Student Writing

Real-Life Scenario

Scenario 1

The teacher stands in front of the room and models an example of prepositional phrases, after noticing that many students are having difficulty in their writing. The students copy the information and practice some of the examples in their notebooks. After this mini-lesson, the students log on to the computers and continue working on their essays, paying special attention to the prepositional phrases in their documents. The teacher walks around and comments on the student writing. At the end of the day, students are told to work on the essays at home- they save the document on a flash drive and work on the document from home (hopefully). At the end of the week, students print their essays and hand them in to the teacher. The teacher spends about a week going through each essay with a red pen, occasionally checking for plagiarism issues, and hands the papers back to the students. Some students redo portion of their essays, while other students stuff the essays into their backpacks.

Teaching with Technology

Our teachers became teachers to teach.

Let's respect that and focus back on what they do every day in their classrooms.

Let's stop giving workshops on "Google Docs" or "Flipped Classrooms". Instead, let's give workshops on "More Efficient Ways to Collaborate with Students" or "More Efficient Ways to Deliver Direct Content".

Let's focus on finding ways to make their daily tasks more efficient so that they have more time to focus on building those authentic learning experiences, on individualizing and differentiating their instruction, and on building creative, inspired, and persistent learners.

Let's stop talking about teaching with technology... and start talking about teaching.

Coach Attitude

There is trust between the other person and me.

The other person is capable and/or desires or is committed to the work.

The other person has positive intention regarding his or her work.

My role is to listen, to try to truly understand the other person, and to stretch the thinking of both of us.

My role is to create a language environment of safety because I want the other person to be open, receptive, and willing.