powerED Up

Physical education is the only subject that has the ability to affect how people feel each and every day for the rest of their lives.

Connection is the content.  If we are not connected to our students, they are not connected to the content.

If people think I’m here for exercise, I miss my mark.  I’m here to make better humans who like to move.

We need to have an insatiable need to improve and make it better for our students constantly.

Take the time to talk to each child, no matter how long it takes.  It is worth it, necessary, and will improve the quality of your instruction.  Most of all, students feel better when they feel it.

As colleagues, we can support each other with the relationships we build with each other.

Challenge the students to handle situations appropriately and maturely, considering the age level they are at. If we want students to handle more and more on their own.

Mark breaks down how he made the transition into teaching health full-time and the pedagogical strategies he brought to the classroom.

Tell your real stories and show your real self to allow students to be themselves.

Working with parents to help advocate for students who need additional support in the classroom.

Teachers need to support all different types of learners regardless of their background, educational experience, and academic abilities.

We need to be intentional about the experiences we are creating for students.  It’s not about the stuff; it’s about the learning experience and what stuff we can get to enhance it.

This mindset is critical for students and teachers. We need to be willing to take risks and try things.

Utilize your current rubrics and systems to evaluate the process over the product.

It is okay to give up some control even when you don’t know where things will go.

Integrate simple activities into what you already do to help blend in STEM and ed-tech.

Permit yourself to try.

Student-centered learning is not small-group instruction. Small group instruction is one component of student-centered learning.

“When can students get the best of me?” When they are working with me one-on-one or in a small group.

There is no correct method; there are core principles to evaluate and how to embed this style of instruction in your classroom.

Finding the right amount of scaffolding to support students but not offering too much off the bat.

It is easy to become hung up on the resources.  It is an important hurdle to overcome, but it can be made simpler.

It is necessary to set small goals to reach other goals.  Our brain needs checkpoints to reach for.

It is essential to know how you are rewarded and motivated to help you facilitate an environment to reach your own goals.

Find accountability partners to help you reach your goals: administrators, grade-level partners, team members, or content area partners. This accountability is so important. Don’t forget about our students as accountability partners too!

Achieving goals cannot necessarily build momentum, but it can help align us to the goal-achieving process.

It is essential to expose students to the process of goal setting, whether or not they will succeed or fail.

If you need help to set goals, make goal-setting your goal.

As new teachers, we must establish a strong classroom management level. It’s hard to see where the line is.

We are not there to teach the content but to teach the kids.

Kindness is free, and kindness is essential.

If you want students to feel they are seen, see them. When they are talking to you, please give them your undivided attention.  Truly. 

Breaking down the barriers and letting students see us for who we are and how we live our own lives.

All members of the community can have a positive impact on the climate and culture of a classroom. 

Restorative practices are for everyone.  Your students can participate at a high level, and you can use these same practices with your staff.

This system is flexible; there is not one way all teachers must follow. It is reflective in nature for all parties involved to help make more positive decisions in the future.

We are already making efforts to establish a culture and expectations.  This just creates intention in the way we approach these tasks.

Involve the students and revisit these practices throughout the year.

Check out the International Institute for Restorative Practices for more information and resources www.iirp.edu. 

Empowering students and developing self-efficacy skills so they can take the skills from school and succeed early in the real world.

Use empathy to help become an advocate for children.

We must focus on regulating and helping our students be in the right mindset to effectively approach learning.

There is a clear difference between being trauma-informed and trauma-responsive

If you want students to feel supported by you, take the time to listen.  Listen, not just on a superficial level.

Be empathetic and give them time. Giving someone time is more valuable than anything else.

Children don’t care how much you know until they know how much you care.

Anthony Swann’s Previous Show

Ramon Benavides’s Previous Show

Reflect on your core teaching values that are non-negotiable aspects of your classroom.  Think about how to protect these core values in your new situation.

It’s essential to be intentional with how you are preparing for your new set of expectations and students.

For departmentalized elementary or secondary teachers, ensure the first period doesn’t always see the first rendition of your lesson.  Shift your schedule so they get the second or third lesson in the day.

Strategies for handling the dynamics of the new team members in your position change. How do you bring experience to the team while maintaining respect for how it’s organized?

Students can sense when a team of teachers is aligned, and students must see that.