but the students just didn't get the concept the way it was presented.  They may be able to even offer suggestions about what to do differently to help them be successful.
Also, it is important to remember that a C should indicate that a student is performing and understanding content at grade level. Therefore, you should not view this as a failure. The students learned the material. It may just be a matter of pushing/motivating the students to go above their comfort levels in order to exceed the standard expectations. Finally, no one is perfect. We all continue to learn and improve on a daily basis. We, as teachers, never stop learning or growing. You should be proud of what you have done and accomplished. Just remember to never give up!"