I wanted to produce an episode before school started and I wasn’t sure if it was going to materialize. Starting next week, I’ll be teaching all new classes, at a new school, and at the college level. It’s been a busy summer, but I’m excited to embark on my next teaching journey. 

This episode is short and simple, but it has tremendous potential to positively impact the way your class operates and student learning. 10 years ago, my room was cluttered. My wife has a label for people like I was…He’s a piler. That label was true. I did have a lot of piles of paper stacked in chaotic places around my room. I wasn’t proud of this, but when all of my students filed into my class each morning and the day just erupted into frenzied activity, my energies turned towards engaging them and not organizing the flurry of papers that I distributed and then collected.

This unsatisfactory situation changed when my school started using Google Drive. The piles of paper disappeared, my drive was organized and easily accessed, and my uncluttered room took on a Feng Shui-like character. I was transformed into such a paperless fan that I decided to create a Landing Pad for many assignments. This virtual collaboration igniter is what I’ll highlight in this episode. It’s not revolutionary, but it’s powerful. I thought it would be useful to share a great and simple idea on the last week of summer vacation.

My Landing Pad is merely a Google Doc that contains my class roster. The students are listed in alphabetical order by their last names. You keep this doc in your drive and merely make a copy when you decide to use it. I frequently sort my students into groups. You take the Landing Pad copy and sort the students accordingly. Then, you must change the sharing settings so the document is editable and then share the link with students. Once students have created something, be it a narrative, a Google Drawing, a virtual timeline, an image, or a video, they merely copy a link for their creation, highlight their name on the Landing Pad, and then insert the link. All of a sudden, their name turns blue! Here’s an image of a Landing Pad from my class. 

Notice that a few students did not complete the assignment. They are still in black. I removed the last names for privacy sake, but if they were still there, you would have also noticed that the students were no longer in alphabetical order. I arranged them for this activity. 

Here are advantages to utilizing such a system   

Paperless:

Students don’t lose the prompt, or their creations. As long as they have technology and internet, they have anywhere, anytime access.

 Collaborative:

In the Landing Pad highlighted in the image, it was a jigsaw activity. Each student was to research an aspect of our topic then enlighten the peers in their group. Because a few kids did not complete the task (their names are still in black on the image), members of short-handed groups merely opened links from other groups and learned what they needed. They could even invite the creator of the link to their group as a goodwill ambassador who could enlighten them about the aspect that their group is missing.   

Accountability:

It’s painfully obvious who’s done the work and who has not. Teachers know before class starts whom they have pull aside for remediation. 

Management:

I once lost a student’s project. Or, at least I think I lost it. The kid swore he turned it in. I had my doubts, but me losing a paper was certainly plausible. This scenario is now a relic. I know exactly who’s turned in their work and I never walk out of the building carrying a load of papers that I’m going to have to lug back to school the next morning. 

Facilitates Learning: 

Influential Austrailian researcher John Hattie’s focus is influences on student achievement. His 2018 List is comprised of 252 influences on student learning. The Jigsaw method is number 7! A Landing Pad is a perfect way to facilitate such learning. 

Episode Template

The Problem:

Students need a simpler way to turn in work and collaborate.

The Solution:

Utilize a virtual Landing Pad.

What you can do Tomorrow:

• Create a Google Doc of your class roster.
• Make a copy, then rearrange the names into groups of your liking.
• Make the doc editable. 
• Share the link with students and direct them to highlight their names and then insert a link for their completed work.
• On the collaboration day, encourage students to access links of classmates outside their group to fill in any gaps. 

Please try a Landing Pad this semester. Wouldn’t you like to walk out of school empty-handed? 

Listen to “James Sturtevant Hacking Engagement” on Spreaker.

Fatima Dahir

There’s a significant potential that 2 things may happen when you return to school in a couple of weeks:

• Your classroom may be more diverse
• Donald Trump’s Send her back tweet may just come up in class discussion

In terms of diversity, the demographic trends towards a browner America are indisputable. Here’s a link to an Axios article that cites the Census data. Sadly, many American schools both urban, suburban, and rural are defying this trend and remaining largely monochrome. If you teach in such a school, you do your students no favors by ignoring America’s increasingly diverse trajectory. Your students will most likely work in highly diverse environments in the future. And if you teach in such a school, you also have a moral obligation to make certain that students whom are different are not marginalized.

Fatima Dahir certainly felt different when she entered her largely, white and conservative public middle school classroom in suburban Columbus wearing her hijab. Today, she’s thriving as a student leader at Ohio State University, but middle school was brutal. In this episode, she’ll talk about her significant struggles, along with her social and academic metamorphosis. She’ll discuss how teachers can embrace ostracized students. She’ll also provide interesting perspective on the controversial statements by Donald Trump and how an educator might cope with classroom debate inspired by this issue. Please listen. This is an important show!

Episode Template

The Problem:

Some students feel marginalized.

The Solution:

Bond with those kids and subtly encourage their classmates to do the same.

What you can do Tomorrow:

• Conduct a mental inventory of students whom you suspect are excluded
• Intentionally begin the bonding process with those youngsters
• Experiment with ways that you can facilitate broader peer acceptance for those kids
• Strategize ways to keep debate in your classroom civil

Chances are, that if you’re listening to this podcast that you’re a popular teacher. When esteemed teachers reach out to struggling students it can open the door to peer acceptance. Go for it!

Listen to “122-Embrace the Marginalized…Starring Fatima Dahir” on Spreaker.

Even though it’s only June, start thinking about specific ways to create an outstanding school year next fall. That’s what I’ve done throughout my career. Summer gives you breathing room. It allows you to reflect, adjust, and then speculate and plan.

One thing that I’m passionate about is teacher well-being. Aside from job satisfaction being a wonderful thing in its own right, happy teachers are better for kids. But acquiring profound job satisfaction may indeed take some planning, adjusting, and paradigm shifting on your part.

In pursuit of helping my dear listener obtain that noble goal, I recorded this program. It includes 4 learning targets that will lead to greater teacher fulfillment. Each target will be accompanied by suggestions on how to manifest the target into your professional life. While some of my suggestions may not move you and many you probably do already, it’s my belief that you’ll be exposed to at least a few ideas that you’ll love and want to implement. By doing so, you may just transform next fall. 

I hope you enjoy the program. It’s good to be back behind the mic!

Teacher Well-Being Learning Targets:

1. I’m a positive citizen of my school
2. I embrace delayed gratification.
3. I prioritize my well-being
4. I’m grateful to be a teacher

Listen to “121-Teacher Well-Being…4 Learning Targets for the Fall” on Spreaker.

I’m officially a member of the class of 2019…and this is me on Muskingum University’s campus. This is where I’ll start teaching in August.

In the late summer of 1985, I experienced my first day of teaching at Mount Vernon High School in North Central Ohio. That steamy summer day was the inaugural faculty meeting. You know…the one where all the veteran teachers stare at the newbies as they’re introduced. Before my principal, Mr. George Perry began the unveiling process, he paid homage to a retiring teacher. Up stepped a nondescript middle-aged man named Art Cassell. Mr. Perry began, When Art started teaching in the fall of 1955… Those were the last words I heard. I panicked! 1955…1955…I wasn’t alive in 1955. How in the hell does anyone teach high school for 30 years, I thought. Then, I started to project into the future, Will that be me in 2015? Will I be the old guy waddling up there to get my official pat on the back? I’ll be like a museum exhibit. 

I quickly learned, however, that teaching is a wonderful adventure. I couldn’t get over how much I loved the work. I couldn’t fathom in 1985 that I’d still be teaching high school in 2019, but here I am, at least, for a few more days. At the end of this week, I’ll no longer teach high school.

This episode will explain exactly why at this juncture in the spacetime continuum I’m transitioning into a new role. Rest assured, this podcast will continue. In fact, in my new role preparing tomorrow’s educators at the college level, I’ll be inspired to dive even deeper into what creates engaging instruction. And, I’m thrilled that I’m simply migrating to a new classroom. I’ll still be in front of students teaching. Rest assured, this podcast will also continue.

Thanks for listening so far and there’s more to come!

Listen to “120-Where Will Sturtevant be Teaching Next Year?” on Spreaker.

I remember late April of my rookie year as a teacher. I was toast! All my great teaching strategies were worn out. I was scrambling trying to find innovative and engaging ways to present lessons. It was a loooooong 6-weeks till summer vacation.

In early June when I did my post-mortem on the year, I vowed to always keep some ideas in the vault for that last 6-weeks home stretch. In fact, I’ve always encouraged rookie teachers to do the same.

I have 5 weeks left of school. The weather is warming up here in the Buckeye state. The springtime panorama, which is the window of my classroom, is getting darned inviting. Conversely, reliable teaching strategies are becoming a bit stale. They’ve worked brilliantly all year, but now with the end in sight, I have to change things up in order to maintain that crucial student engagement.

This episode will focus on using Plickers as a classroom discussion tool. I first learned of this rather amazing platform while I was conducting PD 2 years ago. I was helping teachers individually when one of the attendees asked, Jim…have you ever used Plickers? I responded, No. I listened to her describe the platform and thought, That sounds fascinating and easy. I want to give it a try. I finally got around to it. The last 9-weeks of the year I love experimenting with new platforms. It was high time for my Plickers’ maiden voyage.

Before I describe my lesson, here’s a little Plickers 101:

• In the Plickers’ Platform, you create a class and then copy and paste in your roster
• The platform then assigns a Plickers’ Card to each kid
• Each card looks like a big QR-Code. No technology is required on the student end.

Take note that my cards are on cardstock and are laminated. This a bit time consuming but contributes to longevity

• When prompted, the students hold up their card and rotate it to reflect an answer that coincides with A, B, C, or D
• You download the Plickers’ App on your phone so you can scan the cards. All their names appear on your projector and turn blue once you’ve recorded their responses.

The game-changer for me was the option to conduct a Plickers’ session in Survey Mode.

Everyone participated by displaying their card. I scanned them with my phone and then the responses were broadcasted to the class.

Once all the positions were logged, kids were given the opportunity to claim their position and explain why.

Just as with the Talking Sticks discussion, students were given a self-evaluation rubric. Each kid was required to participate in addition to holding up their card. They were encouraged to elaborate on their response at least twice and to cite the prep material at least twice. Most far exceeded their quotas. This discussion was a lot of fun! Please give it a try.

Episode Template

The Problem:

Even tried and true teaching strategies become stale as the school year starts to draw to a close.

The Solution:

Energize your next structured class discussion utilizing Plickers.

What you can do Tomorrow:

• Find then assign provocative prep material based on your current unit
• Create provocative discussion prompts and then upload them to the Plickers’ Platform
• Download the Plickers’ App on your phone
• Download and print Plickers’ Cards. 1 set of 40 should last you for years provided that you laminate them.
• Download my Plickers’ Rubric and morph it to fit your class
• Pull a few kids out of study hall and perform a dress rehearsal to make certain you understand how to use this platform

Late in the year, you need to be supple and experiment with new teaching strategies to keep them engaged. Plickers is absolutely worth a try.

Listen to “119-The Plickers Class Discussion Extravaganza.output” on Spreaker.

I remember late April of my rookie year as a teacher. I was toast! All my great teaching strategies were worn out. I was scrambling trying to find innovative and engaging ways to present lessons. It was a loooooong 6-weeks till summer vacation.

In early June when I did my post-mortem on the year, I vowed to always keep some ideas in the vault for that last 6-weeks home stretch. In fact, I’ve always encouraged rookie teachers to do the same.

I have 5 weeks left of school. The weather is warming up here in the Buckeye state. The springtime panorama, which is the window of my classroom, is getting darned inviting. Conversely, reliable teaching strategies are becoming a bit stale. They’ve worked brilliantly all year, but now with the end in sight, I have to change things up in order to maintain that crucial student engagement.

This episode I’ll focus on keeping my favorite learning activity, the structured class discussion, fresh with the help of a great technique, Talking Sticks. Jen Wilson, who was featured in Episode 117 encouraged me to try this tactic. I was game! Here’s an article from Education World which promotes Talking Sticks, but this activity can absolutely be used at any level. And one final caveat…as with all class discussions, it’s essential that you assign provocative prep material.

Talking Sticks is truly student-led learning. I broke my class up into groups of 4. I arranged them in these groups in a large area, which in my case was the school library. Each group was stationed at a table. One youngster in the group acted as the moderator. Their job was to manage the discussion topic. They first distributed the six talking sticks to the other members of the group.

Each member of the group got 2 sticks. These sticks were either green, Make a Statement, or red, Ask a Question or Challenge an Idea. Once the sticks were distributed, the moderator came to me to get the prompt:

The moderator returns to their station, reads the prompt, and then encourages participants to chime in. When a group member makes a valid statement, asks a question, or challenges an assertion, they can drop their stick in the cup. When I call time, typically, I’d designate about 5 minutes for each topic, group members who’re empty-handed get full credit.

Then, and this part is crucial, I’d mix the groups. Each moderator would move to a new table and become a standard group member. New Moderators would be selected and the process would begin again. It was an awesome experience and the time period flew by.

An observer complimented me on the self-evaluation rubric that students completed as the conversations unfolded. Feel free to make copies.

Episode Template

The Problem:

Even tried and true teaching strategies become stale as the school year starts to draw to a close.

The Solution:

Energize your next structured class discussion utilizing Talking Sticks.

What you can do Tomorrow:

• Find then assign provocative prep material based on your current unit
• Create provocative discussion prompts
• Download my Talking Sticks Rubric and morph it to fit your class
• Pull a kid out of study hall and task them with creating the sticks
• Reserve the Library, or any large space, so that you’ll have plenty of room

Late in the year, you need to be supple and experiment with new teaching strategies to keep them engaged. Talking Sticks is absolutely worth a try.

Listen to “118-Keeping it Fresh with Talking Sticks.output” on Spreaker.

I remember my first teacher evaluation. I was nervous! I tried to put on a great show. I felt I did okay. Then, a few days later, I remember walking toward the principal’s office to hear the verdict. I wasn’t sure how this meeting would go. I thought my lesson went well, but I couldn’t tell how my principal felt because he always played them close to the vest. Thankfully, he said positive things. I was thrilled and relieved.

Decades later, I’m still being observed. But now, all my administrators are younger than me. It makes the entire process a lot less intimidating. I still take observation day seriously, but I’m more relaxed about the process.

I wished I would have had the courage to try what I tried last week earlier in my career. I approached my principal about attempting to address a weakness during a formal evaluation. Because he’s a good principal, he welcomed my idea.

My weakness is personalization. It’s something I don’t do enough and I’m confused about the nuts and bolts. I’m not opposed to personalizing lessons, I think it’s the direction in which the world…and certainly education, is headed, but I needed help.

Jen Wilson

And this, dear reader, is where Jen Wilson enters the scene. Jen is an instructional coach in our school. My principal sent me Jen’s way. I’ve worked with her before and she’s great. She suggested that I take my lesson and apply the SCAMPER method.

SCAMPER is an acronym which challenges kids to apply higher levels of thinking. It’s a template that can be used over and over in every subject.

I challenged my kids to create a stop-motion video on nonviolent protest. Here’s the prompt I gave to students. Here’s a typical kid production.

My experiment of addressing a weakness as the focus of an evaluation was a success. My principal heartily endorsed the idea, he provided awesome resources like Jen Wilson, I gained confidence in terms of personalizing, and my students experienced a solid learning opportunity.

Episode Template

The Problem:

Teachers play to their strength in evaluations.

The Solution:

Impress your evaluator by addressing a weakness.

What you can do Tomorrow:

• Determine your weakness
• Confirm it with your evaluator
• Ask them for resources
• Exploit those resources
• Collaborate with helpers to create your lesson.

It’s totally understandable to play to your strength during evaluations, but such pressure-filled situations are remarkable opportunities for growth.

Listen to “117-SCAMPER through your Next Teacher Evaluation…Starring Jen Wilson.output” on Spreaker.

I stopped coaching football in the fall of 2000. That’s a long time ago. In the spring of 2018, Eric Myers, who’s the Track and Field Coach at our school, surprised me with an unexpected proposition, Jim…you need to get back into coaching. I need an assistant. Coach with me. We’ll have a blast! I was totally unprepared for this solicitation. I responded, Wow…thanks, but I’m long removed from the coaching mindset. It’s been years since I’ve coached. I’m sorry!

I was surprised by Eric’s proposition. That was a problem. I said no instinctively without giving it much thought. I promptly dismissed the idea and went on with my busy day.

Our minds, however, function in mysterious ways. Last summer on a gorgeous Ohio day, I needed something to do. My wife had an obligation, so I was free to entertain myself. I decided to go hiking at Mohican State Park near Mansfield, Ohio. For some odd reason, as I strolled over the beautiful trails surrounded by sun-dappled hemlocks, I started thinking about coaching again:

• Man, it would take a lot of time out of my day.
• Boy, parents become spastic whenever their offspring are even remotely engaged in competition.
• I’m not as young as I used to be.

But these thoughts were overwhelmed by others:

• When I was coaching I had a relational advantage in the classroom because I bonded with kids on the playing field.
• While I’m not as young as I used to be, I’m still very fit and coaching might make me feel even younger.
• I had a lot of fun coaching and there’s no reason to think that couldn’t be the case again.
• And finally and most importantly, I have a lot to offer those kids in the role of a coach.

On my way home from the hike, I called Coach Myers and told him that if he needed me next year, I was available.

Now, fast-forward to February of 2019. Eric informed that he did need me to help coach running events, but he really needed a discus coach. This introduced a fascinating new variable. I was a speed guy in high school. I’d never picked up a discus in my life. Eric assured me that I could teach myself and clarified that practice started on the 4^th of March, so I needed to get cracking!

This is a perfect example of self-directed learning. Over the past 2 weeks, I’ve researched, watched video, interviewed experienced throwers, and practiced the movements. To the amusement and annoyance of wife and offspring, I’ve thrown a lot of things against my basement wall mimicking throwing the discus. My form has evolved. I’m now excited to teach others. Please…repeat after me, When we teach ourselves, it sticks

Deanna Hess deanna.hess@gmail.com

Deanna Hess teaches dual enrollment English at Dover High School in Dover, Delaware. My story about self-directed learning dovetails perfectly with her story about a prompt she recently gave students. Deanna challenged her kids by placing the learning objective at the end of the prompt! In other words, the learning objective represented Point B in a journey. Point A and how students got to Point B, was totally up to them. If this sounds fun, courageous, powerful, and something you’d like to try in your classroom, then you, dear friend, have downloaded the right podcast. Deanna describes her evolution in thinking about the assignment, the twists and turns of its execution, her interesting observations during the process, and the potential as a future instruction tactic. There’s no doubt that this lesson was a powerful learning experience for Deanna’s students. Here’s a link to the prompt Deanna gave her kids:

Project Proposal Template

Episode Template

The Problem:

Self-directed learning is powerful, but teachers don’t do enough of it.

The Solution:

Overcome your reservations and turn the keys over to your kids.

What you can do Tomorrow:

• Recruit an upcoming lesson as a wonderful candidate for student-led learning
• Craft a prompt with the learning objectives at the end
• Anticipate emotions you might experience as you relinquish control
• Create space for students to brainstorm and collaborate on how to demonstrate learning
• Consult with colleagues who already do a lot of student-led learning

The things that I have taught myself have incredible power. Why not put this phenomenon to work in your class?

Listen to “116-Deanna Hess Enthusiastically Turns the Car Keys Over to Her Kids” on Spreaker.

It’s so gratifying when you had a student with whom you were close, they graduate, and then years later you learn that they’ve achieved much. Mo Ross is a marvelous example of this phenomenon. In college, Mo was an integral member of Otterbein University’s 2002 National Division Three Championship Basketball Team. I was still keeping tabs on Mo in 2002 and I was impressed with this lofty accomplishment.

Big Mo is the good-looking #40 in the back row.

But then, I lost track of him. Certainly not on purpose, but I’ve taught over ten thousand kids in my career. It’s hard to follow them all. I reconnected with Mo this past fall due to a tragedy. I coached Mo in Freshman Football many years ago. His best friend, Randy Russell, was also on my team. Randy passed away this past year and Mo and I talked frequently in the wake of this awful development.

I was thrilled to learn that Mo had become an educator. In fact, Mo had became a principal. He’s the perfect blend of ability, disposition, and vision. As you listen to this talented young man, you’ll spot his leadership skills immediately. Those skills were evident to his teammates and me. He guided our freshman football team as the quarterback. His skills are now evident to his teaching staff. His common sense approach and calm supportive demeanor are major assets.

Principal at Wyandot Run Elementary in Powell, Ohio

This podcast is in need of more administrative perspectives. I frequently interview teachers and students. An administrator can describe student engagement from the objective perch of the classroom evaluation. This episode will give the listener a behind the curtain peak at exactly what’s going through an administrator’s mind as he watches you matriculate through your lesson.

Episode Template

The Problem:

Teachers are not sure how to improve their next evaluation.

The Solution:

Be proactive with your principal.

What you can do Tomorrow:

• Do a self-evaluation.
• Inform your principal your verdict.
• Ask her for advice and resources to improve.
• Create a great lesson hook, so when your principal comes in she’ll see highly engaged student body language.

Your principal can help you grow as an educator. Your principal should be willing to help you grow. Utilize them. Your next evaluation could be your best.

Listen to “115-Principal Mo Ross Describes what he’s Looking for in your Next Evaluation” on Spreaker.

Every morning, I spend some solitude on a meditation cushion. This has been an on and off again routine for many years. Over the past 6 months, I’ve been diligent. The rewards have been palatable:

• I sleep better
• I eat better
• I notice things
• I’m calmer
• I’m much kinder and more tolerant
• I’m less critical of myself
• I’ve mended fences

I add a minute to my practice each week. I’m working up to 30 minutes. I’m currently at 22. If back in October someone would have told me that I could sit calmly for 22 minutes by mid-January, I would’ve dismissed them.

I certainly don’t mean to imply that I bliss-out each morning. Some sessions are a train wreck. My mind resembles a trapeze act. But even on those spastic dawns, I benefit. Perhaps, I need my mind to perform its gymnastics routine in a safe place and then I can move on with my day in a more present fashion.

Recently, I was presenting at a local school district’s professional development day. After my presentation, I had some free time so I thought I’d duck into some breakout sessions. One, in particular, intrigued me. Monica Lewis is a 4th-grade gifted teacher in Pickerington, Ohio. Her session on Mindfulness in the Classroom was at the top of my dance card. After Monica’s fine session, I introduced myself and invited her on my podcast. This episode will mirror her presentation and give me the opportunity to ask questions that many of you may have merely based on the title.

Monica Lewis

In my World Civilization class, we annually do 2 short mindfulness sessions when we arrive at the units on Hinduism and then Buddhism. That adds up to a grand total of 4 minutes of mindfulness for the semester…but it’s a powerful 4 minutes! Many kids hit me up the next day and plead, “Can we please do that again?” Monica’s students do it daily. That intrigues me and certainly makes me want to include more mindfulness.

And finally, some listeners may be reluctant to add such a routine. Please consider these factors:

• Mindfulness is a secular activity
• Mindfulness doesn’t have to be done daily
• Monica is evangelical about mindfulness’ positive impact on student performance and classroom management

Monica suggested these wonderful resources:

• Science Shows Meditation Benefits Children’s Brains And Behavior by Alice G. Walton
• How Mindfulness Empowers Us: An Animation Narrated by Sharon Salzberg
• Meditation 101: A Beginner’s Guide
• Mindful Monkey, Happy Panda
• Mindfulness and Relaxation Apps for Kids

If you’re considering adding mindfulness to your classroom, certainly consult with your principal. There are parents who are terrified of anything outside their life experience. Let your poor principal in on your ideas. You don’t want your administrator to get ambushed by an angry call from a parent. Perhaps, share this episode and Monica’s resources if you think it’ll help.

Episode Template

The Problem:

Our modern existence undermines mindfulness.

The Solution:

Introduce a regular mindfulness practice into your classroom.

What you can do Tomorrow:

• Attempt a personal 2-minute mindfulness session
• Peruse Monica’s resources
• Consult with your administrator
• Plan for a 2-minute classroom maiden voyage

Mindfulness could lead to better classroom management and improved student performance. More importantly, it just may lead to happier kids!

Listen to “James Sturtevant Hacking Engagement” on Spreaker.