Tip -- Making this the best summer of your life

The countdown is here. In 48 hours the last student will give you a hug, a handshake, or a glare 😏 and will head out the door--richer in knowledge, in character, in understanding, in self-esteem, in passion, and in curiosity because of YOU.  You’ve given your best, your all, more than you had to give many days. Now it is YOUR time. 

This great blog, “Get the Most Out of Summer,” by Vicki Davis, has some wonderful suggestions for your summertime relaxation and rejuvenation.  Without refreshing and restoring yourself, you won’t have the inner resources to give to students at that same level of commitment and intensity in September.  So, read the blog in its entirety here, or skim our version below.  Whatever you do, take action to bring back your sparkle and health and inner joy.

Bridget and I have the utmost respect and admiration for the work you do every day. We have been privileged to be in your classrooms, to see your magic, to witness the struggles we all face in an impossible job, but to also witness the celebrations and joys and triumphs. You have the hardest AND most rewarding job in our country. Celebrate. Relax. Enjoy your summer. 

And, thank you from the bottoms of our hearts.

Brooke and Bridget

Visit our blog

Brooke and Bridget’s recommendation to make this summer the BEST ever!  Make a list of what you want to do by the end of the summer, but don’t make it all about “should” and “have to” items.  Include items such as: “Read 10 novels,” “Set up at least five lunches with five friends,” “Ride bikes as a family at least five times,” “Take a nap at least once a week,” “Take the kids to outdoor story hour and play on the playground equipment without ever checking the time (or phone!),”  “Take the kayak out on the lake, and read a book there,” “Go to at least three museums with the kids.” By including fun, personal, soul-filling items on your list, you will be better able to justify and accomplish the things we too often fail to make time for.

Note: The bolded headings are from Davis’ article, but the commentary below is from Brooke and Bridget.

1. Take Time Each Day to Go Outside: Lie on a blanket and stare at the sky. Touch a tree.  Leap into a lake. Sit outside and listen to the birds.

2. Use a Journal to Capture Your Best Thinking: Use a journal to free your mind and to discover what you are grateful for, what you need to solve, what warmed your heart, and what you want to remember.

3. Take a Digital Vacation: Spend real time with others and with yourself. Stash the computer, the cell phone, the Ipad.

4. Waste Some Time, Guilt-Free: Sit and do nothing. Take a nap. Read a great book. Lie in a hammock. Laugh. Have a three-hour lunch with an old friend.

5. Go on an Adventure: Choose something that scares or challenges you—a race, a zipline, learning to swim, making homemade jam. Try it out, and celebrate your victory.

6. Do Something Meaningful: Is there a volunteer opportunity you can do without burning yourself out? Is there something that will give more back to you than you give to it? Is there something that will change you and humble you and stretch you?

7. Get Back on Track Physically: Teachers tend to let fitness and nutrition lag during the school year. Now is your time to energize yourself through exercise and healthy eating. Your mood will soar, your body will be grateful, and you’ll have more energy to waste time J if you wish.

8. (Left for last on purpose!) Prepare for School Intentionally: If you have lessons or units to prepare, your classroom to set up, and  boxes at home to sort, set a specific time to do this. Don’t let the burden of guilt sit on your back all summer, and then frantically work like a maniac the week before school starts.  Separate your work time and your play time--by building in your work time intentionally, you can keep the play time sacred.

 Whatever you do, have compassion for yourself, and make your relaxation a priority.

Final Tahoma Student Tributes to Life-Changing Teachers

Welcome to the final follow-up to the May 24 blog about the traits of life-changing teachers. This week we are again featuring the results of a Google survey we did at the four Tahoma secondary schools. asking students to share a sentence or two about life-changing teachers—those teachers who made school feel like a place students wanted to be, who served as a role model, or who changed the student in some way.  

We've tried to include at least one comment for all of the teachers named. In addition, we'll be sending any unpublished comments to teachers. Thanks to all who encouraged their students to participate! And, thanks to all of you who give and give and give...and change lives for students who sometimes don't realize it until much later.  Even if you aren't mentioned,  know that you have changed lives, created passions, built character, and touched hearts. There is NO more important job anywhere.


Jerry Papers -- TJH -- He taught me to think critically and to not let that get in the way of my imagination and curiosity.

Ken Riggs -- THS -- This teacher has been my highest role model for the last 3 years of my life, ever since 8th grade. He makes me gain the urge of coming to school so i can be a part of the choir program that he provides at Tahoma. I love going on field trips with him (especially Disneyland) and I love how he gets along with students in his classes. Even if I feel like I may be the worst in my class I still feel like I am a part of something because of Riggs.

Becky Doubles-- TMS -- I love history, especially ancient history, and Mrs. Doubles was the best teacher because she taught that subject and she made it really fun by making us do all these little projects for them. She also would read these little mystery stories at the end of each class and the class would try to guess what the mystery was.

John Hurtin -- TJH -- When I was younger I went through a lot in my life, and one event that made me different from everyone else and that was having brain surgery. I was bullied in second grade for this and my self esteem went way down. One day during my English class, as some people do, they break out crying. Well, that happend and he was willing to listen unlike some of my peers in school, so it meant a lot that he was willing to do this for a student. So he made me feel more open about this event that has literally scarred me for life. So that is why Mr. Hurtin is one of the best teachers ever.

Randy Sias -- TJH -- Every time I go to class there is something new and exciting to learn! Mr.Sias always has a positive attitude and makes learning so much more interesting! Mr.Sias is a great teacher because you know he cares about all his students.

Jennifer Yegge -- CRMS -- When I first went into middle school, I was really shy and didn't have many friends to hang out with. Ms. Yegge helped our class to become a close group of students. Whether it was doing group posters or table labs, I quickly made friends in that class that I still have today. Her smile and sense of humor made the class and my whole sixth-grade year much more enjoyable.


Ken Loomis -- THS -- First of all I liked his class so much I came on senior skip day. He told me about all the marine biology jobs that are available. And it was really cool to listen and learn from him. This class is probably is the most I've ever learned from.

Bev Kesselring -- TJH -- She's helped me see things from a new and different perspective, and helped me be more comfortable with having group discussions even if I disagree with any of the students.

Russ Hayden -- TJH -- He is super nice, always one to make the class laugh and teach at the same time and just a very caring person overall, somone who is always saying you can do it let's go!

Darren Collins -- THS -- He is our robotics coach and he has allowed me and other kids in the robotics club and class to develop marketable and valuable skills. He is willing to put in very long hours during Build season, sometimes as late as 1-2 AM. Without his support and love for robotics, our club couldn't be as good as we are today. Some teachers go above and beyond, but Mr. Collins is already on Mars, based off of that metaphor.

Penny Blair -- TJH -- She made me realize sometimes you have to be tough on people and not to be intimidated by that. She was patient with me when I sucked at sewing on a button and cross stitch.

Katherine Hart -- TJH -- Mrs. Hart made learning fun and when I was having a difficult time in my life she helped me through it. She is in my opinion the best health teacher there is.

Jamie Mercer -- TMS -- Mrs.Mercer was my all time favorite IEP teacher ever! I miss her so much! When she co-thought with Mrs.Stroup I loved it so much!

Lara Carlson -- TJH -- Ms. Carlson brought me to my best. And with talking with her made me learn a skill of socializing. And overall my favorite teacher in any school I went to. To include I look up to her as a role model and teaches things that I never learn in my past years.

Abby Durrett -- THS -- I really look up to her because she has a very pure heart and makes the classroom a warm, welcoming environment. She really shows that she sees us as humans and we do have lives outside of school. She has also taught me a lot, not just English but also life lessons. She is truly inspiring and a great role model and pushes us to be the best we can be.

Vasili Andrews -- TMS -- Mr. Andrews served as a role model for me as my sixth grade language arts teacher because within the school year he was able to completely change my point of view on the subject. I have always liked language arts, and have always excelled and had it easy in that class, but Mr. Andrews pushed me to do better and to test my academic limits. He also served as a positive role model for me because he treated all of us kids with the same respect he treated adults, and helped everyone feel like they and their education mattered. He was also one of the most genuinely fun teachers I have ever had, and class was never boring because he was able to take a basic lesson and make it memorable. I always looked forward to coming to his class and he will forever have changed my point of view on the subject, and is one of the best teachers I have ever had.

Dan Howell -- THS -- He is very fun to be around, always joking around with students. He's also very understanding and considerate and he makes coming to school enjoyable.

Gary Conner -- TJH -- Mr. Conner my P.E teacher has helped me get stronger in lifting. He has helped me work harder and get stronger through this year.

Dan Nelson -- TJH -- Mr. Nelson helped to prepare me for years of AP English to come, but also taught me the inner workings of humor in human nature, and how to live happily through laughing at oneself.

Jackie Day -- TMS -- Even though I wasn't good at singing, she was my favorite choir teacher ever! She always would make us laugh and made learning to sing so much fun.

Ginny Tubbs -- THS -- Ms. Tubbs has completely kept it real with us students since day one. She has taught me many lessons beyond ASL. From job interview tips to being a responsible decisions maker, I will forever remember the things she's taught me.

Jen Dunham -- TJH -- In my previous year of math, I just completely flunked math, and I was really worried that it'd be the same situation, but now I'm passing with a decent grade, and it's because you took the time to re-teach us some of the things that we should've learned in Pre-Algebra. You were a big help to me.

Mitch Boyer -- THS -- he was a good teacher and he made the class fun and made me look forward to going into the class

Tom Milligan -- TJH -- This past semester of health was very fun. He has a fun learning environment, and helps use out when we participate.

Elissa Buckley -- CRMS -- She's not just someone I worked for, but someone who I also live in the same neighborhood as which is why I would like to turn back the clock to when we first met in which I forgot when that was. Everyday at school, she would always come and keep me company even though I didn't mind being the loner of the whole school, but she would always talk to me for little bit or just reply in a nice way whenever I had a question/wanted something (i.e. high five). So yeah, she wasn't just someone whom I worked for, but someone whom I see everyday when school is not in session. I would say she's almost like the current TJHS security officer, just sayin'.

Dale Lehman -- THS -- He has helped me so much these past 2 years. Super patient and understanding. Also very funny, couldn't have done this school year without him.

Celeste Blay -- THS -- She helped me to understand algebra in a different way. She recognizes that sometimes note-taking isn't the best way to learn things, and frequently employs other, more hands-on activities to help us learn the material.

Joscelyn Strasser -- THS -- I just moved here this year from another state, so adjusting was hard- a new place, new people, new everything. The first day I walked into Strasser's class she opened up to me, found something for us to connect with, and immediately began to help me adapt to Tahoma's competitive system. Throughout the year, I have had some things happen that weren't exactly in my favor and she has been there, supporting and committing to me. I would say that Strasser is definitely a fantastic teacher, but she is also my friend and I love her because of her passion and drive for what she does every single day.

Abby Durrett -- THS -- I really look up to her because she has a very pure heart and makes the classroom a warm, welcoming environment. She really shows that she sees us as humans and we do have lives outside of school. She has also taught me a lot, not just English but also life lessons. She is truly inspiring and a great role model and pushes us to be the best we can be.

David Reynoldson-- CRMS -- I could never string together a coherent sentence explaining how much you changed my life. There are many words in the world but the ones in my vocabulary could never express how thankful I was, and still am for all of the support you provided me. You taught me the most important life lessons I have learned. Thank you

Adam Rubeck -- THS -- You taught me more lessons than just what your curriculum required of you. You taught me how to expand my compassion, and how to recognize when people were sending me bad vibes. You showed me the importance of taking a breath (literally and metaphorically), and the consequences that can result from misjudgment. You are a real blessing, Rubes.

Bud Cross -- TJH --Mr. Cross helped me realize what can be don in engineering. He helped show me the possibilities of robotics, and, even though our robot wasn't that good, it was loads of fun.

Lisa Monn -- THS -- Ms. Monn makes school a place I want to be because she doesn't judge anyone and she is very kind. She always brightens my day and gives me a comfortable place to be and learn.

Marie Betlach -- THS -- She inspires me to try my hardest, and teaches in a very understandable and interesting way.

Chris Poquette -- TJH -- As a new teacher coming in and taking over a social studies class, it was no easy job for you. I remember when Mr. DePiano first left, he told us to give you a chance since you seemed like a really chill guy. He was right. Thank you for believing in me, pushing me to do my best, and making learning fun. Stay cool, Mr. Poquette!

Zack Pittis --THS -- Mr. Pittis is a great teacher because he truly lets students work for themselves, and doesn't hold our hand throughout all assignments. He doesn't force us to do anything, and doesn't helicopter through class. He does what he needs to do, and the students that are striving to be successful will shine in their hard work. He also uses his very funny and dry humor throughout class as he tells stories, and makes is life relatable and overall a fun person to be around.

Alex Hipolito -- THS -- This teacher is my role model because he would do things to make my day more enjoyable & create an environment that wasn't boring but fun. He was also willing to explain in depth the things we learned so that we understood it more deeply.

Jen McCoy -- THS -- Mrs. McCoy helped me to see art as a splendid career topic, and gave me the tools necessary to succeed in a digital world.

Al Turnbow -- TJH -- Though I may have been trouble in Mr. Turnbow's class, He modified my mindset about foreign language, and served as a role model for my success is the next few years of high school.

Jeana Haag -- THS -- Mrs. Haag made class a comfortable environment that allowed to grow as a person and use creativity in the best way. (Dance Class) She also helped me discover what I want to be when I graduate and gave me the opportunity to be in that role of work.

Marcie Brown -- TMS -- She is fun and goofy and when the kids in our classroom get too loud, she makes the class quiet. She also she helps me whenever I struggle in math; she is kind too.

Ben Simmons -- THS -- I use to hate going to math but he has made math fun and where I do not hate attending. Also, math has gotten easier and less stressful.

Sara Stephens -- TMS -- Mrs. Stephens showed me that if you don't get something, it is very easy to get help from staff. Mrs. Stephens also put a smile on my face every day because her teaching style and happiness made me feel like I was important.

Tracy deLeon -- THS -- She showed me how much she cared that I understood what I was learning. And she gave me her extra time before and after school to help me. And she has been a good friend I can talk to.

Jamie Bryce -- THS -- Ms.Bryce is the best teacher I have ever meet. She cares so much about what she teaches but more importantly she cares about her students. She makes chemistry interesting and fun. I will always remember and love learning from her.

Barb Bucy -- TMS -- Mrs Bucy has always been kind to me and treated me like a friend and not just some average Joe. She made me feel welcomed and helped me through some tough times this year. Thank you!!

Kristen Eisele -- THS -- Ms. Eisele, takes the time to pick out a new quote that she reads to us every class that she either relates to or knows we will. She takes the time to get to know everyone and what is going on with us and whats new, as well as our interests. She does this without getting to involved in our lives but in a way that makes me want to talk to her.

Drew Tocco -- TJH -- Mr Tocco was by far the best teacher I've ever had. He was for sure the greatest of all time go bears you is kind you is smart you is important.

Shelby Merlini -- THS -- Ms. Merlini acts as my second mom and that's something I love about her. I love how I can be so open with her and tell her everything. She is a great role model and someone I really look up to.

Scott Mercer -- TJH -- Mr. Mercer, you taught me in Pre-AP US History and really got me excited not only for your class but for school in general. I learned a lot in your class but what I remember most is how much of an upstanding man you are and how you really could connect with me as more than just a student. Thank you so much for impacting me the way you did.

Luke Thompson -- THS -- While taking his class I learned that college isn't everything. There's so much more you can do in the world. Mr. Thompson opened my eyes.

Scott Newton -- TJH -- Mr. Newton was a very good teacher, and taught me more then just how to work in a shop but how to work with a purpose and creativity. He was always a supporting teacher, and kept me improving on my work.

Tahoma Student Tributes to Life-Changing Teachers

As a follow-up to last week’s blog post about the traits of life-changing teachers, this week we are featuring the results of a Google survey we did at the four Tahoma secondary schools. This survey asked students to tell us about life-changing teachers—those teachers who made school feel like a place students wanted to be, who served as a role model, or who changed the student in some way.  

Watch next week for lots more.  And, please encourage your students to take the survey at  https://goo.gl/7aAS3H.  Here are some directions for your screen.

Renee Stroup -- TMS -- This teacher respects and is kind to everyone she meets at school; she never shows attitude. She reminds her students very often to be kind, work hard and to try new things. She serves as my role model because her attitude towards learning and people is extremely influential and positively impacts her students.

Matt Tucker -- THS -- Throughout the years I have struggled in English and my confidence in writing has been low. Teachers have always made writing stressful and dull. That is exactly what I was thinking Mr Tucker was going to do in the beginning of the year. I couldn't have been more wrong, Mr Tucker made writing not only fun but stress free as well. I never seen a teacher that not only cares about our accuracy but the stress that an essay can bring to a student. An example of this is he always gives us second chances with making improvements on our writing even after we turn the essay in. He will give a student that is struggling individual attention. This teacher truly cares about his students and their grades.

Joven Bills -- CRMS -- Mr.Bills was the highlight of my 7th grade year because he made every class a joy. He even made test days fun. His simulations literally put history into action and showed us what it was truly like to live in those specific time periods. He was an overall great teacher and an even better guy and he makes me want to become a history teacher in my future.

Traci Cline -- TMS -- She helped me push through my work that I struggled with and she is the reason why I love science.

Jen Hassman --TJH -- Senora! You made me get passionate about Spanish. I remember back to the first day of first-year Spanish when you assigned saying "muddy muddy muddy" as tarea. I was so lucky to have you for 2 years as a teacher. You made me excited about school and I am so excited to be at the same campus again!

Jami Suhoversnik -- THS -- Math has never been a subject that I have excelled in, or even looked forward to for that matter. However, since being in Ms.S´s class, I have actually improved in my understanding of the subject, and I actually enjoy going to her class! She is so encouraging and treats everyone as her kids. I appreciate so much about her, and she has truly served as a role model for me. So thank you, Ms.S.

Branda Almli -- TMS -- I was going through a tough time at home and Mrs.Almli helped me get in a safe place and still helps we with emotional support. I still ask her for help even though the main storm has passed.

Dan Kelly -- CRMS -- He made school fun and he was more than a teacher. At lunch he would always let us go out and play games and he would play with us as well.

Kristen Vanhoomissen -- TJH -- Ms.Vanhoomisen was a very caring and positive teacher. She always made sure that you were okay if you felt down. Also whenever you struggled with math she'd slow down and help you one on one. She is overall a super great teacher.

Jane Magnan -- TMS -- She changed me in a positive way by helping me explore myself until I found out who I was. She helped me be more outgoing and willing to help others. She is a wonderful teacher who was caring and really wanted to get to know your students. I thank her for everything she has done.

Doug Marsh -- THS -- Senor Marsh has changed my life in many more ways then one. Even though Spanish is a difficult course, he has taught me dedication and commitment. Senor Marsh has taught me so many things that I sometimes take for granted and next year I will miss his class. I haven't met a teacher like him that puts so much time and effort into teaching and that I am grateful.

Chris Russell -- TJH -- He was really funny and fun to learn from. I feel like everyone who wasn't in his class, still liked him as a person. Overall cool teacher.

Sam Atkinson -- former teacher at TMS -- Mr. Atkinson was my science teacher in the 6th grade. He was great because he tweaked the curriculum in a way so we still. learned what we needed to learn but we were learning in a fun way and we retained the information

Renee Denny -- TJH -- I was in her weight room Bear Enrichment and in her PE class. When the boys were being obnoxious she would work out with me. We would talk and she actually took time to get to know me. It made the rest of my day better.

Jonell Hohn -- TMS -- Mrs. Hohn taught my English and social studies classes, which are my two least favorite classes. Somehow she made a class that I normally just try to get through into to a class that piqued my curiosity and made me want to write ad learn more about our past, which is big for me because that had never happened before.

Laurie Harrington -- CRMS -- She helped me after school. When she was talking about the wars, that’s when I realized how important history was. I hadn’t really thought about it before.

Martina Morgan -- THS -- She reminded me of the passion in learning, and inspired me to look into cultures and history beyond America. Since then I have been investing in world history and I've learned so much more than all the American history classes I've taken all through my life in public school, and I have never been more interested.

Lots more next week! Stay tuned :-).

Life-Changing Teachers

As the 2016-2017 school year rapidly accelerates to its final good-byes, it is easy to get overwhelmed with the never-ending To-Do list: lessons left to create, students suddenly motivated to pass your class, parents emerging from the dark, mountains of papers to grade, emails needing responses, boxes to pack, a room to sort, committee work a room to sort, committee work to finish, new classes to create…and the list goes on and on.

Sometimes you forget that your overwhelming efforts and late nights and too-little-free time weekends are absolutely worth it in the long run, for you have changed lives. You are the teacher who saved students from depression or shame or loneliness, or a belief that they couldn’t write or read or do math or be succeed. You are the one who first piqued an interest in robotics or nutrition or politics or theorems or literary devices or Raku pottery or rock-climbing or video filmography or French verbs or sight-reading music.

An Edutopia article titled “6 Traits of Life-Changing Teachers” by Betty Ray, shares the results of a 700-person Facebook survey that asked, “What are the standout qualities that make some teachers life changers?”

Their responses showed that life-changing teachers (like you!) share the following traits:

•          They possess a contagious passion.

•          They help their students feel safe.

•          They model patience.

•          They know when to be tough.

•          They believe in their students (and help them to believe in themselves).

•          They love their students.

To all of you who have changed one or more lives—and that’s all of you!—THANK  YOU. Thank you on behalf of the students, the parents, the grandparents, and all who are ever-grateful that their child’s life intersected with yours.

Over the next two weeks, we’ll be sharing some anecdotes of how Tahoma secondary teachers have changed lives.

Hang in there, and know that you have one of the most meaningful careers of all!

Moving from brain breaks to brain energizers

If you are a teacher who thinks that last week's subject, "brain breaks," is something that you and your students simply don't have time for in a crowded curriculum, you might, instead, want to think about them as "brain energizers.”

Finland is frequently touted as one of the top educational systems in the world. Interestingly, though, according to author Tom Rath in Are You Fully Charged?, elementary students in Finland get a 15-minute break for every 45 minutes in class. An American teacher who moved to Finland in 2014 reported that he eventually started "to test the 45/15 model" and found that kids returned to class with a "renewed bounce in their step...more focused on learning throughout the day" (61-62).

Likewise, Rath reports that a software application called Desk Time that tracks employees time use found that the most productive 10 percent of their 36,000-employee user base were those who worked for about 52 minutes and then took a 17-minute break.  They worked "with intense purpose," but then took a walk or tuned out to recharge themselves (62).

And while no one in education would be naive enough to recommend 15-17 minute breaks once every hour J, you might want to consider trying a brain energizer at least once during your class.  After the brain energizer, do you see more student engagement? More interest? More focus?  If so, maybe after Memorial Day, you could add a second brain energizer to your class period.  If it works in Finland and for adult employees, the results should be equally good in your classroom!

Here are three brain energizers to get you started, all from Energizing Brain Breaks by David Sladke. You might  ask an energetic, charismatic student to be the leader for each brain energiizer.

Letter Spots:
1. Stand up and find a partner.
2. Take a second and think of a word that involves the letters A,B,C,D, and E. Don't say your word aloud.
3. Here are the spot values: right shoulder = A, right ear = B, nose = C, left ear = D, and left shoulder is E.
4. Without talking, the first person will make a word by touching a few of their own letter spots, and the second person will have to say each of the letters out loud, and then say the word.
5. Once the first person has given a word, switch and have the next person give a word.

Bizz-Buzz
1. Stand up  and get in a gorup of two, three, or four.
2. The goal is to count from 1-40 using the following rules: Say "Bizz" for every multiple of 5 or every number that has a 5 in it. Say "Buzz" for every multiple of 7 or every number that has a 7 in it. You will also need to say "Bizz-Buzz" when the number is a multiple of 5 and 7. (Example--first person says "1," next person says, "2," next person says, "3," then next says, "4," and next person must say "Bizz.").
3. Continue until you get to 40, following the rules above.

T Stretch
1. Stand up, and put your arms straight out at shoulder height like a T.
2. Keeping your arms straight, try to bend down to touch  your left hand to your right toe. Your right hand should be high in the air. Hold for a count of five, and return to standing.
3. Now bend and touch your right hand to your left toe for a five count. Repeat.  Be careful not to hit the person next to you when stretching.

Incorporating Brain Breaks

It’s spring, and the weather is stunning, and teachers are packing and the walls are bare…so, how do you maintain student engagement, motivation, and mood?

According to Judy Willis, MD, in “Using Brain Breaks Restore Students’ Focus,” “Brain breaks are planned learning activity shifts that mobilize different networks of the brain. These shifts allow those regions that are blocked by stress or high-intensity work to revitalize. Brain breaks, by switching activity to different brain networks, allow the resting pathways to restore their calm focus and foster optimal mood, attention, and memory.”  She adds that middle and high school students need 3-5 minutes of brain break following 20-30 minutes of focus.

So, what are some quick and easy brain breaks to build in to your lesson plans?

• Lead students in mindful breathing or meditation
• Read aloud to class a short passage from a relevant, engaging book or article or poem
• Have students do some stretches, or move to a different part of the room
• Lead them in singing a song relevant to content
• Create a classroom-appropriate limerick or poem together dealing with the content
•  Have students pretend to jump rope
• Ask students to share with their partners a personal connection to the learning
• Have a two-minute music break--even better if the music can connect to the content
• Have students toss a beach ball to the next person who is going to respond to a question
• Have students move, or act as if they were a biological process, a mathematical process, a social studies concept, a literary character, etc.
• Ask students to stand with a partner and perform an energizing brain break (example: Lap Tap: stand up, take right hand and tap a slow beat on left thigh, tap right foot  to the ground faster than the right-hand tap, then switch sides. Last, tap opposite thighs with hands and then tap both feet faster than hands).  This is from the book Energizing Brain Breaks by David Sladkey, which contains 49 additional energizing movements and challenging physical maneuvers. You might also ask your Health and Fitness teacher for movement ideas.

·          

Differentiation through Flexible Seating

The article “Optimal Seating Plans? Letting Your Students Choose”, by Emelina Minero, is a case study of a California high school that has embraced the idea and technology of flexible seating which has led to variety differentiation opportunities in their high school.

They have categorized four different seating arrangements that help kids make the decision of what seating arrangement will help them be the most successful. Each one of these seating arrangements has it’s own differentiation potential. Since it’s spring time now and a sense of trust and respect for the classroom as been grounded, and teachers have a clear picture of the needs of their students, this would be a really interesting next step to try this in a classroom.

Independent Work Time: This is a time when kids are not in need of collaboration and work solely by themselves. The teachers in this video and article have them facing a wall so that there is little to no distractions. This also signals to the teacher that this student has a plan and they are working to meet it. Individual desks or tables work well with this type of seating plan.

• Differentiation Potential: In this seating arrangement, students who are more self-directed learners can work by themselves to accomplish the learning target and success criteria. Many students prefer to work alone because it creates a more focused environment which makes them feel more successful. The teacher could easily come and peek over their shoulder to check in to provide feedback. 

Collaborative Work Time: Students are seated at the front of the room with room enough for 4-5 students to sit and work together. There are usually more than just one table so the collaborative groups aren’t so big that students get off task. These groups have a goal they want to achieve and work together to gain better perspective and understanding of the task. Small tables or a few desks pulled together to form a table would work well with this type of seating plan.

• Differentiation Potential: This seating arrangement is meant for those who work better in a more collaborative setting. Kids who need this type of seating benefit from bouncing ideas off of one another and to receive peer feedback. This is also easy for a teacher to monitor and to have quick check-in conversations with the group as they progress through the task. 

Mini-Lesson Work Time: This seating arrangement is usually one small group who would like some one on one time with the teacher to ask questions and practice a skill they have deemed they need help on. A teacher could also create this group based on assessment data they have received and now have an opportunity to work closely with them to ensure they are leaving the mini lesson with a better understanding and practice. A small table or a few desks pulled together to form table would work well for this type of seating.

• Differentiation Potential: This seating arrangement is most beneficial for kids who have been absent or have not shown growth on a particular standard. The teacher can provide a pre-teach or re-teach model and additional practice for those who need it. This could also be a check-in time for students who want or need a one on one conference with their teacher about their progress. 

Whole Group Work Time: Students in this configuration are usually facing one another in a large circle. This arrangement is great for whole class discussion, such as a Socratic Seminar. In the video a girl makes a comment that sometimes it's easier to understand a concept when you are able to make eye contact. Possibly not having any tables, but a circle of chairs would work well for this seating arrangement.

• Differentiation Potential: Students hearing other students ideas is one way for them to comprehend a concept or skill. This seating arrangement is also for those auditory and verbal students who learn best when they can share their thinking aloud. This is also a great opportunity for the teacher to identify and address misconceptions the class as a whole may have.

Even without the fancy tables, many teachers could make these types of seating arrangements in their classrooms. Might take some imagination, but kids might think it neat to come into a room that has been totally rearranged! Offering them the seating choice might also up their engagement level as the sun starts to make its way to the Pacific Northwest!

Giving Effective Feedback

We all know how challenging it can be to give and receive even the best-intentioned feedback. Here are some hints to improve your feedback to students (and maybe they’ll work in your personal life, as well! J).

We took most of these hints from “Why Giving Effective Feedback is Trickier Than It Seems” by Katrina Schwartz, who draws much of her information from Susan Brookhart, author of How to Give Effective Feedback to Your Students.  You are welcome to read Schwartz’s blog, but if you are overwhelmed right now, you may want to read the Brooke/Bridget condensed version here J.

According to Schwartz, Brookhart, Brooke, and Bridget:

• Teachers must figure out what is worthy of feedback and when to give it.  This is also called finding the leverage point.  Too many teachers try to close EVERY gap in the student’s learning with one round of feedback. Instead, consider: What is the ONE change or strategy that will MOST greatly help the student to master the skill?  Focus on THAT skill or strategy, and you can add others later. 
• Imagine your supervising teacher telling you during student teaching ten things that you were doing wrong. You might have run as fast as possible away from a career in education.  Even worse, imagine your spouse giving you a list of ten behaviors you need to change!  

·      When evaluating  student work, descriptively praise the work’s strengths and then give 1-2 suggestions aligned with the learning target and success criteria.

•        Example: “Great use of evidence from multiple texts to support a solid claim.  How might you include more reasoning or elaboration to show your reader how your evidence supports your claim? For example, you could add some at the place I marked.” 

·        If a teacher gives feedback on aspects not aligned with the learning target, such as grammar errors on a science lab (not part of the rubric), then feedback becomes about pleasing the teacher and not about learning, according to Susan Brookhart.

o   While many of us can’t stand careless spelling or punctuation errors, if it’s not part of the rubric, it shouldn’t count against the student.  Save yourself valuable time and angst, and mark only rubric-related issues.

·       Give the feedback at a time when students can act immediately on it, not at the end of a unit or essay. Susan Brookhart says, “If they’re not going to be able to use it [feedback],” it’s a waste of time – yours and theirs.” However, delayed feedback can be useful if students are returning to the work to revise it. This extra review will help them to retain the information.

o   We always felt like teacher failures if we didn’t write extensive comments on summative assignments, but the truth is that most kids looked at the grade and either recycled or filed the assignment.  If the learning will continue, and students will revise or revisit, then give feedback, but if it’s a one-time assignment, just complete the rubric (even if you feel guilty).

·       Connect the feedback to an important future skill so that students care about it and understand how it might transfer.  Example: “Creating a stronger argument by considering counter-arguments will help you to ask for a new position or a raise at work, or ask your parents to drive you somewhere somewhere they don’t want to go!” 

o   Better yet, ask students how they see this skill transferring to the future—they may have even better examples.

·        Feedback such as, “Add more here” does little to help most students. It is better to provide sentence starters or meet with them to ask how they might add more. 

o   As an example, you could write, “Another concern is that…”

·        The best feedback is differentiated, as ALL students who struggle should also be held to high levels of thinking.  Sometimes we give lower-level feedback to lower-level students, which keeps them from growing.

o   Don’t fall into the trap of commenting on appearance or structure for your struggling students. Honor their thinking by commenting on it.

·       The ultimate goal of feedback is not only for the student to grow, but to help the teacher understand more about how the student is thinking. This allows the teacher to vary his/her instructional strategies to reach more students.

o   Giving the same repeated feedback quickly shows us that there is a common misconception we need to address (even if we've taught the concept brilliantly, but they somehow failed to learn it :-)).

·       Surveys of students show, according to Brookhart, that students want feedback they can use and the opportunity to use it.  The more practical and applicable, the better!

o   It’s kind of like teachers who say, “Give me a tip that I can use tomorrow in my classroom.”  Students also want immediately useful strategies for improvement.

Quick Check-Ins: Student Choice with Formative Assessments- Part 2

Classroom Scenario from Mike Anderson’s Blog:

“Across the hall, Chris’s colleague Aaron Hall is also using choice for a quick check-in. While Chris offered choice to allow students to differentiate according to challenge level, Aaron is going to use it to differentiate based on interest and background knowledge. His class has been studying the human body in science, and he wants to see how well students understand how body systems work together. He offers students the choice of four similes to complete: “The human body is like a (sports team, grocery store, jazz band, or coral reef) because __________.” Students are encouraged to pick a simile that will best help them demonstrate some of the key ideas they have been studying.”



Ideas for Implementation:
1.”Practice, practice, practice.”
Sometimes providing choices to students can be overwhelming because they don’t know what to choose. Making this type of assessments part of your classroom routines can help kids get the practice they need. It might be a good idea to have a menu of formative assessment choices that kids can go to if they get stuck or don’t know what to choose.


2. “Don’t force it.”
There might be a time that one type of assessment is appropriate to get the data you need from you students. Don’t force something to provide choice if it doesn’t makes sense to you or your students.


Strategies for the Classroom:
1. “Alone or Together: Students will list questions they have about a topic being studied. They can brainstorm questions either alone or in a small group, whichever they think best.”

Bridget and Brooke say:

If students are working alone and aren’t comfortable asking questions in front of the class you could let them record their them on a sticky note or a sheet of poster paper. This strategy could be used in pairs up or groups of 3. Many times if groups get too large, there are only a few people actually thinking and making meaning.

2. “Highlight an Example: If students have been working on a variety of problems or examples, at the end of the period they choose one. You decide what the focus will be: One they are proud of? One that was hard? One they aren’t sure about? Students can explain their choice, jotting a sentence or two on a sticky note and attaching it to the problem.”

Bridget and Brooke say:

We really like this strategy for three reasons. One, it’s a great way for kids to determine their level of understanding. Two, it’s a great way for kids to reflect on their learning in a quick and simple way. Three, it’s also a great closure activity. One suggestion we would make is to have the kids write their example on the sticky note along with a reason why they chose this example and then hand it to you on their way out the door. This way you have what you need right in the palm of your hand and you have a fairly good understanding of where kids are feeling successful or challenged.

Quick Check-Ins:Student Choice with Formative Assessments

Classroom Scenario from Mike Anderson’s Blog:

“Chris Ward’s fifth graders have been practicing long division for most of the period. While some understand it well, others are still struggling. Tomorrow, Chris wants to offer appropriate choices to enable students to practice what they need, so today she’ll use a quick check-in—a simple formative assessment—to determine those choices.There’s a dilemma here, however. If she uses an assessment targeted at the middle of the group, she’ll miss key information. She already knows that some students can easily compute 453/7 and others will find it overwhelming. So she offers students a choice. She writes three problems on the board—453/7, 625/5, and 4,357/18—and says, “For today’s math exit ticket, you’re going to choose a division problem to help show where you’re at. There are three on the board for you to choose from, and you may also create your own. Solve a problem that feels just right for you—one that is challenging enough to give you a push and that you think you can solve successfully. This will help me plan for tomorrow.” Offering a variety of problems, she gains a broader understanding of how she can set up tomorrow’s math work to be appropriately challenging for everyone.”


Ideas for Implementation:
1."Create good choices. Choices should align with learning goals and success criteria. They should resonate with students—matching success their varied interests, needs, and abilities. These check-ins should involve light prep on your part and about the same amount of time for students to complete."


2. “Help students choose well. Give students some guidance about which choice might be best without overly directing them. A teacher might say, ‘Think about which of these choices will best help you highlight your understanding of the topic we are learning. For example, you might choose one that matches your interests.’ Another example of what a teacher might say is, ‘If one of these problems seems to match up with how you’re doing on the topic, you might pick that one. If you think making one up will best help show your level of understanding, that also might be a good choice for you.’”


Strategies for the Classroom:
1. “Key Idea, Question, or Challenge: Students write a key idea they’ve learned, a question they have, or something they’re finding challenging.”

Bridget and Brooke say:
Using the scenario above, a teacher could ask kids what was a key idea or way of solving this math problem. Kids could ask a question about the steps to solving this type of math problem. Or, students could explain how challenging solving the problem was. 

Based on their choice of how they express their understanding you will find that it's a bit easier to inform your instruction for the next period. To help students choose well, you may have them try another way of expressing their understanding if they are using one of the three choices more than once or twice. For example, "I see you've been asking a lot of questions about what we've been learning. Have you considered writing down a key idea or something you find challenging?"

2. “T or V: Students can choose to summarize information using either a T-chart or a Venn diagram, whichever will best help them communicate their understanding.”

Bridget and Brooke say:
Using the classroom scenario, the teacher could use the Venn Diagram to have students compare the different fractions OR create a T chart that has the equation on one side and the steps to solving it on the other.

Since T-Charts and Venn Diagrams ask kids to do different thinking skills (categorizing and comparing respectively), you might find it interesting to see why and how they will categorize or compare. This gives kids a way to show you their perspective on the learning they have done. It can show you where kids may need support, too.

FAQs on DOK

Last week we shared a review of Depth of Knowledge (DOK). This seemed timely, as administrators, coaches, and T & L will be collecting data in classrooms and scoring lesson submissions from teachers from now through mid-May. Assessing DOK is a part of both the data collection and the  lesson submission scoring process.

This week we have some FAQs for you.  If you have unanswered questions, please let us know!

FAQs on DOK

How will administrators and coaches score the classroom observations?

During the data collection process, the administrator or coach will evaluate your lesson plan, and assign it a DOK level 1, 2, 3, or 4.  When you debrief with your administrator or coach, he/she will undoubtedly discuss the DOK level with you. Remember that we are taking data for the system as a whole; we want to ensure that our classrooms include a range of DOK levels and that our students frequently work in the higher-level DOK levels.  Sometimes, however, a lower-level DOK lesson may be necessary for entry-level skills or to provide essential background knowledge.

After you have submitted your lesson, the scorer (instructional coach or someone from T & L) will determine the DOK level.  Feel free to contact your coach any time to talk about the DOK levels in your classroom. In addition, your coach or administrator would love to meet with you to share your lesson submission scoring with you.

I’ve been told that the verb I use in my learning target is important. If I use a verb from Levels 3 or 4, does that make my lesson rigorous?
The verb is helpful, but what matters is the cognitive effort that the student must exert.  In other words, “draw conclusions” is listed in Level 3, but if the learning target is “I can draw conclusions as to which version of the scene appeals to me more,” little rigor exists. However, a learning target such as “I can draw conclusions as to which of the two problem-solving strategies is more effective and provide supporting evidence” requires far more depth of knowledge.

Do longer lessons generally fall within a higher-level DOK?

Sometimes this is true.  For example, a project in which students must specify a problem, design and conduct an experiment, analyze the data, and report the results will undoubtedly occur over several lessons.  However, planting a seed and recording its height each day will take place over time, but requires little thought other than recording results from a ruler.

Where could I get one of those DOK wheels for my classroom? 

Click here!

This DOK wheel is nice, but it isn’t specific to my classroom. Are there some subject-specific DOK charts I could use?

Click here if you are in Tahoma School District.
Click here for access to the website--scroll down to the box with subject areas listed.

Where could I find more information about DOK?

Click here .

 Are there some question stems I could use to start to elevate the rigor in my classroom? 

Click here.

Any other questions?

Contact Brooke, Bridget, or your administrator.