7 tips for teachers to survive the school year

August 12, 2010

I was having coffee with a teacher friend the other day. Now that it is August she’s starting to think about “back to school”. As we were having coffee, she looked at me intensely and said, “This year’s going to be different. This year, I’m going to do all my prep work ahead of time. I’m going to have all my clothes ironed and laid out the night before. I’m going to pack my lunches. I’m definitely not going to get into the politics, either. This year is going to be amazing!”

I looked back and smiled. She said the same thing last year. And the year before that. By Thanksgiving every year, she’s already burnt out, cranky and miserable. It’s a bit like a new year’s resolution with her, except that it happens at the beginning of the school year, rather than the beginning of the calendar year. Nevertheless, six weeks later, her motivation is gone and the days seem very, very long.

Here are seven to keep your new school year resolutions, if you make them.

1. Be true to yourself. If you’re not the kind of person who irons your clothes and lays them out the night before during your summer holidays, you’re not likely to do it during the school year. That’s OK.

2. Make one or two small changes, rather than half a dozen. Maybe you like to think big and dream big. Rather than doing it all, pick one or two things and do them really, really well. For you, that may mean doing your lesson plans a few weeks ahead, rather than the whole year.

3. Keep your eye on your prize. If you pick one or two small things to change, that becomes your goal. When we’re overwhelmed or tired, personal goals go out the window. Focus, focus, focus and never lose sight of what you’ve set as your goal.

4. Set weekly goals. Rather than setting a goal for the whole school year, set a small goal every week. If your goal is to have your student’s work corrected and handed back to them within 3 days, then set that as a weekly goal, rather than a yearly one.

5. Write your goals down. Write them in a day timer, an online calendar, a notebook or a scribbler. Write them anywhere that makes sense for you, but write them down.

6. Be kind to yourself. There will come a week when you’re tired, when the kids get to you, your administrators don’t seem to understand you and when you’re frazzled. When that happens, take a step back and say to yourself, “I am giving everything I can right now. It is enough.”

7. Remember that your goals are about you. My teacher friend gets all worked up when she perceives that her colleagues have it better than her, that they’re better teachers or better organized or whatever. Chill. Every single teacher has gifts. Every single teacher has weaknesses. Every single teacher makes a difference. That includes you.

Related post: Starting the School Year with Beginner’s Mind http://wp.me/pNAh3-1WJ

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


Student portfolios for Language Learning: What They Are and How to Use Them

August 10, 2010

The use of student portfolios is increasing in education, as asset-based approaches to evaluation and assessment become more popular. When it comes to demonstrations of learning, student portfolios are gaining popularity at a rapid pace. They are collaborative efforts between students and teachers that provide clear demonstrations of students progress and achievements. Students are guided by their teachers to develop their own portfolios over time. Student portfolios contain demonstrations of their knowledge and authentic language use, such as:

  • Written work. These demonstrate the students use of vocabulary, knowledge of grammar and writing structures.
  • Digital and multimedia projects. These demonstrate their oral and listening competencies.
  • Reflections from students and teachers. This feedback replaces traditional grading. The intent is for the teacher and the student to engage in a kind of dialogue about the student’s progress. This also empowers the student to become self aware as a learner.

Whether they are traditional or electronic, portfolios are being used in classrooms across the globe at an increasing rate.  The beauty of the student portfolio is that the student owns it, not the teacher. Students carry their portfolios forward from grade to grade, taking responsibility for their learning as they go.

Here are some resources on the topic of student portfolios you may find useful:

Barrett, Helen.  February 18, 2009. ISTE Webinar. http://sites.google.com/site/eportfolios/iste

Barrett, Helen (2004). Professional Development for Implementing Electronic Portfolios. Retrieved from http://electronicportfolios.org/teachers/profdev.html

Barrett, Helen. (n.d.) http://electronicportfolios.org/index.html

Brownell, Wendy. Linguafolio and Portfolios. (n.d.) http://wendybrownell.wikispaces.com/Linguafolio+and+Portfolios

Dominguez, Juan. E-portfolios: Del PLN al Aprendizaje Retrieved 26 May, 2011 from http://juandomingofarnos.wordpress.com/2011/05/26/e-portafolios-del-pln-al-aprendizaje/

Grace. (1992). The Portfolio and Its Use: Developmentally Appropriate Assessment of Young Children.  Retrieved from http://www.tcdsb.org/academic_it/ntip/Assessment%20Files/PDF%20Format%20V5/4a-%20Assessment%20-%20Portfolio%20Assessment.pdf

North Carolina Regional Educational Laboratory. (n.d.). Portfolios.   Retrieved from http://www.ncrel.org/sdrs/areas/issues/students/earlycld/ea5l143.htm

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


When I become a teacher

August 9, 2010

Here’s some food for thought on why we become teachers, or perhaps more importantly, why we should (or should not) become teachers.

The original video, plus the video responses to the original are, in my opinion, excellent tools for discussion and reflection for teachers. Whether you are an experienced teacher or a student teacher, these videos give pause and make us think about why we entered this profession.

If you happen to be in the position of being an instructor at a teacher’s college or faculty of education, these would make great classroom resources for your teachers-in training.

Provocative and engaging, these videos are also an excellent example of how one video can inspire others to tap into their own values, vision and creativity to respond.

Here’s the original satire, “When I become a teacher”

Here’s one response. It’s called “When I become a teacher – The Remix”. It echoes in style and presentation, the original.

Here’s another response, that’s even more creative. It’s also called “When I become a teacher”.

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


Learning means growing your heart and soul

August 6, 2010

My neighbor is an outstanding gardener. She’s gone away for a few days and asked me to water her plants while she’s away. After returning home from lunch with a friend today, I went as feeling inspired as I was watering my neighbour’s beautiful flowers. The vibrant colours of her garden inspired this metaphor:

“Learning is about growing your heart and soul. The fertilizer is passion. The result is a blossoming mind and a character rich with color.”

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


New York Times: Learning a language on the web is trendy

July 29, 2010

“The Internet, with its unparalleled ability to connect people throughout the world, is changing the way that many people learn languages” writes Peter Wayner in Learning a Language From an Expert, on the Web, an article from the New York Times (July 28, 2010).

The article touches on 2 of the themes that emerged in my study Global Trends in Language Learning in the 21st Century:

  • Using technology in language learning (new trend)
  • Taking an individualized, learner-centered approach (new trend)
  • Saying that learning languages is easy (outdated myth)

The way we learn languages is changing at a rapid pace. A new school year is approaching. What techniques, methodologies and approaches are you going to use that are appropriate for the 21st century?

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.