The Word is Out A Dictionary of Good Teaching    PERFORM         CONTEXT        UNREASONABLE         ANEW            RISK         MODEL         OPPORTUNITY          PATIENCE           HOPE           FUN         SANGUINE         EVOLUTION               ACCEPTANCE            URGENT          CARE          FLOW           METAPHOR           PERSISTENT           STORY           CARING           UNDERSTAND           EXPECTATIONS           SAFETY           GOOFY           FORGIVE           ENTHUSIASTIC I'm stuck on "The Complete Random Thoughts of Louis Schmier" web page. If you've never been there, you need to go. Among other things, Professor Louis periodically drops (and writes about) what he calls "A Word for my Dictionary of Good Teaching". Some of his words are: Unreasonable, Dream, Small, Reverence, Touch, Empathy, Contagion and others. His thoughts on these uncommon teaching words is thought-provoking.  If you were to suggest a word for a Dictionary of Good Teaching, what would that word be and why? To give you a start, here is one of Louis Schmier's:   A Word for My Dictionary of Good Teaching   Unreasonable "Unreasonable." It's a word for my Dictionary of Good Teaching... You know, "reasonable" in the context used by this professor in our extended exchanges, so often carries with it a demand for "agree with me" uniformity, "run with the herd" conformity. It's painted with a cowering and resigned "playing it safe" and "settling for" drab. It resounds with an outside noisiness that drowns out your inside self. It doesn't glow with satisfaction. It is so often used to impose a tunnel vision. It so often is a sedating accepting "settling for" and "settling in" word. It's so often a putting off "I would love to, but...." It's so often an unexploring auto pilot and at anchor don't question word. It's a word that flows downstream with the current that doesn't run into a lake of fulfillment. It's a restricting word that severely narrows your options. It so often rings with a prohibiting "you can't do that" tone. It's so often a boring "take the wind out of your sails" word. It so often thuds with a static "it's always been done this way." It so often means accepting being spun and spun around by others. It allows so many of us to talk of freedom and individuality while we submit to and are stupefied by the tyranny of an academic culture imposed by others. It's so often like what the Buddhists call living inside an eggshell. It's so often a sorrowful word that mourns the perceived purity and sanctity of yesteryear's exclusive scholarly Ivory Tower and the perceived current pollution by today's dynamic openness and inclusiveness, or, as this professor put it, of "letting everybody and anybody in." ~ Louis Schmier For the rest, go to: http://www.halcyon.com/arborhts/rt/05jul25.htm           Acceptance My word for the dictionary of good teaching--acceptance...and knowing what I am willing to live with...vs what I can change. Sometimes there is a point where all of us have to say--I can live with this--and sometimes it comes out--I can't live with this! I can accept your behavior or your behavior has reached a point where I have to do something to change my reaction. I can accept that you guys don't get this idea and it is time to move on because it just is not important--or this is so important we have to do this until you understand it. For me, acceptance has always been difficult. So many times I think--it should be... when in fact it is.  ~ Mary Anne Kosmoski         Anew Mine would be "anew". I try to start each day "anew" so that if I had to raise my voice to one of my students that student knows he/she is starting with a clean slate the next day. I can not tell you how important it has been with this class and one boy in particular. I have 17 boys and 6 girls in my class. He told me the following one day when he was following me around the playground: "Mrs. Flaherty I don't know if I ever told you but I am glad you are not like my fourth grade teacher. He was mean. If he told us to do something like stand up and skip and I did not feel like I wanted to do that he would yell that I was in for the next 8 days. He just picked a number and that is how long you were in trouble for. Not you Mrs. F. If we get in trouble with you we know why and we are in for recess for that day and then you forget about it." Shouldn't we all "serve our time" for something once after it was discussed and explained to us and be assured that we get another chance? - especially for young sixth grade students who are feeling their oats, trying to stay out of trouble, AND trying to fit in with their peers at the same time. ~ Sue Flaherty        Care It seemed perhaps too simple but the word that came up over and over again in my mind was "care." In a word… I "care" about my students and strive to ensure the best outcome… for my student’s life of learning, and I "care" about my practice. I think about how best to change, adapt, improve, or keep hold of that which works… for my student’s life of learning and I "care" about the world of which these kids must learn to inhabit and will come to be adults for my student’s life of learning   And my hope is that by caring that they too will “care” and continue to share the gift of knowledge… for the life of learning of those yet to come. ~ Tena Linsbeck-Perron      Caring Although certainly not a new thought, the quote that "kids don't care how much we know until they know how much we care" is a fact. Caring about kids takes on many faces.  "Being there" for the students, taking time to really listen, letting them know when we make mistakes (..and that making mistakes is how we all grow), apologizing and asking for forgiveness when we "misbehave," planning lessons and activities that never waste their time, and every moment of the day showing as much respect to the students as we expect in return are actions that demonstrate caring. Remember that "actions are worth a 1000 words" and be careful of the hidden messages we send by our actions.  Young lives are watching....and they recognize these thing even when we think they don't.  (I was blown away at the end of the year when one of my kids who is known as a challenge said, "Miss Lawson, why are you leaving us?  That new health teacher won't even like us!"  ...... (Strange thing is I thought the kids hated my class) ~ Rebecca Lawson     Context Mine would be "context." The one thing that drives me crazy about most teachers is that they teach "units." Science teachers teach Newton's Laws, or the Phases of the Moon, or The Seasons, and then they move on. I like to weave everything together and teach "everything" all year long. When I do Newton's Second, I also have them throw beans out the window into a mixture of flour and chocolate to make craters, then we talk about how you can tell the different ages of surfaces and why the dinosaurs died and why folks can say that we get hit by something big every 150 million years. Then I do Newton's Third. You can't teach the seasons until they've experienced them, and actually measured the changes themselves - they follow the sun from equinox to equinox, they follow the history of daylight in a city somewhere in the world from equinox to equinox. Yup, mine is "context." ~ Charlie Lindgren     Enthusiastic Enthusiastic is my Good Teaching Word. As a classroom teacher, I must exude enthusiasm for my subject matter, making it seem that what we are learning is exciting and life changing. I must create enthusiasm, hour after hour, to engage my students with the content. By imparting enthusiasm upon my students, I will create life long learners who reach beyond the classroom, the textbook and the school's curriculum to explore and grow on their own. As a teacher leader, I must be enthusiastic about change and growth, always challenging myself to learn, share and mentor others to explore how to best meet the needs of our students. My enthusiasm for our profession and my students must be enduring, regardless outside influences. This enthusiasm must always be at the forefront of everything I do, assuring I am a constant example of what being a teacher truly means. Enthusiastic is my Good Teaching Word. ~ Cossondra George      Evolution My word for my dictionary of good teaching would be evolution - A gradual process in which something changes into a different and usually more complex or better form. The teacher I am today is not that teacher I was 10 years ago, and I hope, plan, and work to be a better teacher in 10 years. But no one becomes great overnight, It takes slow, gradual steps, persistence, and reflection. The synonyms are just as inspiring: change, development, enlargement, evolvement, expansion, flowering, growth, increase, maturation, natural process, progression, transformation, unfolding, working out. I especially like "flowering" - the image of unfolding and blooming to show the full beauty of the flower. Another definitions of evolution states "A continuing process of change from one state or condition to another or from one form to another. " As I move from school to school, and even class to class, I have to change my mind-set to adapt to the needs of each particular group. The tricks and techniques that work well at one time, doesn't work with every group. ~ Suzanne Porath      Expectations  Every day we must have high expectations for ourselves and our students.  First, we must perform and behave at least as well as we expect the students to behave and perform. (Why should they do their best if they see us as being slack?)  Second, we must find students' talents and capitalize upon them to help our students feel capable.  Again, we must not deliver a message that we think a child is not capable or is not worth our efforts by accepting less than the student's best. This is most critical for our children who do not have role models at home to inspire them to great things. (i.e. English language learners, kids in poverty, etc)  We must encourage them to dream of the possibilities and help them navigate the educational system while continuing to show high expectations for their achievement and their behavior. The "more experienced" I become, the more I realize that high expectations is the key to success. ~ Rebecca Lawson      Flow My word for the dictionary of good teaching is "Flow." Flow in the sense of living absolutely in the moment, where time has no meaning and the present encompasses both past and future, where you and the others in the room are absolutely one. ~ Bill Ivey       Forgive My word is forgive.   Forgive students when they do something that hurts you or each other.  Ask them for forgiveness when you do something stupid or thoughtless or downright wrong.  Forgive yourself when your lesson flops, you can't seem to get through to your 7th period class, or you snap at a kid because you're just so darn tired.  Forgive your colleague who got snippy with you this morning.  Forgive your administrators when they make decisions that make you say "do what now?"  We're all in this business together, and I can hold anger and grudges inside but the only person that hurts is me!  Forgive, and start again. ~ Amy Smith          Fun OK--I'm going to suggest a dirty word: Fun. There aren't many education thinkers out there (Glasser being an exception) who endorse fun as an essential tool in the classroom. In fact, these days no serious researcher or author would dare to use the word, as school has now become an incredibly serious place where we train youth to acquire the skills to keep us #1 in the international economic race. The only schools where we can afford to have fun, the policy says, are places where the basics of literacy and innumeracy and technology skills are already mastered. Those fortunate children can take a little break for some creativity or laughter (or even, God help us, recess). For the rest: nose to the grindstone! can't you see we're falling behind? I would like to suggest that a classroom without laughter and fun is a classroom where all the rigorous, demanding, high-standards instructional delivery may go for naught. Human beings were designed to learn experientially and the things that are most fun are also the most "sticky". Quick! What do you remember from HS? What has stayed with you, all these years, as classroom experiences that engendered lasting learning? Right. The fun stuff. I rest my case.  ~ Nancy Flanagan        Goofy My good teaching word would be "goofy." There are a lot of caveats to be placed here, but an APPROPRIATE sense of humor (ie: respectful of others' beliefs and feelings) reaches students in ways you'll never imagine.  By accessing my goof-center I have been able to teach the motion of subatomic particles with hair dryers and ping pong balls (and sometimes popcorn), I teach Buoyancy and Density using stick figures and cartoon voices, I teach Plate Tectonics using sandwiches and S'Mores, I teach wave mechanics and the nature of light using toy dart guns, laser pointers, and dodge balls, and I teach Glaciations using Ice Cream Sundaes. Being goofy goes a loooooong way with middle schoolers (as long as we don't forget to be the adult in the classroom). ~ Neil Sandham       Metaphor Oh my...so many words, and so many thoughts...which one to choose? I choose...."infinity", or "gift", maybe "quest'?, no...ummm....hero...nope...just one word? OK OK enough! I choose METAPHOR I choose metaphor because I think people actually learn new ideas by connecting them in various ways to what they already know and understand. I think we do this unconsciously and symbolically, through metaphor. The most engaging, exciting, and meaningful learning happens when people are able to share an idea, a concept, a vision and understand it in their own way. Through the use of metaphor we make something our very own, which is new, and yet the idea or symbolism of the metaphor may be universal and ancient. Whether we are peers influencing one another, parents raising our children, teachers working with students, principals leading schools, or world leaders affecting international relations, we are all doing the same thing, metaphorically speaking. ~ Chris Toy        Model I would say MODEL. How many times do we tell our students "Show, don't just tell" ? When they can see your draft with revisions, they'll get the idea to do more than add commas. When they see you brainstorm a list of ideas to write, they'll get the idea that it takes time to get started *and* that that's okay with you because you've 'been there.' Reading time in class? Pull out a book, and maybe a pillow and relax. I'm always surprised that kids seem to be more quiet when they think they're disturbing me (which I let them know they are, even when they whisper-talk). "Do as I do, not just as I say." ~ Ginny Paisie      Opportunity I think my word would have to be "opportunity". In my school reform work I have to always look for the opportunity inherent in most circumstance I encounter. The possibilities revealed in low test scores. The possibilities that abound by bringing adult learners together to talk about teaching and learning. the possibilities afforded teachers when they receive administrative support. For me, our field is full of possibilities that need to be surfaces on a dialy basis! ~ Chris Kingsbury             Patience, Hope Anew, perform, risk--all good ones--I'd like to suggest the perfect word, but that would require more time for reflection than I've got tonight---two words came to mind immediately for me when I began reading this thread a few minutes ago: PATIENCE HOPE The first is required to be successful with early adolescents--lots of reasons, from environmental to developmental. The second is necessary to motivate me.... ~ Bev Maddox        Perform Mine would be "perform." When asked why I became a teacher, about 6 years ago, I said, " I wanted to be an actress or a teacher. I chose teaching because everyday I perform." I believe that . When I have a lousy performance, the kids (my audience ) suffer and don't get their money's ( parents' taxes) worth. When I am award winning .... we have great teaching and learning moments. When I do a good job, it is a good performance and a good day for the kids. I have to say, my word is "perform." ~ Deborah Bova        Persistent My teaching word would be persistent. With my students, I must be persistent in every thing we do. Without my persistence, many of students would settle for less than their best, not completing assignments, hurrying through, or simply not doing them at all. With other teachers and administrators, I must be persistent that we need to constantly be evaluating what else could we be doing to make our school the best possible place to teach and learn. I must not let those who are happy with the way things have always been sway my resolve to try new things. I must also be persistent with myself to grow and learn and constantly be looking for ways to improve my own teaching practices. I can never allow myself to just teach a lesson because it is the next page in the book, or because I did it last year and it went well. I must always be looking ahead, for what my students need, how can lessons be improved, and how can I grow as a teacher. Persistent... ~ Cossondra George        Reflection Aha...that's my word: reflection Although I don't have lots of time to reflect, I have noticed that when I do, it has made me a better practitioner. ~ Kim      Relationships My word has to be relationships. Relationships: Girl to girl: my what an issue in middle school! Thank goodness for books like Queen Bees & Wannabees Girl to boy & boy to girl: Whew - those hormones Boy to boy: Is their favorite word gay? Teacher to student & student to teacher - respect - respect Teacher to teacher - not only children get their feelings hurt! Administrator to teacher & teacher to administrator - not only children get their feelings hurt! Teacher to parent and parent to teacher - respect - respect And between all of us & the central office!!!!!! When I lie awake and worry in the middle of the night - and I do that often - it is usually issues centered around relationships that occupy my mind. ~ Nina Newlin For the past several years, I've had a little note that I wrote to myself taped to the bottom of the lap drawer of my desk at school: "It's all about relationships."     Relationships My word is *relationships*. It always seems like I can get through anything with a class when I have a relationship with them.  It always seems like I can teach them anything, if I can get them to have a relationship with the material. ~ Linda Crowe        Risk Mine would be risk. Why risk? Because without risk taking, I never get better as a teacher and my students never learn. Every assignment, every class period, every raise of the hand is a risk. When we step out there, we expose ourselves to failure, ridicule, change and a host of other scary things. I have learned that my own willingness to take risks pays off--I learn, my kids see a model of an adult who takes risks and manages failure, and kids begin to follow the model. Risk is scary, but it's also powerful! ~ Ellen Berg               Safety My good teaching word is safety. It goes with one that is there already, risk. Before I am willing to take risks, I need to feel that I am safe to succeed or fail. Students need that safety also. A classroom must be a safe place to try new ideas. Students need to feel safe to take a risk and know that if they fail, the ridicule will be kept to a minimum and they will have a chance to learn from what they have done and try again. Students need to know that they are safe to think of different ways to solve problems and that solutions will not be considered wrong just because they are done a different way. Safety in a classroom is critical for student creativity and learning. ~ Lisa Peirce       Sanguine I'd like to offer the word SANGUINE to our little MiddleTalk dictionary. It probably should get tucked in by Bev's HOPE. I'm using the definition of "cheerfully confident, optimistic". That sounds to me like the kind of teacher I want. No matter how badly I've just messed up in my work, my learning or my behavior and my teacher has had to help me understand it, I want him/her to be cheerfully confident and optimistic that, with my new insight, I'm going to do better next time. Come to think of it, I want my principal to be sanguine in my evaluation meeting tomorrow, too ... so I can leave the meeting still believing that someday I can be the really wonderful teacher I've always wanted to be. Now ... how to make sure no one confuses my sanguine with the other definition of "bloodthirsty"! ~ Laurie Stenehjem         Story I would say that my word entry would be "Story." Human beings like and remember stories. We communicate our history, our values, and vital survival strategies and technology through story. The information I remember from school (35 - 40 years ago!) was always attached to a story of some sort. When I teach, no matter what the subject, if there is a way to connect the information to an anecdote, a joke, a history, or a tale, my students remember. ~ Lisa Drew    Understanding My suggestion is Understand.  Understanding is another one of those words that flows in all directions in a classroom. Teachers must understand their content, understand themselves as teachers and learners, understand where their students are developmentally as a group, and understand who their students are individuals.  Teacher understanding is more than cognitive.  It is a more deeply rooted emotional connection (caring as suggested elsewhere). Of course, they must also communicate that they understand all of these things.  Sometimes I think the most important words we can say to students are "I understand what you are saying." Additionally, student understanding of the content, their teachers, and their classmates helps facilitate their learning.  Students do not and cannot always communicate their level of understanding, so it falls on teachers to elicit the extent to which students understand.  "I don't understand" ranks high among students' most frustrating feelings and presents a challenge to teacher and student to make it better. ~ Shelby Hammer      Urgent My word is "Urgent" In the midst of the busyness of teaching, one of the hardest things for me to do is to keep my mind focused on what I am doing or who I am with. Instead I catch myself thinking about the urgent- what I need to do next... next period, after lunch or after school. With one eye on the clock I am prone to rush students to hurry through their stories- to "get to the point" so that I can move, with breakneck speed, onto the next thing I need to do.  The other day I walked past a Grade 2 teacher who was crouched down on her knees, outside her classroom door with a student. The most noticeable thing about her was the deep listening she was involved in. She wasn't saying a word- it was apparent that the student had the stage. Everything about her, her eyes (looking into the eyes of her student), her posture (kneeling), her position (right down there with the student) was unrushed and spoke of being totally present to that student and the moment.  Ralph Waldo Emerson's assertion stops me short.  His words 'Wherever you are, be there', reminds me of the severe consequences of not being engaged with the classroom moment and the students present in that moment. When I fail to engage, I don't savor what's going on, I give the impression that what the student is saying to me isn't valuable and it denies me of the depth of relationship that only comes when I take time with someone. Looking ahead means I am prone to miss the teaching moment, that point in time when real life sneaks in the back door- a student who breaks down while the kids are writing a mother's day poem or a moral dilemma that peeks out from behind a short story we're reading. Usually these opportunities happen at an inopportune times but missing the moment could mean I've also missed a never-to-return opportunity to make a life-changing impact on a student....and on me. Save me from the urgent...teach me the art of being where I am.  ~ Brenda Dyck   From the Readers of MiddleTalk Listserve "Without" by John Hawksley USED WITH PERMISSION