Wednesday, October 15, 2025

The First Home Contact Shouldn't Be About Behavior: Rachel Jones

From: https://www.educationworld.com/teachers/first-home-contact-shouldnt-be-about-behavior

The First Home Contact Shouldn't Be About Behavior

Too often, the first time families hear from a teacher is when something has gone wrong. Maybe a student was disruptive, missed homework, or acted out. But here’s the thing: when that first message home is about behavior, we risk turning an opportunity for connection into a warning sign. That first contact should never be the moment a parent or caregiver braces themselves for bad news.

Instead, the initial call, email, or meeting should be a bridge. One that connects home and school with positivity, hope, and partnership. Before ever diving into disciplinary issues or classroom challenges, teachers should prioritize establishing a human connection, one that tells families, “Hey, I see your child. I appreciate them. I’m here to support them.”

Shifting the Narrative to Student Support

When a family receives a call from the school, many parents instinctively tense up. It’s not their fault; it’s conditioned. Schools have historically been institutions where communication often feels formal, distant, or problem-centered. So, when a teacher flips that narrative and reaches out to say something kind or encouraging, it disarms the anxiety and helps build trust.

Without trust, families may question your motives, resist collaboration, or disengage entirely. But with it? They become your biggest allies, showing up for meetings, supporting learning at home, and offering grace when things get tough.

Students are More Than Their Behavior

We’ve all had students who push boundaries or struggle with self-regulation. But those behaviors don’t define them. When the first message home focuses only on what a student did wrong, it reduces them to their most challenging moment. It tells families that school sees their child as a problem to be fixed, not a person to be understood.

That’s a damaging message not just for parents, but for the student, too. Imagine how a child feels when they go home knowing their teacher’s first contact with their family was to report a mistake. That can chip away at self-worth and change the way they view school entirely.

On the flip side, when a student hears that their teacher called home just to share something good a great answer in class, a kind gesture toward a peer, a moment of persistence they feel seen. Valued. Like they matter. And that changes everything.

Students are to be Seen and Heard

It’s no secret that students of color and students with disabilities are often disproportionately disciplined in schools. If the first home contact for these students is always about behavior, it reinforces systemic biases and fuels a cycle of mistrust and marginalization.

Being intentional about your first contact is an act of equity. It’s a way of saying: I’m not going to let the system write your story for you. I’m going to see your child’s strengths, and I’m going to make sure their family sees that I see them. That simple choice can be a powerful shift that promotes dignity and belonging from day one.

Students Need Guidance Over Discipline

When the first interaction with home is positive, it lays the groundwork for a more open and productive relationship throughout the year. Later, if a behavioral issue does arise, and let’s be real, it probably will, your message will land differently. Parents won’t feel attacked. They’ll feel informed. They’ll remember that you’re not just calling because something’s wrong. You’re calling because you care.

More than that, students start to believe that they’re part of a community where growth is possible, where mistakes aren’t the whole story, and where adults are rooting for them. That kind of culture doesn’t just happen by accident.

What Should the First Contact Be?

A quick email or short phone call will do the trick, and it doesn’t have to be long. The message is what matters. Highlight a positive trait, an early success, or something you’re looking forward to doing together. Tell the family something that brings a smile. Maybe it’s how their child helped a classmate, how they asked a thoughtful question, or how excited they seemed during a science experiment. Keep it warm, authentic, and free of any hidden agenda.

Don’t wait for behavior issues to reach out. Make that first connection count. Make it about who the student is, not what they did wrong. And who knows? That one positive call might just be the thing that changes how a family sees school and how a student sees themselves for the better.

Written by Rachel Jones
Education World Contributor
Copyright© 2025 Education World

Making Homework Meaningful, Not Mindless from Education World

From: https://www.educationworld.com/teachers/making-homework-meaningful-not-mindless

Making Homework Meaningful, Not Mindless

homework

Homework occupies a complicated space in K–12 classrooms. Some educators see it as an essential bridge between school and home, but when homework lacks purpose, it can erode motivation and breed frustration. Students recognize when assignments feel like busywork—and so do parents. If homework is to strengthen learning instead of draining energy, teachers must design it with clarity, connection, and reflection at its core. Meaningful homework deepens understanding, offers flexibility, and honors students’ time outside of school.

Start with Purpose

The first step to creating worthwhile homework is to define why it exists. Too often, assignments are given simply because of an autopilot belief that students should have homework. However, students benefit most when teachers articulate the specific learning goal behind each task. For instance, a ninth-grade English teacher asking students to annotate a paragraph of a novel should not have the rationale that students need to prove that they read the assignment. A more worthwhile goal might be to strengthen analysis skills by identifying patterns like imagery or tone. When students know the reason for their homework—and the skill it supports—they are more likely to approach it with purpose.

To assign homework in this vein, teachers must be highly intentional. Before assigning work, it is helpful to ask this question: Does this task reinforce learning from today’s lesson or prepare students for tomorrow’s? If the answer is neither, then the assignment may not merit students’ time. Homework should not exist to fill minutes but rather to extend thinking in manageable ways that propel learning forward.

Connect Homework to Class Learning

Homework becomes useless when it feels disconnected from what happens in the classroom. The most effective assignments form a direct line between in-class instruction and independent practice. In a middle school science class, for example, students studying the water cycle might observe local weather patterns for a few days and record their findings. They could then bring their notes back to class and discuss how humidity or temperature changes illustrate evaporation and condensation. The independent component works because it prepares students to engage in a deeper conversation that begins the next lesson.

Similarly, in an algebra class, a teacher might give a short set of practice problems related to the day’s new concept. These problems should mirror (not repeat) the in-class examples, allowing students to wrestle productively with ideas they have just encountered. When homework ties clearly to a class skill or concept, it transforms from a chore into a learning opportunity that reinforces classroom goals.

Keep It Short and Focused

More is not always better. In fact, lengthy homework can dilute learning rather than enhance it. Students benefit most when assignments target a single skill or concept rather than an entire chapter or unit. A focused ten-minute writing prompt, for instance, can be more powerful than a full essay draft done hastily at night.

Consider an elementary classroom where the teacher assigns a nightly reading log. Instead of asking for a page count, the teacher might ask students to record one meaningful question or connection from their reading. This approach focuses not on compliance but on critical thinking and therefore deepens engagement as students begin to internalize the practice of reflection instead of racing to meet a quota.

When homework is concise, students can complete it successfully and arrive the next day ready to contribute. Teachers, too, avoid unnecessary grading stress. A brief, well-designed task ensures that students master one small skill, which is a cumulative process that ultimately strengthens long-term understanding.

Provide Choice and Flexibility

Meaningful homework acknowledges that students learn differently and juggle a range of after-school responsibilities. Offering choice transforms homework from a rigid requirement into a personalized experience that sparks ownership. For example, after a history lesson on civil rights, a teacher can ask students to choose between creating a short visual timeline, writing a reflective paragraph, or recording a one-minute audio summary. Each option addresses the same learning goal—deepening understanding of key events—but allows students to select a method that fits their strengths and schedules.

This flexibility also models trust. When students perceive that their teacher values their autonomy, they are more likely to invest genuine effort. Equally important, allowing choice aligns schoolwork with real-world scenarios where individuals select how to approach and present tasks. The result is that students who are not only responsible for their learning, but are also genuinely engaged in the process.

Make Feedback the Centerpiece

Homework without feedback quickly loses value. Students need to see that their efforts matter and that the work they complete outside class informs the learning inside it. Feedback doesn’t require lengthy written comments; it can happen through brief discussions, peer review, or quick check-ins that show students how their homework connects to progress.

In an English classroom, for example, a teacher might select two student discussion questions from assigned reading and use them to open class the next day. This practice sends a strong message: student thinking drives classroom dialogue. Similarly, in a math setting, a teacher might project one student’s solution method to spark a full-group conversation about multiple ways to solve a problem. These acts of acknowledgment transform homework from a solitary exercise into a shared learning tool. When students realize homework shapes the flow of instruction, they take greater care in completing it.

Not Everything Needs a Grade

Grading every homework assignment can unintentionally shift focus away from learning toward point collection. Instead, teachers might treat homework as a formative measure, which provides students a chance to practice without penalty. For instance, a teacher might invite students to self-assess their homework effort weekly and reflect on questions like, “What part of this practice helped me most?” or “Where did I get stuck?”

This reflection builds metacognitive habits that matter far more than a numeric score. When homework grades are replaced with thoughtful conversation, both teacher and student gain insight into learning progress without the added pressure of performance-based evaluation. Students begin to understand homework as low-stakes exploration rather than a test of competence.

Create Space for Balance

Homework only has value if it respects students’ lives beyond school. Teachers must be mindful of cumulative workload—how assignments from different subjects interact to affect overall well-being. Collaboration across departments can help ensure that students do not face unmanageable hours of work nightly.

In some schools, teachers coordinate major assignments through shared calendars, spacing out tests and projects to support healthy pacing. A supportive structure like this teaches students time management in a realistic, sustainable way. The goal is equilibrium: enough practice to reinforce learning, but not so much that exhaustion overtakes enthusiasm.

The Shift from Obligation to Opportunity

When homework is purposeful, connected, concise, flexible, and feedback-driven, it becomes what it should always have been—a tool for learning, not busywork. Students begin to view it not as an external demand, but as an opportunity to grow. Teachers, in turn, find more satisfaction in assigning work that yields tangible progress instead of resentment.

The most meaningful homework assignments remind students that learning extends beyond the classroom, but they also affirm that their time and effort matter. When teachers design homework with intention, they shift it from a nightly burden into something far more powerful: a meaningful conversation between what happens in school and what students carry into the rest of their lives.

Written by Miriam Plotinsky, Education World Contributing Writer

Miriam Plotinsky is an instructional specialist with Montgomery County Public Schools in Maryland, where she has taught and led for more than 20 years. She is the author of several education books (both out and forthcoming) with W.W. Norton, ASCD and Solution Tree. She is also a National Board-Certified Teacher with additional certification in administration and supervision. She can be reached at www.miri

BIG Feelings, Toddler Editipon:: Biting, Hitting, Spitting, Potty Training,

From: https://www.facebook.com/TheDaycareTeacher and https://sonicaellis.com/?fbclid=IwY2xjawNciotleHRuA2FlbQIxMABicmlkETFzWHBpMVlnRU9kY0JzeExRAR7seqBJT2RCHxGoa1hDlDwwQnTZZeaWE-PS3IwIJUKZDMlN2Cr6JgocIBbqzQ_aem_2q9SKBWhMrKjWgVg4e7Jww

Monday, October 13, 2025

Top AI Tools 2025 from AI FOR TEACHERS FACEBOOK PAGE

From: https://www.facebook.com/groups/703007927897194/about

AI For Teachers Facebook Page

Wednesday, September 17, 2025

Time Management for New Teachers: From Education World

Seen in: https://www.educationworld.com/teachers/finding-balance-time-management-new-teachers-first-months-school#google_vignettehttps://www.educationworld.com/teachers/finding-balance-time-management-new-teachers-first-months-school#google_vignette

Finding Balance - Time Management for New Teachers in the First Months of School

teacher

The first weeks of teaching often feel like standing inside a mini hurricane: lessons to plan, relationships to build, and responsibilities arriving faster than anyone can prepare for them. Every teacher starts with the same twenty-four hours each day, but how we use that time determines whether we end the week feeling drained or with enough energy left to keep moving forward. If anyone tries to do too much, burnout or failure are possible outcomes, and that includes teachers with experience and first-timers. For new teachers in particular, learning a few simple strategies and testing them in small ways can help transform those chaotic early months into a more sustainable rhythm.

Prioritize What Moves Learning Forward

Time and energy are most valuable when directed toward what matters most: student learning. It’s easy to get swept up in decorating a classroom or designing elaborate lesson materials, but not every task deserves equal attention. In the interest of not becoming overwhelmed, we might ask ourselves whether the hours we spend will truly deepen students’ understanding, or whether those hours can be better used elsewhere. Sometimes good teaching is less about doing more, and more about identifying what to let go.

Suppose that a new math teacher wants her bulletin board to be interactive and colorful, and she initially plans to spend an entire weekend designing it. Instead, what if she decides to keep the board simple and uses the time to think through her small-group activities for fractions? While it’s always nice to have a bright and colorful space, the main priority in any classroom nearly always lies with student learning and growth.

Build Routines That Save Minutes—and Energy

A classroom runs more smoothly when everyone knows what to expect. Predictable routines not only create structure for students but also save teachers countless minutes across a day. By streamlining tasks that occur on a regular basis, new teachers take decision-making off their plates and free up mental energy for the unexpected moments that inevitably come

Very often, the early minutes of class can be designed so that student learning gets underway while administrative tasks are completed. For instance, envision an English class in which students walk in each day and immediately begin a short activator projected on the board. While students work quietly, their teacher can take attendance and ensure that all students have their materials for learning. Simple routines like this create calm, maximize class time, and spare teachers from juggling multiple tasks at once.

Use Planning Time as Planning Time

When the day gets busy, planning periods can quickly disappear into conversations or errands, leaving more to be done in the evenings. Treating planning time as protected work time allows teachers to complete the tasks that most need professional attention while school resources and equipment are still available. Clear boundaries around this time pay off later in the day, when we are apt to have less focus and just want to unwind.

As an example, suppose that a science teacher who is prone to using planning periods for walking through the hallway and engaging in conversations begins closing his classroom door during prep and setting a timer for forty minutes of focused work. During this time, he grades lab reports, preps materials for the next lesson, and makes copies. If colleagues invite him to join them for a quick happy hour after work, he can join the fun with peace of mind knowing that tomorrow’s essentials are already taken care of.

Learn the Art of "Good Enough"

New teachers often hold themselves to impossible standards, striving to make every lesson flawless. Spoiler alert: There is no such thing as perfect teaching, and chasing it leads only to exhaustion. Choosing “good enough” in certain situations allows teachers to invest energy in the places where it will have the greatest impact. Students don’t remember perfectly formatted assignments; they remember the way a teacher guided them through meaningful learning.

Think about how we can apply the art of “good enough” to a huge task: grading. Suppose a ninth-grade history teacher faces a stack of 120 essays. Instead of writing full paragraph comments for each, she might instead create a bank of five short feedback statements and add one specific note to every paper instead of a barrage of comments. Students still receive specific guidance about their writing, and the teacher has saved several hours—time she can then use to plan an engaging simulation activity for her next unit.

Set Boundaries Beyond the School Day

It can be tempting to stay late every evening or continue working long after leaving school. However, teaching is demanding enough without carrying it into every hour of our personal lives. Setting a reasonable cutoff time—and sticking to it—helps to build longevity in the profession. Students benefit more from a teacher who is rested and energized than from one who is stretched thin.

I recently spoke to a middle school teacher who experienced a massively positive change when she decided she would leave the building by 4:30 each afternoon, no matter what remained on her list. She chose a single small task—like grading a short quiz—to take home if necessary, and then stopped. Over time, she noticed that this practice not only gave her evenings back but also made her mornings more productive, since she arrived at school with more energy.

Seek Support—and Accept It

No teacher succeeds in isolation. Collaboration is central to time management because it reduces the urge to reinvent everything alone. Experienced colleagues often have resources, strategies, or advice already tested in the classroom, and asking for their help builds both efficiency and community. Accepting support is not a weakness; it is how teachers thrive together.

When I was a new teacher, I was nervous about creating assessments for the books I taught. What if the quizzes I created weren’t fair? I learned to reach out to a veteran colleague on my team, who shared a set of reading quizzes and discussion prompts. Instead of making things from scratch when they didn’t fit my class perfectly, I adapted the materials to match my students’ needs. The shared resources gave me the much-needed space to focus on how I would guide discussions, rather than scrambling to create content.

In the beginning, time will always feel scarce, but choosing how you direct it makes all the difference. By prioritizing learning, establishing routines, and leaning on the support around you, you create breathing room for yourself. The goal isn’t maximizing every minute—it’s building a balanced rhythm that sustains both your teaching and your well-being.

Written by Miriam Plotinsky, Education World Contributing Writer