Category Archives: Blog

Learning Loss – Yesterday is gone, let it go!

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Enough of the complaining about learning loss!  Our children will be okay.  Our second-hand adult worry about what children did not learn in the covid school years ignores the realities of the first-hand teaching and learning that successfully brought children back into school life that is preparing them for their future.

I watch the traditions of September unfold in our local school.  The school website shared faces and names of new teachers; each brimmed with excitement for their new school home.  Elementary grade newsletters shared information about the start of the school calendar so parents could plan ahead and be prepared.  Banners in the school yard welcomed children to the “23-24 year of learning”.  Our school celebrates the beginning of a new school year with all the excitement it deserves.

Athletic seasons give secondary students a quick blast of school in late August.  Football, boys’ soccer, girls’ volleyball, and both cross country teams practice and have their first competitions before the first day of classes.  There is a special strut to teams on the first day of school who already have wins in games, matches, and races.  Cockiness, maybe.  Pride, assuredly.

It is against this reality of September and a new school year that discussion of past learning loss needs to be put in a proper context.  To paraphrase Forrest Gump, “School is as school does”.  Our local school is active and forward-leaning.  It is known1 widely as offering a private education of small class sizes and maximum opportunities in a public-school setting.  Few, if any children in our school, look backward worrying about what did or did not happen in recent years.  They, their teachers, and their school start new learning in September based upon each child’s “readiness to learn” assessments and focused new instruction.  Forward leaning for forward learning.

In hindsight, life and learning took hits from the disruptions of pandemic mitigations.  Every child now in school will have lifelong memories and stories to tell about when schools were closed, and classes were zoomed.  They will talk of being quarantined and wearing masks, even in their sports.  They may tell stories of what they did while not in school or how they played hooky and “unplugged” from zoomed classes.  What they will not talk about is what they did not learn due to the pandemic because it will be have been inconsequential in the big picture. 

We are two school years-plus past those events: two school years of renewed schooling.  The swarm of academics, activities, arts, and athletics of school life embraced children on their first days back in their re-opened schools and few children ever looked back.  Adults, on the other hand, gather their worry beads and fume about lost learning.

Stop worrying and get in step with your children or grandchildren and their 23-24 school year.  For them, every day brings something new to learn and do and they are growing their learning not from what they missed or lost but from what they know and can do.  It is our proper role to assist them as we can and as they will let us.  Children are all about today and tomorrow; let’s join them and start moving forward.

Parent Demands in Public Education are not Parent Rights.

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Hot button:  an emotional and usually controversial issue or concern that triggers immediate intense reaction.

https://www.merriam-webster.com/dictionary/hot%20button

Public education in the United States is a long story of hot button issues.  Emerging from a pandemic fraught with hot buttons – vaccines, school closures, remote education, quarantining, information and disinformation, lost trust in public schools – we may want a calmer educational environment.  But we are not getting calm.  The hot button today is parental rights in education – red hot!

What do we know?

Parental rights in education begin with two constructs.

  1. The US Constitution does not include any statement of parental rights in education.  The late Justice Scalia labeled parent rights in education as “unenumerated”.  As such, there is no basis for shaping law or policy based upon what the Founding Fathers wrote.  Specific rights to determine a child’s education are not extended to parents nor protected by the Constitution.
  • Nature abhors a vacuum.  In the absence of substance in a defined space, surrounding and denser matter will invade the space until the defined space looks and acts like its surrounding.  So, it is with parental rights in education.  In the absence of a legal basis, parental rights are whatever parent activism can carve out of the undefined space of law.

Why are these constructs important to understanding parental rights in education?  In any dispute regarding an act of the state, in this case a school district or school board, the argument is first reviewed under the Constitution.  Because education is not enumerated, attention is given to the 14th Amendment that ensures due process and establishes concepts of equal protection under the law. 

Although education is not a function of the federal government, Congress has taken action to ensure the rights of citizens within public education.  For example, the 14th Amendment provided for equal access to education and the end of racially segregated schools.  It also pointed Congress to pass PL 94-142 protecting the rights of, meeting the individual needs of, and improving the educational results for children with disabilities and their families.  PL 94-142 may be as close as the federal government has come to stipulating that parents and schools are equal partners in determining the best educational placement for their child.

Further, we know.

The US Constitution implies that each state government is responsible for the establishment of public education in its state.

In the WI Constitution, chapter 118.01(1) – Purpose establishes the authority for the creation of public schools.  “Public education is a fundamental responsibility of the state.  The constitution vests in the state superintendent the supervision of public instruction and directs the legislature to provide for the establishment of district schools.  The effective operation of the public schools is dependent upon a common understanding of what public s hooks should be and do.  Establishing such goals and expectations is a necessary and proper complement to the state’s financial contribution to education.  Each school board should provide curriculum, course requirements and instruction consistent with the goals and expectations established under sub. (2).  Parents and guardians of pupils enrolled in the school district share with the state and the school board the responsibility for pupils meeting the goals and expectations under sub. (2).”

https://docs.legis.wisconsin.gov/statutes/statutes/118

Eight goals for public schools in Wisconsin are enumerated in WI Stat 118.01(2).

https://docs.legis.wisconsin.gov/statutes/statutes/118/01/2

The duties and powers of a local school board are enumerated in the state constitution.  In 118.001 Duties and powers of school boards; construction of statutes, the legislature says “The statutory duties and powers of school boards shall be broadly construed to authorize any school board action that is within the comprehensive meaning of the terms of the duties and powers, if the action is not prohibited by the laws of the federal government or of this state. 

So, what do we know?

The US Constitution does not address education.  The responsibility for education is implied to the various states.

The WI constitution authorizes the state superintendent to supervise public education and local school boards to implement public education.  The constitution enumerates goals and expectations for public education in WI and authorizes school boards to create policies and rules to achieve these goals and expectations.  Parents and guardians “share” responsibility with the state and school board for assisting children to meet goals and objectives.

There is no constitutional or statutory discussion regarding the rights of parents.  Parents “share” in the responsibility to achieve the state’s goals in educating children.

What changed?

Educational policy is no longer about children but about adults.  Very few educational policies today are designed to improve or enhance teaching or student learning and achievement.  There are exceptions such as Act 20, Wisconsin’s new literacy and reading proficiency law.  Most policies today are written and enacted to achieve the political goals of adults.  The simple version of this story is that children in school don’t vote, their parents vote.  So educational politics focuses on satisfying adult voters.

Conservative populist politicians can build constituencies based on attacking social and cultural institutions, like schools, libraries, museums, and public media.  They exercise elected authority to shape public education in ways that appeal to voters and donors.  While they are not able to affect federal policy, they use gerrymandered state houses to affect state legislation, state departments of education, and policies at the local school district level.

Education is a soft target because everyone is a product of childhood education and from their experiences is a self-made expert about schools.  Public education is a soft target because it is large and statewide and a problem in one school district can be implied as a problem for all school districts – it is easy to generalize.  And public education is funded by tax dollars, and everyone favors reduced taxes.  Lastly, public education is attacked by those who want this most public of state institutions to give them as individuals what they want as individuals and to codify their specific wants into laws for everyone.

Governor Walker (WI) used Act 10 to diminish the connection between teacher unions and the Democratic Party in Wisconsin.  The Act had other ramifications for school operations, but its origin was to decrease the political power of public employee unions. Although the legislative slogan implied shifting power from collectively bargained contracts to school board decision-making, the realities of school financing changed very little over time.

Governor Youngkin (VA) campaigned on promises of empowering parents and restoring excellence in education.  With a Republican-led legislature, he banned critical race theory discussion in schools and retracted accommodations for transgender students.  His legislature also passed a pro-education budget to placate those opposed to his policy changes.  Youngkin empowers parents to be active in pushing conservative values at their local school board level with a “we support what you want” encouragement.

Governor DeSantis (FL) has gone beyond policy to enforcement with threats of incarceration and loss of teaching license for educators who do not comply with his mandates.  He states that “Florida is where woke goes to die” and “We will not allow reality, facts, and truth to be optional”.  Parental rights in Florida are only for parents who agree with their governor.  Rights are restricted for those.

Governor Reynolds (IA) moved the state legislature to significantly change school financing.  Now every child represents an amount of state aid regardless of enrollment in public, private, or parochial school.  Every student is a voucher, and every school is a voucher school.  It does not jive with the Founding Fathers’ separation of church and state, but it passes muster with Iowa’s Republicans, and they are the votes who matter to Reynolds’s.

The pandemic re-taught Americans that all politics are local.  School board meetings are open to public participation and typically have less than a dozen residents in attendance.  Parents with a pandemic-based purpose found that a school board confronted by a vocal handful could either command board members to approve their policy demands by their loud and in-your-face presence or cause boards to shut down and adjourn meetings without enacting the posted agenda.  Neither outcome was good for the school district but accomplished the goals of selected parents – give me what I want.

While most school boards did not experience a capitulation or shut down, board meeting confrontations were common enough to shift the traditional relationships between parents and board members.  Parents who disagreed with pandemic masking disenrolled their children seeking a school with more favorable policies.  Parents who disagreed with quarantining and school closures disenrolled in favor of home schooling.  And parents who disagreed with masking and closures and kept their children enrolled in the school became constant voices at school board meetings and in local media.  Goodwill and traditional trust were eroded on both sides by what was said and written by both sides.

The relational upshot from the pandemic is that growing numbers of parents want and demand an active voice in the daily operations of their local school.  Voice no longer is about masking, but is about the books in classrooms and libraries, the curriculum that is taught, and the language and dispositions that teachers use in daily teaching that are subjected to parental review.  It is about partitions between genders.  It is about diversity and inclusivity.  A new status arose from the pandemic – a parent has the right to determine school policy and rules regarding her child. 

The Big Duh!

There is no legal authority in our public law for parental rights in education.

There is a growing charismatic authority in political leadership that wants to give specific rights to parents relative to public education in exchange for the political support of those parents.

The dichotomy between the public and parents lies in the fact that public education is created to achieve the public’s goals in educating children not the goals of individual or groups of parents.

Rights and demands are two different things.   Politics has the capacity to give legitimacy to parent demands, turning them into legislated parent rights.  This is a changing landscape with an unknown future.  What the pendulum swing of one partisan legislature approves may be disapproved when the pendulum swings again.

At the end of the day, public schooling is about children not about parents.  Parents choose the school in which to enroll their children and share with teachers and school leaders in the responsible assurances that all children will achieve the school’s educational goals.  Excepting the provisions of specific laws, such as PL 94-142 and approved 504 plans, that is the extent of parental rights.

Are We Prepared To Do What Needs To Be Done?  Sometimes But Not Always!

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“What are you prepared to do?”, gasped the dying Sean Connery character in The Untouchables.  His cut-to-the-bone question begs answers as educators struggle today with meaty problems.  We know the problems facing educators; they are abundantly clear.  We even know viable resolutions.  The real issue is this – are we prepared to do what is required to achieve what we want?

Take your pick of these:  How should schools fill the gaps in student achievement, some attributable to the pandemic?  How should schools treat diverse gender identification?  How should schools respond to the politics of book banning and curricular pruning?  What is public education’s response to state funding of church-based schools?  How should a school respond to racism, prejudice, and discrimination in its community?  What are parent rights in the education of children beyond choosing a school for their enrollment?  How do we re-instill trust in local public schools?

What do we know?

These and other problems exist, and they afflict our ability to successfully prepare all children for adult life.  Most are tangential to teaching and learning yet their presence gets in the way of our daily work with children.  Each begins with school governance and filters it down to affect classroom application. 

These are not the easy problems of physical infrastructure, such as not enough classrooms or outdated HVAC systems.  Once difficult to resolve, we would take on several of these old facility problems in place of one that is new.  The new problems are social-cutural-political-economic swamps buttressed by special interest activism.  No politely discussed hammer and nail solutions will resolve today’s issues of in-your-face demands of “I want what I want regardless of what you say” confrontations.

Our history reflects three responses when public education perceives a significant problem.  These responses are listed in the order of their usual employment, most often to seldom ever.

  • Complain about the problem, draw attention to it, then acquiesce to the status quo, accommodate the status quo, and do nothing.
  • Ignore the problem.  Continue doing what schools usually do hoping the problem will either go away or some other authority will resolve it.
  • Find a high ground position to resolve the problem, create a consensus stakeholder solution, and move from the current status quo to a new, hopefully improved status.

In recent months, I added a fourth response. 

  • In the face of personal attacks on school leaders shaping policy and program as demanded by public demonstrators knowing they do not represent most of the community nor what is best for educating children.  Avoid trauma at cost!

I believe that our traditional school board governance with professional educational leadership knows what they should do to resolve contemporary, hot issues.  George Orwell told us “All issues are political issues”.  Once again, he got it right.  Knowing what should be done in the face of “all things are political” is a new and troublesome quandary for our apolitical school leadership.  “What are you prepared to do?”, is the question of our day.

A case in point – achievement gaps in reading.

If prepared to do what is necessary, we can.  Gaps in student achievement in reading and math preceded the pandemic and were worsened by the pandemic.  The answer – stop doing what is not working and start doing what will work.  Our state history of dealing with reading achievement gaps was to acquiesce to traditional reading association lobbyists keen on retaining whole language, blended language, and “three cueing” techniques.  Historically, we chose to complain and then do nothing when the same old reading instruction did not move the reading gap needle.  Instead, our legislature passed a bipartisan reading bill, Act 20, that makes the science of reading principles the official reading curriculum for all children.  The Act directs the DPI’s new Office of Literacy to improve new teacher preparation, veteran teacher professional development, and install regional coaching systems to ensure all children all children are being taught using the science of reading principles.

Kudos to Rep. Joel Kitchens and others for authoring the bill and persisting against traditional opposition to passage of Act 20.

Gaps in math achievement.

A similar fix is available for filling traditional and post-pandemic gaps in math achievement.  Stop hiring teachers who were good at math as students.  Hire teachers who are proficient in pedagogies for teaching math and mathematical reasoning.  Too many veteran math teachers were intuitive math students in school.  They can demonstrate and explain how they solve math problems, but they cannot explain the mathematical reasoning in ways that non-intuitive children understand and need to apply. 

Principals have observed the difference in these two types of teachers for decades and cherish their pedagogically proficient teachers. 

Our problem is that while high school math teacher licensing requires a baccalaureate major in mathematics, 4K-8 teachers are generalists requiring minimal post-high school study in mathematics.  As instruction in algebra and geometry concepts creeps further into elementary school, few teachers are prepared to explain the math reasoning behind the concepts.  Students are then underprepared in understanding why solutions for algebra and geometry problems work when they sit in secondary school math classrooms.  As math becomes more complex, their programmed responses to simpler math result in failed test questions.

Are we prepared to insist that every teacher of mathematics must be prepared to teach mathematics not just do mathematics?  Complaining or ignoring the problem is not an answer.  Creating a high ground consensus of IHEs, local school leaders, and parents can cause a viable resolution to a problem that currently is stuck in the same old, same old.  We know what to do and how to do it, if we are prepared to fix the problem of gaps in student math achievement.

Other problems and school sorrows.

The solution story for Act 20 resembled a physical infrastructure problem.  We identified a problem, studied solutions, presented, and debated a proposal, ironed out points of disagreement, and concluded with a positive, consensus resolution.  Other contemporary problems are not so easy.

School is a complex social, cultural, political, economic, and sometimes educational, organism.  It is authorized by our state government and run by a local government, our school board.  Once the most even keeled of governance venues, grass roots school board meetings have become battlefields.  This is especially accurate for social, cultural, political, economic-blended issues.  Consider these:

  • Requests to ban books and materials in school libraries and classrooms.
  • Non-traditional gender identification.
  • Access to school restrooms and locker rooms by students requesting non-traditional gender identification.
  • Non-traditional gender identifying and gender-changing student participation in gender-based athletics and activities.
  • Use of flags and other identifying symbols other than the US flag, state flag, and other official symbols.
  • Assertions of a parental right to override school board policy or school regulations based upon personal demand.

During the pandemic and afterward we observed school boards mired with social, cultural, political, economic issues brought by parents in conflict with CDC guidelines, local health departments rules, and school policies.  No one had a game plan or standing policies and in their absence every ruling a school applied was subject to protest.  Heated arguments were common, and few settled for “we agree to disagree” settlements.  The pandemic grew activism based upon personal points of view.

In the post-pandemic, arguments about vaccines and mitigation shifted to gender identification and gender-based books and school materials, gender transforming student participation in school sports, and the use of non-national and state flags and symbols in school.

Individual school districts used one or more of the four problem responses listed above, some with more success than others.  With the start of the 2023-24 school year, conflict on these issues will not dissipate and it will grow.

What are you prepared to do?

“We are a country based on the rule of law” is a statement being used at the national level to discuss resolution of significant challenges to our representative form of democracy.  The “rule of law” statement also holds for local school district challenges.

We elect members of our community to represent local interests in the governance of our schools.  Much of that governance is the application of federal and state regulations and statutes.  It is challenges that are not addressed by legislation and court ruling that create the targets for heated arguments.

The rule of law requires those authorized to establish and execute laws to do so.  It also requires those under the jurisdiction of these authorities to comply with their laws and execution of laws.  Secondly, the rule of law creates pathways for those in disagreement with the authorities to either bring forward their complaints and/or exercise their lawful opportunities to remove members of the authority through recall or replacement at the next election.  Beyond these, the rule of law does not abide authorities who ignore or fail to fulfill their duties or citizenry who choose to defy the established rules or act in ways that prevent the authorities from doing their duties.

“Being prepared to do” means school boards and school leaders cannot complain without action or ignore problems in the hope they will go away or cave in the face of personal attack on the singular demands of activists.  Instead, “being prepared to do” means taking all possible action to create higher ground, consensus resolutions and in the absence of full consensus make decisions in keeping with “best practices”. 

We have good examples of how “being prepared to do” leads to success in our schools.  In memory of a mentor from decades ago, “it is time to pull up our socks and do what needs to be done” and “more than Trix, school is for kids”.  There are few problems we cannot resolve when we maintain the integrity of our institutions and act upon best and informed practices.  There always may be disagreement, but then that is inherent in a representative democracy.

Many Teachers Try To Teach As They Were Taught – Stop Doing That!

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If imitation is the greatest form of flattery, then many teachers of yore are buttered with adulation.  When people decide to become schoolteachers, they often do so thinking they will teach like their favorite teachers taught them.  You see it in the eyes of an interviewee when asked “Tell us about your favorite teacher when you were in school”.  Imitation later is demonstrated as a new teacher settles into patterns of mannerisms, classroom layout, and, most significantly, interacting with students.  Vestiges of a favorite teacher try to appear in a new teacher constantly. 

Stop doing that!  Most of what we admired in a favorite teacher was personality and charisma not teacher effectiveness.  Teach as you were taught to teach not as you were taught as a student. 

What do we know?

There is art to teaching.  Most favorite teachers touched us with their artful teaching, their personality, and their caring for each student.  They proved the statement that children do not care what a teacher knows until they know that a teacher cares.  Good teaching is an art form of connecting with children. Remembering a favorite teacher is like having that person’s arm around you or basking in her smile.  It is an emotional, affective warm feeling, often of kindness and support.  It grew from all the “atta-boys and atta-girls” she showered on students.  Children, as people pleasers, will do most anything to get a smile or a nod or a note to take home from a favorite teacher.  “How many books do I need to read?  I’ll read every day after school!”.  And the warmth of her smile gains even greater emotionality over time.

We would like to think that every teacher is a “favorite” to some students, but truth be told, there are some teachers who do not create adoring followers.  The art of teaching is not distributed equally among all teachers.

Favorite or Most Effective

An equally telling question for a teacher interview is “Tell us about the teacher who most effectively challenged you to learn”.  Effective teaching is causing children to learn and causation lies in the science of teaching.  Children may learn to please a favorite teacher; they learn from highly effective teachers due to an application of best teaching strategies. 

Highly effective teachers are not simply born.  They are the product of their study of theories and practices of pedagogy that consistently cause children, or anyone for that matter, to learn.  These theories and practices include –

  • Motivation.  Every child responds to positive triggers that encourage them to engage in learning.  Effective teachers pull those triggers.  They make learning personal by referencing a student’s name and that student’s high interest in the subject or skill as they introduce a lesson.  They make the new learning sound unique and special.  They attach new learning to recent successful learning.  They create a mystery children are to solve.  Effective teachers understand the need to continue to motivate throughout the lesson and unit not just as its beginning.
  • Direct instruction, inquiry-based instruction, and problem- or project-based instruction.  These three strategies are the arsenal for effective teachers, and they are masters of each.  Any lesson can be taught by one of these three strategies, yet there always is a most appropriate strategy for the nature of the learning.  Effective teachers provide variety in classroom work by rotating among these strategies. 
  • Practice and reinforcement.  Effective teachers understand that practice does not make perfect, it makes permanent.  They use immediate and massed practice and interval and distributed practice.  They don’t practice just to practice but for strategic reinforcement to build short- and long-term memory.  Effective teachers avoid the drudgery of drills while knowing that learning will erode and be lost without practice over time.  Reinforcement over time is a mantra.
  • Assessment and corrective teaching.  Effective teachers pre-assess, teach in chunks, model, practice, and use formative assessments to check the accuracy and strength of student learning.  They understand that very few lessons will immediately cause all children to be successful learners.  They use assessments to tell them “Correct this now before uninformed practice makes it harder to unlearn”.  They unteach, reteach, and teach differently based on assessments to move children from early errors to later success.  Effective teachers also are very good at observing student proficiency without testing; they have a mental rubric for the level of proficiency children need to achieve.
  • Extended and advanced learning.  Effective teachers know that some children will grasp and master new learning accurately and quickly.  Those children will need extended and advanced learning rather than corrective teaching.  Effective teachers plan enrichments and accelerated learning for children who need these to stay connected to the classroom.
  • Lesson planning.  Effective teachers are immaculate lesson planners understanding the steps of a plan that causes learning to happen.  In the 1980s school districts taught teachers to use Madeline Hunter’s Model of Mastery Learning.  Hunterisms became standard operating procedure for more than a decade.  Splashback against No Child Left Behind caused some educators to consider Hunter too mechanistic.  However, in the decades since, a Hunter lesson design rebounds as best practice.

https://www.csun.edu/sites/default/files/Holle-Lesson-Planning.pdf

  • Curricular design.  Effective teachers understand that some children really respond to direct instruction while others jump aboard for inquiry-based teaching and still others are excited by problem-based and project-based instruction.  These teachers strategically use all three strategies to engage children as active learners.  They also use Universal Design thinking in their curriculum to ensure learning is not hindered by avoidable barriers. 

The Big Duh! 

Teacher preparation programs teach us how to be effective in causing children to learn.  Effective teachers remember their favorite teachers from their school years and emulate many of those veteran teachers’ mannerisms.  Beyond that emulation, effective teachers are masters of the science of teaching and use all the tools they have been taught to cause all children to be successful learners of their annual curriculum. 

Sharpening Teaching Tools – Getting Ready for Day 1 Means Getting the Rust Off

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Teachers and Tiger Woods face the same challenges as professionals.  When Woods returned to the PGA tour after time away his game was not what it once was.  When precision skills are not used frequently enough to remain honed, they develop rust.  Summer vacations and time in general have the same effect on teaching skills.  Before re-entering the teaching season this fall, all teachers need to sharpen their teaching tools to get rid of summer rust.

What do we know?

Summer is a cherished time for teachers as well as children.  Ten weeks or so away from the classroom is exactly what it is – an absence away and a setting aside of the teaching skills used in classroom work.  As teachers decompress from the stress of daily teaching in the nine months of school, the mental acuities of teaching slumber during the summer weeks.  This has been an aspect of the nine months on and three months off in an educational calendar for decades.  It is one of the reasons school leaders schedule professional development days before the first day of school.  Like their riding a bike, teachers don’t forget how to teach over a summer’s vacation, but they do profit from time back on the pedals before children enter their classrooms.

Getting ready for the first day of school is not just arranging a classroom to receive children.  Getting ready also is shaking loose the summer slumber/rust by clinically considering how a teacher will teach the first curricular units of the year.

Explicit Instruction

One of the most frequently used instructional strategies is explicit teaching, a step-by-step approach that purposefully connects teaching strategies with learning outcomes for children.  Direct instruction is one of the primary methods in explicit teaching.  Direct instruction teaches a chunk of content or skills, checks for student understanding and accuracy, and then teaches a next chunk.  Explicit teaching also entails an examination of the critical attributes of the content and skills to be learned, scaffolding those attributes into a sequence that leads to student proficiency with the content and skills, the use of formative and summative assessments of student learning, and the ability to reteach what students did not learn correctly.  And explicit instruction focuses on the children as learners, understanding that every group of children arrives with differing learning backgrounds and learning needs.

https://education.ky.gov/curriculum/standards/kyacadstand/Documents/EBIP_3_Explicit_Teaching_and_Modeling.pdf

While it is possible for a teacher to walk into a classroom on the first day of school and begin teaching from the rote memory of their first day one year ago, it is better practice for a teacher to review and consider all the steps and processes of instruction before day one.  Getting the rust off means a teacher expends the time and effort to reconsider the first curricular units of the new school year in terms of what the teacher needs to do each class session to cause all children to learn.  Reconsidering the uses of explicit instruction is a good way to rub off the rust.

Key questions:

What do children already know?  The purpose of direct instruction is not “how to tell students what they are to learn”, but determining what students already know, what they need to learn, and the best way to deliver that new learning.  Decisions about telling, demonstrating, inquiring about, or experiencing individually or in groups come after determining what needs to be learned.

Who are these children?  What are their strengths and challenges as learners?  Which children are new to our school and need social acclimation as well as instruction?  What assumptions about these children can a teacher make with confidence?

How will new learning be chunked into teaching/learning in small enough amounts so that all children can successfully process their instruction?

How much engagement time is needed for all children to successfully learn a chunk of instruction?  This is pacing.  Most teachers and students want to “get at it” quickly in the first days of school.  Pacing new learning is essential to assure that getting at it creates successful learning.

How will I know that all children are proficient in their new learning?  Much of formative assessment is observational – seeing and hearing children in the processes of their learning.  Some of formative assessment is quizzing.  Getting the rust off is rebalancing a teacher’s confidence in observing students at work to know if they are being successful or need reteaching or different teaching to be successful.

The Practice of Rehearsal

We rehearse many things consciously and unconsciously.  I would not make a golf shot without taking several practice swings to understand the terrain of the ground, the lie of the ball, the bottom of my swing arc, and the way I want to hit the ball.  I mentally phrase many responses to questions prior to speaking or writing to ensure I am focused on the question, have facts to support what I say or write, and can deliver my words in a tone that fits the occasion.  Rehearsals, physical, cognitive, and emotional, provide assurance that what is to be done or said is targeted and purposeful.

The theory of rehearsal says that when a person reviews what is needed and preliminarily practices a delivery of what is needed, the delivery may not be perfect, but it will be a faithful representation of the best the person can deliver.  And that is what getting the rust of teaching skills is all about.

Last school year I stood in a classroom doorway watching an elementary teacher prepare for teaching a lesson.  She talked aloud but softly as she told herself the objectives of the lesson, what she and her students had done the days before, and the new instruction she would teach this day.  She checked her laptop to assure the presentation of new information was queued up.  She checked a stack of handouts she would give to students.  She repeated the outcomes she would look for by the end of the lesson.  Lastly, she said the names of two students she needed to check frequently and give more assistance.  She was in a rehearsal zone and unaware she was being watched.  At the end, she smiled; she was ready.

I have observed chemistry teachers laying out a lab, writing teachers keying in on a complete versus incomplete sentence structures, PE teachers rehearsing the flexibility exercises they would teach, and math teachers reviewing problem solutions on a screen – each one practicing purposeful rehearsals before students arrived for instruction.

The Big Duh!

As it is true that we get what we settle for, the quality of student learning we get is a direct reflection of the quality of teaching we provide.  Teachers are professional educators with the skills to deliver high quality lessons.   Rehearsing instructional skills prior to teaching better ensures the opportunity to use very sharp teaching skills.