Instruction

Kindness Amidst the Anger Storm

Kindness Amidst the Anger Storm

Categories: Instruction, School Improvement

Based on HEART! Fully Forming Your Professional Life as a Teacher and Leader

“Anger is not impressive or tough—it’s a mistake. It’s weakness. Depending on what you are doing, it might even be a trap that someone laid for you.” —Ryan Holiday

During the fall of my second year as superintendent at Stevenson HSD 125 (birthplace of the PLC At Work® process), I picked up the phone, only to be verbally assaulted by a very angry parent about an issue regarding her son, who was not receiving the resolution she sought.

I listened for about three minutes and tried to deescalate her anger, but it only got worse. Despite my best intentions to understand her concerns, she mostly just wanted to vent, but her yelling and the cruelty of her words got in the way of her message. Sound familiar? Read more

Meet the needs of every student with DIfferentiated Instruction.

Differentiating Your Lessons Every Day

Categories: Authors, Instruction

Based on Teaching with the Instructional Cha-Chas: 4 Steps to Make Learning Stick

“My principal says that I need to meet the needs of all of my students in my classroom and that I need to differentiate. How on earth can I differentiate every day for every student? That seems impossible!”

Differentiation is not impossible. There are many quick and easy ways to differentiate your daily lessons (responding by adjusting instruction or instructional tools to meet the diverse needs of each student) so that your students can reach the daily Learning Target (which is one step toward the standard) faster. Read more

Coaches creating trust

How Coaches Can Create Trust in Difficult Environments

Categories: Instruction

Based on Everyday Instructional Coaching

Instructional coaches start off at a disadvantage when teachers associate the coach’s role with change at the classroom level. Even inside a positive culture, if people think you, as a coach, might be attempting change to the structure of norms, defenses go up. But if teachers work in a climate where they feel instructional coaches are trying to help them and learn alongside them, and when coaches transparently share their own flaws and weaknesses in teaching, teachers will open up to their coaches. Read more