Video created by New Zealand Psychologist Dr Alice Boyes. This video is an experiment in making some basic videos.
It is no secret that most persons have the desire to start something great in their lives. But the problem with most persons, is that the knowhow to sustain an action that will get them to where they want to go, remains a secret. And so, with the passing of time their goals, dreams or aspirations dwindle into oblivion.
I want you to think of an occasion in your life when you made a decision to make some change. This can be anything. Try to recall the oath you made with yourself. Maybe it was an exercise programme you wanted to implement. You bought your sports clothing; matching shoes to go with it. You made a schedule, and even started.
The first day of your exercise programme was great, and then the second too. Then the rain fell. It is wet outside, you shouldn’t go out today, maybe tomorrow. A thought running through your mind. You acted on it. Then tomorrow came and you remembered that this was a rest day, so you can’t go out today, no, you shouldn’t, that will be cheating. Remember the plan, the plan has a rest day built in, you already got thrown off with the rain this week. Another thought entering your mind.
Before you know it, exercised days become swamped with other activities but exercise. The gym equipment you purchased at home, now becomes a hanger for cloths. In this case, the plan to live a healthier life style, got side tracked. A habit of consistent discipline for exercise was not developed.
Listen to this motivational piece. I benefited from it and think that you will also:
However talented, no one is a natural-born teacher. Honing the craft takes significant care and effort, not just by the individual, but also by the school at large. Though experience does matter, it matters only to the extent that a teacher — regardless of how long he or she has been in the classroom — commits to continued professional development to refresh his or her status as a transformational teacher. Along those lines, even after a decade in the classroom, I don’t claim to be beyond criticism — not in the least. Still, I wish to offer some advice on constantly striving toward perfection, however elusive that goal will always remain.
Constantly Share Best Practices
As a first step, work toward recognizing that, no matter how long you’ve been in the classroom, there will always be someone else who’s more effective at a certain facet of teaching. When I was a first-year teacher, a veteran colleague inquired how I’d engaged such strong student interest in the American Revolution, something that he’d struggled with achieving. I shared my lesson plan, which culminated in a formal debate about whether the colonists had acted justly in rebelling against British rule. Moving forward, I felt more confident and comfortable about asking that colleague for help with providing quality written feedback, which he excelled at doing.
Find a Trusted Mentor
No matter how much experience you have, it’s crucial to find and rely on a trusted confidant. As a new teacher, I spent countless hours chatting with colleagues about best practices and where I feared that I might have fallen short. Not once did they pass judgment on me, or suggest that whatever I had done (or failed to do, in certain cases) was beyond repair. Instead, they offered thoughtful advice on how I might do things differently. No matter the subject, I value hearing fresh perspectives from new and veteran teachers about becoming even better at my job. Nobody has a monopoly on good ideas.
Commit to Classroom Observations
I do my best to observe other teachers in action. This year, I benefited from watching a colleague inject humor into his English classroom to cultivate a more relaxed but effective learning environment. In turn, I tried to strike a similar balance in my history classroom, which helped students feel less afraid of sharing ideas and learning from mistakes. I’m equally grateful for observing a colleague teach French to students whom I also instruct. She possesses a gentle firmness that learners respond to, but more importantly, students know that she cares about them — and they don’t want to let their teacher or themselves down.
Change Things Up
I also observe other teachers to see how they change things up, especially when I get too comfortable in a routine. It’s certainly easier to teach the same books and content each year, but it’s also incredibly boring, which can lead to burnout. This summer, I’m working to revamp some of my American history curriculum to fall more in step with what students are learning and doing in their American literature class. For example, when juniors are studying the Cold War in my class, they’ll be reading Alan Moore’s Watchmen in their English class — an award-winning graphic novel highlighting many Cold War-era fears and tensions. For both classes, students will complete a yet-to-be-determined project to showcase their understanding.
Model the Usefulness of What You Teach
In line with changing things up, I’m always looking for new ways to model the usefulness of what I teach. More than ever, I find that students want to know how they can apply what they learn in the classroom to the real world. In American history, I continue to de-emphasize rote memorization in favor of activities requiring clear, analytical thinking — an essential tool for whatever students end up pursuing in college or as a career. On most assessments, I allow students to bring a notecard. It seems less important in the age of Google to assess how much students know. Instead, I’m significantly more concerned with how much sense they can make of all this information so readily available to them. In all of my classes, I also make it clear that knowing how to write well will play a significant role in their future success.
Caring Beyond What You Teach
To motivate my students toward success, I strive to show that I care about them beyond the classroom. I do my best to chaperone trips, watch sporting events, and attend plays and other student-run productions. I advise the Model United Nations Club, which allows me to share my passion for diplomacy and fostering change. I also coach cross-country to help students see that I value maintaining a healthy body just as much as developing an inquisitive mind. The most transformational teachers that I know have a deep understanding of how their role transcends far beyond any subject that they’re teaching. Such teachers have the most lasting impact on their students long after graduation.
How else can one become a transformational teacher? I would love to hear your thoughts in the comments section below.
Marriage, breakups, career changes, job loss, illness, having children, an empty nest, financial downturns, moving, graduating, losing someone you love. Stuff happens. All of these are common transitions and stress triggers. How do you cope? Here are a few self-coaching tips that can help: