T.E.A.C.H. is a framework that I use as an anchor for my own teaching practice and for the topics that I blog about. Do I have all of these elements in perfect balance on a typical day in my classroom? No way! But, just like a vision statement serves to keep a business running in the direction they want to go, this framework is something I revisit periodically to make sure that the practices in my classroom align with the type of teaching I believe in. Below you'll find a breakdown of each element with a description and examples of what it looks like in the classroom.
Teacher Mindset & Wellness
-Philosophy: the overflowing cup (we can’t give what we don’t have)
-teacher’s overall wellness & mindset is precursor to student success (his/her energy & approach sets tone for classroom)
-as much as possible, director/principal puts as much emphasis on teacher needs as students when making decisions that will impact both; tone of respect for both teachers & students
-teacher takes ownership of learning in his/her classroom equally for both successes & failures
-teacher commits to seeing their teaching practice evolve over time (open to change, flexible, reflecting, trying new things)
-practices are in place as a school to minimize/prevent burnout (PD’s tailored as much as possible to address teachers’ needs, environment fosters wellness & inspiration/motivation)
-efficiency coaching/troubleshooting sessions to prevent burnout
Efforts to Personalize Learning
-teachers honor various learning & personality styles by varying types of assignments/tasks (i.e. individual assignments at times for introverts, collaboration at times for extroverts, kinesthetic at times for hands-on learners, etc.)
-emphasis on conferencing individually with students re: progress; especially for writing
-differentiate whenever/wherever possible; flexible grouping
-when possible, students work at own pace according to mastery on individual scales
-meet students where they are (a “must” for reading instruction, even if significantly below grade level)
-play to students’ unique skills & interests as much as possible for increased engagement and buy-in
-student awareness & tracking of own progress; ownership of progress
-smaller class sizes (no more than 20 students per class)
Authentic Learning Experiences
-opportunities for real-world learning experiences based on constructivist theory (inquiry-based, student-led, collaborative, ties to issues/happenings/needs in community when possible)
-teacher makes effort to tie student’s behavioral choices to natural, real-life consequences
-collaboration/protocols foster “real-world” 21st century skills
Consciously-Managed Classroom Environment
-classroom environment promotes empathy & reinforces positive choices
-teacher is conscious of his/her own energy, language, & approach, modeling what is desired from students
-classroom environment is safe for risk-taking & making mistakes through consistency w/routines, expectations, procedures, and encouragement
-“structured fun”: highly structured environment allows for fun & collaboration, while keeping environment quiet and organized enough for optimal learning
-emphasis on non-tangible incentives (emphasis is on drawing attention to desired behavior through incentives, but teacher is conscious of message being sent when choosing rewards, how often, & for what behaviors—i.e. sugar as reward, being rewarded for things that should be expected)
-teacher and students practice and promote mindfulness & understand it is a daily practice , not a state to achieve
-integration of SEL & mindfulness into curriculum wherever possible
Holistic View of Learner & Learning Process
-school considers S/E, Academic, Health, Behavioral needs & goals when making decisions
-ALL teachers of a student of concern in regular contact to address needs/concerns
-“big picture” focus: we are invested in each student’s overall well-being, not solely academic, understanding that a deficiency or need in one area affects the whole
-cross-curricular activities rather than teaching subjects in isolation
-Philosophy: the overflowing cup (we can’t give what we don’t have)
-teacher’s overall wellness & mindset is precursor to student success (his/her energy & approach sets tone for classroom)
-as much as possible, director/principal puts as much emphasis on teacher needs as students when making decisions that will impact both; tone of respect for both teachers & students
-teacher takes ownership of learning in his/her classroom equally for both successes & failures
-teacher commits to seeing their teaching practice evolve over time (open to change, flexible, reflecting, trying new things)
-practices are in place as a school to minimize/prevent burnout (PD’s tailored as much as possible to address teachers’ needs, environment fosters wellness & inspiration/motivation)
-efficiency coaching/troubleshooting sessions to prevent burnout
Efforts to Personalize Learning
-teachers honor various learning & personality styles by varying types of assignments/tasks (i.e. individual assignments at times for introverts, collaboration at times for extroverts, kinesthetic at times for hands-on learners, etc.)
-emphasis on conferencing individually with students re: progress; especially for writing
-differentiate whenever/wherever possible; flexible grouping
-when possible, students work at own pace according to mastery on individual scales
-meet students where they are (a “must” for reading instruction, even if significantly below grade level)
-play to students’ unique skills & interests as much as possible for increased engagement and buy-in
-student awareness & tracking of own progress; ownership of progress
-smaller class sizes (no more than 20 students per class)
Authentic Learning Experiences
-opportunities for real-world learning experiences based on constructivist theory (inquiry-based, student-led, collaborative, ties to issues/happenings/needs in community when possible)
-teacher makes effort to tie student’s behavioral choices to natural, real-life consequences
-collaboration/protocols foster “real-world” 21st century skills
Consciously-Managed Classroom Environment
-classroom environment promotes empathy & reinforces positive choices
-teacher is conscious of his/her own energy, language, & approach, modeling what is desired from students
-classroom environment is safe for risk-taking & making mistakes through consistency w/routines, expectations, procedures, and encouragement
-“structured fun”: highly structured environment allows for fun & collaboration, while keeping environment quiet and organized enough for optimal learning
-emphasis on non-tangible incentives (emphasis is on drawing attention to desired behavior through incentives, but teacher is conscious of message being sent when choosing rewards, how often, & for what behaviors—i.e. sugar as reward, being rewarded for things that should be expected)
-teacher and students practice and promote mindfulness & understand it is a daily practice , not a state to achieve
-integration of SEL & mindfulness into curriculum wherever possible
Holistic View of Learner & Learning Process
-school considers S/E, Academic, Health, Behavioral needs & goals when making decisions
-ALL teachers of a student of concern in regular contact to address needs/concerns
-“big picture” focus: we are invested in each student’s overall well-being, not solely academic, understanding that a deficiency or need in one area affects the whole
-cross-curricular activities rather than teaching subjects in isolation