My Blog

Post Published : April 2, 2018

All too often at this time of year, between spring break and the end of the year, with the temperature warming up and students getting antsy to have summer break, classroom expectations and norms go out the window. Often, teachers tend to ignore problematic behavior, hoping that the student(s) acting out is just “having a bad day” and that hopefully the next day they’ll be better. However, often, these students acting out are the ones who need extra attention and help in completing their assignments. It is important to remember that we sometimes must hone our list of norms mid-year or at the end of the year. When students decide on their norms and consequences, we can hold them to class expectations. Keep these norms, which are written for each class, on a flipchart on or by the whiteboard.

Published : April 3, 2017

My first blog post will address the question “Why did I decide to become an educational trainer?” After many years of teaching in a variety of settings (both high- and low-achieving districts, with minimal parental involvement to over-involved parents), I realized that I can incorporate my experiences in the classroom by training teachers, principals and other staff in Time to Teach™ techniques. My own experience with site-based staff development is usually done by an internal trainer, and follows the school’s UIP (Unified Improvement Plan). These training give teachers some new ideas and help them perhaps implement a few things into their teaching, but the training often isn’t revisited throughout the year. With Time to Teach™, I hope staff will incorporate the training into their PD discussions throughout the year, even perhaps inviting the speaker (me) back for a 2nd session later in the year for a follow-up. While most

Post Published: February 2, 2018

Recently, I came across a graphic on Twitter that put teachers and how they are as learners into 3 categories. Here is my perspective on where I have been throughout my career:

When I first started teaching, I definitely fell into the “Unintentional” category, meaning I didn’t read EDU blogs, subscribe to educational journals, and felt isolated since I was one of the only (or the only) French teachers in my school. I didn’t tweet or blog, because, at the time, in the early 2000s, there was none of that going on!  I didn’t write for professional journals, which was a possibility. I did, however, attend state and national conferences from very early in my career.

Post Published: March 2, 2018

When students are getting antsy with the warmer weather, longer days, and just a few weeks until spring break, it’s important to remember to keep ourselves energized (sometimes AS energized as our students) to have the tools to keep up with challenges that can arise this time of year.

What are some ways we can incorporate breaks into our instruction if kids are getting antsy? Most of us have learned about brain breaks. Many elementary school teachers use brainpop.com where there are short 2-3 minute videos kids can dance along with. At the secondary level, a good idea for a brain break is incorporating mindfulness into the

Post Published: Aug. 31, 2017

Now that we’re at least a few weeks into the school year, many of us teachers have gotten to know our students somewhat, established routines, assigned a test perhaps, and met with parents during open house. Many of us are too overwhelmed with our planning, assignment prep, grading, parent contact and classroom routines to even think about professional development at this point. However, it’s a great idea to view the PD options your district offers or confer with your administrator or instructional coach. The link below explains how teachers wear many hats and this experienced elementary special ed teacher uses some of her days for consulting and co-teaching.

https://www.teachercertificationdegrees.com/interviews/instructional-coach/

I hope many of you have a peer you can rely on for support in your teaching, with either classroom management issues or anything else that would come up that is too challenging to handle on your own. We need the support of one another, and this time of year is especially important to form those relationships not only with students but with colleagues. Teaching sometimes feels like a lonely profession, especially if you teach singleton classes or are part of a small department (which has been the case much of my career). Don’t hesitate to tweet me @danagoodier or email/comment to this post if you have specific questions at this point in the year and hesitate to ask someone you work with (or don’t have the support there).

We’re all in this together, don’t forget that!

Post Published: April 30, 2017:

I hope you’re also considering how YOU may want to spend your summer. Perhaps picking up a few graduate credits along the way for salary increment credit will entice you? Well, contact me if your school or district has staff days set aside for this summer or beyond, and you’d like to learn more about classroom management with Time To Teach®.

Good luck finishing up your classes and getting everything “wrapped up” as you end the school year. Take care of yourself during this stressful time, and get out there for a walk, or practice a sport you love!

Published : April 3, 2017

My first blog post will address the question “Why did I decide to become an educational trainer?” After many years of teaching in a variety of settings (both high- and low-achieving districts, with minimal parental involvement to over-involved parents), I realized that I can incorporate my experiences in the classroom by training teachers, principals and other staff in Time to Teach™ techniques. My own experience with site-based staff development is usually done by an internal trainer, and follows the school’s UIP (Unified Improvement Plan). These training give teachers some new ideas and help them perhaps implement a few things into their teaching, but the training often isn’t revisited throughout the year. With Time to