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I used to think if you had strong classroom management, students would automatically learn. Now I think learning is a lot more complex.

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I used to think I was in this alone. Now I know that I have support and tools. Thank you, learning community, for providing me reassurance today!

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I used to think I was in this alone. Now I know that I have support and tools. Thank you, learning community, for providing me reassurance today!

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There is a lot to consider from the day's training. How do I pass this information on to my staff? How do we work together to overcome fixed mindsets? How do we pass the vision on to our students and the community?

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I was struck by the phrase from the Pickering article concerning the National dialogue . . . We are too busy chasing the buzz.  This work with critical thinking routines, complex reasoning, and so forth, is the remedy for that.  Best practice.  Not fad . . . not buzz . . . not a mandate doomed to die in moratorium.  This is the stuff that sticks.  

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I was struck by the phrase from the Pickering article concerning the National dialogue . . . We are too busy chasing the buzz.  This work with critical thinking routines, complex reasoning, and so forth, is the remedy for that.  Best practice.  Not fad . . . not buzz . . . not a mandate doomed to die in moratorium.  This is the stuff that sticks.  

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https://www.facebook.com/greatbigminds/videos/334919270244966/?hc_ref=ARTXgD0UgbYi5EGmgCOyip5XwT2lauQQ4N94ELVya2Cn35MsPI0YYJlUcejFlDWRxd4&pnref=story

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I used to think that every teacher had the support of a mentoring relationship like the one I experienced as a teacher new to service, but now I think that's the exception.  It shouldn't be.  Teachers are learners and need support and scaffolding of their own.   

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I used to think that every teacher had the support of a mentoring relationship like the one I experienced as a teacher new to service, but now I think that's the exception.  It shouldn't be.  Teachers are learners and need support and scaffolding of their own.   

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Yo pensaba que necesitaba darle las respuestas a mis estudiantes. Ahora creo que ellos necesitan buscarlas. 

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Yo pensaba que necesitaba darle las respuestas a mis estudiantes. Ahora creo que ellos necesitan buscarlas. 

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I used to think the act of thinking was one which students were gifted with at birth (or before...don't get philosophical on me). I now think this skill is one we can improve and practice daily.

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I used to think that I promoted think that I encouraged critical thinking as I teach....but know I think that I have more to tools and strategies to allow my students to grow in this area.

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I used to think that I promoted think that I encouraged critical thinking as I teach....but know I think that I have more to tools and strategies to allow my students to grow in this area.

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I used to think that all teachers would/could easily adapt to anything they found value in, but now I think that teachers need personal support to help handle transition efforts that attempt to bring in those values into a practice that is often very high stakes and stressful.

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I use to think self discovery through hands - on activities was the best experience  a learner could have , but now I think that there also needs to be the critical thinking component added in. It can't just be assumed that the learner is thinking critically. They need to be taught to think critically.

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I use to think self discovery through hands - on activities was the best experience  a learner could have , but now I think that there also needs to be the critical thinking component added in. It can't just be assumed that the learner is thinking critically. They need to be taught to think critically.

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I used to think every teacher had to do something to make a real impact, but now I think that individual teachers can do it themselves and impact students beyond their classroom. 

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I used to think every teacher had to do something to make a real impact, but now I think that individual teachers can do it themselves and impact students beyond their classroom. 

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I used to think that as a teacher, I had to rescue/help students that were really struggling.  I thought that if a students was getting frustrated, they would shut down.

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I used to think that as a teacher, I had to rescue/help students that were really struggling.  I thought that if a students was getting frustrated, they would shut down.

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Now I think that as a learning facilitator, I need to allow learners time to struggle so they have the opportunity to think more deeply and try to problem solve. As a result, they will begin to take more learning risks and have more ownership.

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I used to think that adding a new routine into my classroom would be stressful, but now I think it might actually make my life and my learners life less stressful and more rewarding.

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I used to think critical thinking was a separate task but now I think I will be able to incorporate it into a lot of things that we already do.

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I used to think that my classroom needed to be quiet and that learning was best facilitated through me providing information for the students to study. As long as students could regurgitate answers they were learning the information. I now think that I was doing a great disservice to my students by not taking the time to ask questions and give them the time to really think about the topics. I realize that I spent a lot of time rescuing the students without letting them work through the information. I am excited to use some of these learning routines in my classroom. I think my students will benefit greatly by taking the time to delve deeper into their learning.

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I used to think it was more important to focus on standards based lessons and assessments to see if students met the standards. But now I think it’s better to teach students critical thinking skills using the routines in the book, Making Thinking Visible, so they go deeper in their understanding and knowledge of thinking

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Hands-on equates with minds-on, but now I think the real value of any activity is how it engages the mind.