Sunday, February 27, 2022

Teacher Frustration: When Is Venting Good, When Is It Bad

 From: https://www.wgu.edu/heyteach/article/teacher-frustration-when-venting-good-when-it-bad1901.html?fbclid=IwAR3av6DLYTQ5EAMGMkEBMHKjxKwo_Ug_mCF5T5d9skBDJkHWm6m_zuiWje4

 

Teacher Frustration: When Is Venting Good, When Is It Bad?

Teacher Frustration: When Is Venting Good, When Is It Bad? 

Holding your breath generally works better for hiccups than it does for anger management.

At some point during the year, most of us will experience a few moments of teacher frustration. It comes with the territory when you're working with a variety of kids, parents, colleagues, and administrators. Despite our best efforts, things don't always turn out the way we hope they will.


Like most people, teachers deal with their frustrations in lots of ways—including venting. If you're ever tempted to vent, think about these aspects of venting before you let it all out.

Know Your Audience

If you need to vent, turn to a colleague you've been friends with for years, your sister who lives in another state, your significant other, or your mom. In other words, choose a safe and supportive audience.

Further reading: 5 Tips to Reframe Negative Thoughts

Don't even think about venting to your student teacher, your students or their parents, or your principal—and that's just the short list.

Be Aware of Your Surroundings

I was having lunch in a fast food restaurant with a colleague who was venting loudly about a meeting she had just had with a couple of difficult parents. The man at the next table suddenly turned to us and said, "I'm a parent in your school, and just remember: My taxes pay your salary!" We finished our burgers in silence.

When you're a teacher, people you don't know may recognize you outside of school. Never assume you're anonymous if you decide to vent to a friend in the public library, the grocery store, the gas station, or—clearly—a fast food restaurant.

Be Careful What You Say About Others

Some schools have a no-vent policy about kids because they see it as disrespectful and unprofessional. Education author Michael Linsin says that unless you're participating in a documented meeting (like a special education meeting), you should never mention a student by name—even if the student's identity is obvious. Venting about individual kids can influence how other teachers think of them and can put students at a disadvantage.

Don't Vent Anonymously Online

If you're independently wealthy and can easily survive losing your job, venting online may be tempting. Doing so is a terrible idea for teachers because—besides the risk of getting fired—posting negative comments about your colleagues or students is unprofessional and unkind.

Not long ago, a Pennsylvania teacher lost her job for posting what the courts saw as nasty and demeaning comments about her students. She explained that since she didn't use her full name on her blog, her comments were anonymous. She did, however, post a picture of herself on her blog.

It's also important to keep in mind that many of us work hard to teach kids not to participate in online bullying, so we should lead by example.

Try to Keep It Positive

Frequent venting can lead to a habit of feeling negative about kids, colleagues, and your profession. While we all have our frustrations, teachers tend to be optimistic people who prefer a positive school climate. They often avoid colleagues who are chronically negative.

Venting isn't the same as problem solving: While it may offer some emotional relief, the problem is still there when you're done. A better way to reduce frustration is to look for ways to correct the situation that's causing it.

Let Off Steam with These Alternatives

Venting is a response to frustration that we've all become good at, says Brad Waters in Psychology Today. Just because we can vent, doesn't mean we should. Venting doesn't change the situation that upset us. It raises our blood pressure and makes the situation more negative. "The rush of venting and ranting can feel intoxicating, when in fact it's usually just toxic," Waters says.

Venting is a way to let off steam, but there are lots of other ways to accomplish the same thing with fewer negative consequences. Go for a long bike ride. Take a yoga class. Take a walk in the woods with your dog. Prepare a tasty dinner for your family. Play with your kids. Go for a swim. Take a whack at a dozen balls in a batting cage.

Further reading: Survive the Gossip Target on Your Back

Try to put your teacher frustration in perspective by focusing on the things you really like about your job. Work with colleagues to try to resolve some of the issues that are causing your frustration in the first place.

Then, if you still feel like venting, call your mom.

 

Tuesday, February 15, 2022

EdSurge's Year in Review: The Top 10 K-12 Stories of 2021

 

 From: https://www.edsurge.com/news/2022-01-06-edsurge-s-year-in-review-the-top-10-k-12-stories-of-2021?utm_campaign=EdSurgeSproutSocial&utm_medium=social&utm_source=facebook.com&fbclid=IwAR3OnBU-EvqupocZbxcUbUIHBv57zJ6k9DwT6rNH3sYsANTtAh3DyFZf38g

EdSurge’s Year in Review: The Top 10 K-12 Stories of 2021

By Stephen Noonoo     Jan 6, 2022

EdSurge’s Year in Review: The Top 10 K-12 Stories of 2021

As another pandemic year draws to a close, a few key themes have risen to the top in education. First among them is how difficult the job has become.

Stories about burnout, toxic positivity and putting respect back in the teaching profession were all exceedingly popular. Also: Our continued coverage of the collapse of China’s online tutoring market, and its global ramifications, became required reading for anyone interested in education.

And there were plenty of outliers, too, including a fascinating look at what Amazon founder Jeff Bezos really wants from education, and the educators taking aim at Teachers Pay Teachers. Read on for the full list of the stories most popular with readers in 2021.

10. Jeff Bezos Wants to Go to the Moon. Then, Public Education. by Dominik Dresel

Amazon’s efforts to expand its footprint in K-12 education through digital tools have largely fizzled. But Jeff Bezos is known for playing the long game, and public education is very much part of it, opines Dominik Dresel, a school administrator and edtech entrepreneur. “I do not think public education leaders will have much of a choice in whether or not to answer when Amazon comes to knock and deliver,” he writes.

9. As China’s Online Tutoring Industry Dries Up, Americans Search for the Next-Best Gig by Emily Tate

Early last year, China abruptly pulled the plug on the multi-billion dollar online tutoring industry, which employed American educators teaching Chinese students. Now, thousands of teachers are scrambling to figure out what happens next. Some will keep tutoring, even if they are driven underground or are forced to take lower rates. Others are making the difficult choice to walk away.

8. The Next Wave of Edtech Will Be Very, Very Big — and Global by Betsy Corcoran

Braced for the next wave of edtech? It will be big. As in global, corporate big, fueled by big players in China and India. Combine that with some of the dislocations triggered by COVID and students could be in for some radical changes in the tools that help them learn.

7. How Toxic Positivity Demoralizes Teachers and Hurts Schools by Stephen Noonoo

It turns out too much cheerfulness can be a bad thing—especially when it’s used to ignore legitimate concerns or mask unpleasant truths. The phenomenon is known as “toxic positivity,” and psychologists say it can be harmful to our health. Here’s how it impacts and demoralizes educators—and how they can push back.

6. What Teachers Pay Teachers Is Learning From Bad Lessons and Upset Teachers by Stephen Noonoo

The popular lesson planning site Teachers Pay Teachers has long struggled with allegations of plagiarism, racist lesson plans and poor content quality—drawing the ire of teachers and social media users. In response, the site rolled out new social justice initiatives and more responsive content moderation. But for some, the situation is still fraught.

5. Citing Racism and ‘Years of Bullying,’ Dena Simmons Resigns From Yale Center for Emotional Intelligence by Jeffrey R. Young

Dena Simmons, a prominent researcher of social-emotional learning, resigned from Yale University’s Center for Emotional Intelligence last January due to what she called a pattern of behavior by some colleagues that left her feeling “tokenized, undermined and bullied.” She started a new organization called LiberatED that aims to put racial justice at the center of its SEL work.

4. School Leaders Take Note: Teacher Care is a Lot More Than Self-Care by Sean Slade

“We must stop expecting educators to save themselves and instead start to address the group climate and culture of our schools,” writes school leadership expert Sean Slade. That means calls for teachers to practice self-care are not enough. But there are effective strategies for making change, improving morale and getting buy-in from staff.

3. College Board Changes AP Exams Again to Accommodate Pandemic-Era Testing by Emily Tate

In 2020, the College Board announced changes to its AP testing program. Early in the pandemic, the testmaker had already redesigned its decades-old format to accommodate emergency remote learning and unfinished curricula. In its latest update, AP tests will attempt to “meet students where they are,” whether that be in school or at home, on paper or online.

2. We Need to Make Schools Human Again. That Means Treating Teachers With Respect. By Jennifer Yoo-Brannon

“As an instructional coach, the most important role I have is as a listener,” writes Jennifer Yoo-Brannon. Lately, she’s heard how teachers are frustrated, demoralized and tired of toxic positivity. Her solutions include real listening, real change and learning to recognize one another’s humanity. “There are so many dehumanizing workplaces,” she adds. “We cannot let schools be those spaces.”

1. The Collapse of China’s Online Tutoring Industry Is Taking American Educators Down With It by Emily Tate

The end of China’s online tutoring ecosystem—which at one point employed around 100,000 North American educators—came as a surprise to everyone, and hundreds of thousands of tutors, parents and industry watchers followed our series chronicling its demise and aftermath. In this, our most popular piece of the year, reporter Emily Tate autopsies a booming industry that had found disfavor with China’s authorities, and shares wrenching stories from tutors on the frontlines, cut off from a badly needed source of income but also the students they had grown attached to.



 

Wednesday, February 2, 2022

7 Attengtion-Getters to Use Instead of Raising Your Voice: Edutopia

 From: https://www.edutopia.org/article/7-attention-getters-use-instead-raising-your-voice?utm_content=linkpos1&utm_medium=email&utm_campaign=weekly-2022-02-02&utm_source=edu-legacy

NEW TEACHERS

7 Attention-Getters to Use Instead of Raising Your Voice

These visual and audio cues can help middle and high school teachers quickly get students back on track.

January 27, 2022
Teacher raising hand to get students' attention
gorodenkoff / iStock

For many new teachers, classroom management can be one of the biggest obstacles to achieving success.

Without a toolbox of strategies to get students’ attention, raising your voice may feel like the only option when students are engaged in a loud activity or simply not meeting expectations. To avoid creating a negative classroom culture, which ultimately impedes learning, new teachers, or teachers facing new circumstances in this less than ideal school year, can employ these attention-getters.

For each of the attention-getters below, it’s important to explicitly teach students what your expectations are for how they should respond. For older students, it will likely take only a few minutes for you to demonstrate the attention-getter and share your expectations—voices are off, eyes are on the board, etc.

7 EFFECTIVE ATTENTION-GETTERS

1. The Clap-In (or Snap-In): The clap-in is a classic attention-getter for good reason! While many teachers resort to raising their voices when the classroom gets too loud, clapping provides an equally noticeable but far more positive way to get students’ attention. To use a clap-in, simply pick a pattern to clap and have students repeat it back. As more students join in, the clap gets spread across the room until all students are participating in the clap and ending their conversations.

There are a few ways to make this more interesting for students. One option is starting with a clap and switching to snaps. This requires students to be even quieter to be able to hear the pattern you snap and then repeat it. You can also select a student to lead the clap-in or snap-in to build further investment in the attention-getter. Finally, rather than making up your own pattern, you can work with your students to design a unique clap-in or snap-in pattern for your class.

2. Give Me Five: This is a great option that not only helps bring students’ attention back to you but also provides an opportunity for them to work together to get everyone back on track. For this attention-getter, raise your hand high so that students can see you. As each student sees the signal, they will also raise their hand. This will continue to spread until all students are silently raising their hands and looking to you for further directions.

To make this more exciting, I have timed my students to see how long it takes for everyone to raise their hand and then challenged them to beat their time. This has been a very efficient way to get the attention of all students without even using my voice at all.

3. Class-Wide Countdown: This strategy is similar to Give Me Five, as it has a cascade effect across the classroom when students join in to bring their attention back to the teacher.

To employ this strategy, the teacher begins a countdown, generally from 10, but teachers can make adjustments as needed for their individual groups; and as students hear the countdown, they join in until all students are participating. Once the entire class reaches zero, all students are silent and have their attention back on the teacher.

4. Call-and-Response: Using a call-and-response is another easy way to get students’ attention, as they will have to not only listen to join in but also stop any side conversations in order to provide the accurate response. This attention-getter provides lots of room for creativity that both teachers and students can use to make the calls-and-responses best suited for them.

It’s beneficial to involve students in the process of creating these calls-and-responses and then practice how they sound and what students are expected to do when they hear them—similar to the Clap/Snap-In.

5. Timer/Song: This strategy uses other sounds rather than a teacher’s voice to get attention and relies on a specific timed activity.

I use this strategy if I have given my students a group or partner task to complete for a specific amount of time. When they start, I begin the timer or song (instrumental works best!), and by the time the timer or song goes off, students are expected to end their conversations and return their attention to me. The timer works best for potentially louder group activities, while the song is a great option for a slightly quieter partner activity.

6. Hit the Lights: This strategy is one I use only when I need student attention  immediately back up front on me. Just like the theater signal that a performance is about to begin, a quick flash of the lights can alert students that something is about to happen. I explicitly explain to them that a quick flash of the lights means that they need to turn off their voices and track me.

I often use this strategy if students are working in groups and I only need to remind them of one quick piece of information but plan to let them return to working at their previous noise level.

7. Sound Effects: This strategy can be a more fun way to get student attention but one that must be explicitly taught so that students can be mature and meet expectations when it’s used.

For this strategy, the teacher should identify a sound—I like to use this one—that will quickly get student attention and play the sound when needed. My students know that when they hear the sound, they are expected to be in their seats, silently tracking me for directions.