ASCD SmartBrief

Three Ways to Gamify Your Classroom for Better Outcomes

Sat, 16 Apr 2022 17:25:15 GMT

Self-Wellness Strategies for Trying Times with A.J. Lee - April 16, 2022

The first step to recovery is recognizing you have a problem. I was addicted to Sega Genesis’ Sonic the Hedgehog 2. I recognized the problem almost 25 years ago when I found myself hurrying through Sunday dinners and pleasant family conversation at my mother-in-law’s home. I was rushing so I could go to her basement to try to defeat the evil Dr. Robotnik within each of the ten increasingly more challenging zones.

As I watched my now-grown children and their friends experience short-lived addiction to various video games over the years, I often wondered what it is that makes these games so compelling in comparison to school. There are four basic elements that all games have in common: players, a goal, rules, and feedback. Classrooms in schools also have players (students), goals, rules, and feedback. Students could then, in theory, be just as excited about school as they are about playing Fortnite , Call of Duty, and Super Mario Brothers. Right?

I have recently challenged teachers I work with to find ways to “gamify” school—to make their classroom experiences more like the experience kids are having when playing games like World of Warcraft, Guitar Hero , and Minecraft . Some people balk at the notion of gamification in schools saying that education is not a game but real life. Gamification is based on science that is about as “real life” as it can get! When we gamify schoolwork, yard work, a job, or any potentially boring or unsavory work, we take advantage of the four major brain chemicals that influence happiness and create the cravings that drive positive habit formation. These chemicals are dopamine, oxytocin, serotonin, and endorphins. Gameplay floods players’ brains with these “feel good” chemicals in a way that creates a craving for more. Here are three ways teachers make this happen in classrooms and schools: create more challenge, practice weekly feedback cycles, and design more teamwork.

Create More Challenge

One of the definitions of the word challenge is “to arouse or stimulate especially by presenting with difficulties.” I have always believed that many of the things that people think are “fun” are also challenging; activities like golf, playing card games, reading, hiking, playing a musical instrument, completing puzzles, solving riddles, playing chess, rock-climbing, river rafting, biking, fishing, birding, etc. One of the qualities designed into successful video games is that they are just challenging enough to keep players coming back, but never so hard that people lose hope of making progress and quit playing. Imagine a classroom environment where the work is just challenging enough—where students with a growth mindset know that, while what they are being asked to learn and do may be difficult, there will be a sense of accomplishment that comes from persistence. The most rewarding games/classrooms push players/students into mastering new skills rather than forcing them to do the same thing repeatedly. Players/students get a sense of accomplishment for doing things in a game/class that were once impossible, and every step, level change, and challenge met give players’ brains a dopamine hit. The mere anticipation of success causes a spike in dopamine levels which contributes to alertness, focus, happiness, and motivation.

Practice Weekly Feedback Cycles

The human brain craves the “happiness” chemicals that coincide with instant gratification, fast pace, and unpredictability. All three characteristics can be found in the best video games and the most engaging classrooms. Without some special effort, it is easy for teachers to fall into the habit of infrequent and ineffective graded quarterly summative assessments supported by a plodding and predictable daily routine that will cause all but the most energetic kids to put their heads on their desks to pass out for want of meaningful stimulation.

When we feel a sense of accomplishment at overcoming a challenge, we are feeling the effects of serotonin, which creates strong, positive emotions. We feel these same positive feelings when we receive recognition from others. Game developers leverage this chemical and the feelings of loyalty and accountability that come from heightened levels of serotonin by using scorekeeping, badges, levels, medals, and various achievements. Games allow players to see that they are making progress, that they are getting better, that they are ever closer to the goal. In the best classrooms, teachers provide students with opportunities for weekly, if not daily, or even hourly feedback on their work, behavior, participation, etc. In his book How to Create a Perfect School, author Lee Jenkins recommends that teachers inform students of all the key concepts they will need for the entire year and then quiz students seven times per quarter (W. Edwards Deming suggests weekly) on a random selection of those concepts. These weekly “checks” are not graded, rather students are asked to graph the number of correct answers they get on a run chart to show progress, and everyone celebrates when students, classes, or the entire school achieve “All-Time Bests” or an ATB. Concrete rewards like pizza parties, extended recess, and paper certificates tend to drive students to get the extrinsic reward rather than knowledge and should be avoided in the classroom.

Design More Teamwork

One of the most attractive developments in the gaming world is the ability to play with others online. Players “squad up” to defeat a common enemy, solve a problem, or move through different stages of a game. Research shows that when gamers play character-driven games, oxytocin is released as they form an affinity for and a kinship with the characters in the game. Belonging and friendship are psychological needs in Maslow’s well-known hierarchy of needs. Positive social interactions in the classroom tend to be the best way to increase the output of oxytocin in the brain. Working collaboratively with others to solve difficult challenges is something that happens in games and in the best classrooms. As teachers design activities that allow students to collaborate, they respond to the challenge and get a double dose of “feel good” to the brain. The well-designed assignment forces students to develop new skills, and the anticipation of progress or success provides the dopamine boost that inspires commitments and continued effort. Working with friends adds oxytocin (and maybe even a little adrenaline) to the brain cocktail and makes school an even more attractive place to be.

Conclusion

Right or wrong, educators are in stiff competition with video games (and social media) to win the effort and attention of students. Games have what seems like inherent advantages that appear insurmountable. However, the truth is that every teacher can compete and win this critical battle for the mindshare of students by offering bigger challenges, providing performance feedback in a consistent weekly rhythm, and designing classroom activities that demand more teamwork from students.

Self-Wellness Strategies for Trying Times with A.J. Lee

dcaywood@midnetmedia.com (Darren Caywood) — Sun, 27 Feb 2022 19:32:19 GMT

Self-Wellness Strategies for Trying Times with A.J. Lee - By: FranklinCovey Education – Leader in Me February 27, 2022

Read this exclusive conversation with A.J. Lee. Learn more during the podcast interview on Change Starts Here. WATCH HERE

Dustin: What’s your advice for teachers and educators who may feel like they don't want to leave, they're not trying to get out, but they're burned out there out, they’re at the end of their line, what are strategies that they can access for self-wellness to really get through this time?

AJ Lee, Ph.D. (she/her): I think morning and evening routines are key and that's something that's tangible for all of us. Whatever morning means to you, depending on that timeline, and it can be super simple. So something that we kind of are able to tap into. It could be a walk around the neighborhood. Or drinking your morning beverage and making sure that you take 10 to 15 minutes to read something that pours into you before going and serving and doing.

Some people have more expansive routines depending on the time they have but keeping those things simple in the morning and then also in the evening, having some time to separate what you experienced from the day with the wind-down and what's happening next. I think I can speak for most of us where we often just grab straight for our phones as a way to decompress. To be honest, after a stressful workday we do this first because in our minds it's mindless work and it makes us feel validated in different ways than what we experienced in the workspace.

But because of the blue light and because of our brain and the background constantly moving with that type of resource, it's important that we disconnect from electronics for some time in the evening and just be present whatever that looks like for us. It could be listening to music we enjoy or doing a workout, making a nutrient-dense dinner that really helps pour into whatever you've been experiencing.

All of those things help us wind down so that we can improve our sleep habits. I always like to say that your workday starts at least 24 hours before but definitely at least the evening before. So, if you're not planning for the day ahead and mindful of what you're doing that evening before the workday your workday is going to be affected.

Low-Prep, Highly-Effective Reading Strategy

dcaywood@midnetmedia.com (Darren Caywood) — Sun, 27 Feb 2022 19:28:44 GMT

Low-Prep, Highly-Effective Reading Strategy - By Stephanie Paul-Tiberio February 27, 2022

Low-Prep, Highly-Effective Reading Strategy

By Stephanie Paul-Tiberio

We are all looking for low-prep, highly effective lessons that meet students where they are in today's educational climate. Even better . . . something that works in person or remotely with ease and can be recycled from unit to unit and used in any discipline. Can I get an Amen? Well, that is easier said than done these days in light of the challenges we each face boldly with educators today. However, I think I have something great to share. Recently with a group of 7th grade students I teach in religion class at our Catholic school, I decided that less would be more. This lesson can be spread across a few days (on a 40 or so minute period) and would transfer well to Zoom utilizing breakout rooms. All you need is the text, a board/way to display, a timer, and index cards.

In a unit of study heavy in vocabulary, I decided to first have students read the text's chapter of content using a paired, interrupted reading strategy. It works well across content areas, but I will say it is a favorite of this former language arts teacher. Pair students intentionally for your objectives and allow students to get up; I instructed my students to stand as the chapter they did this with was quite short; they were able to pick their partners and location in the room which I find works well when I want students to truly engage in personal and fruitful conversations around their faith-life. As students read, you let them determine when to switch roles. This works well for readers who may not be as confident. Partner A begins reading and Partner B interrupts to make a comment, pose a question, (or do anything else you assign/scaffold) to engage around the content. I have seen this work well too, with Partner B pulling a prompt from a bag, rolling a dye keyed to a sentence or question stem, etc. Then, after the partners converse, Partner B restarts the process reading and Partner A is next to interrupt. Because students were able to speak freely, as I walked around I would encourage learners to utilize the vocabulary words naturally in discussion.

After it was clear that partners were finishing up, I started to formulate larger groupings in the room, paying attention that partners from the first half of the lesson were in different groups for the next portion. For this next phase, simply divide the text being read into sections; in this case, I utilized headings in the textbook. As I formulated groups, I differentiated which groups would work with which headings, the length of the reading, and level of difficulty of the content contained in those headings. Students did not know this was happening because while my co-teacher reviewed other content for class, I simply created a table outlining the assigned section or sections and group #s. In groups, for the rest of the period, students reviewed their assigned reading and generated questions to be used and passed from group to group (in a typical non-covid year I would have run it like a round robin where students got up and moved to different areas). Depending on the ability level of the group before you, you may want to do as I did and generate question stems on the board. I explained directly to my class that we would not be working through surface level basic questions that may have come up during the paired, interrupted reading, but rather we would be digging deeper. For fans of Bloom's or Bloom's revised taxonomy, think of those nifty little flip books of question stems from the early 2000s and you are set. Students in their assigned groups of 4 wrote questions with which all other groups would interact. They knew this ahead of time. Students worked for half of the period that day and half of the period the next to pass the questions from group to group and discuss them. I set a timer for each "round." I assigned quick collaborative learning roles to ease middle school nervousness and possible personality conflicts in the areas of: time-keeper, textbook expert, collaboration manager (making sure all contributed), and master questioner.

On the whole, conversations were fruitful, and I found that during my daily reviews later in the week students had a much better handle on the content than in previous units where reading was assigned and done at home solely.

Books to Broaden Perspectives

dcaywood@midnetmedia.com (Darren Caywood) — Thu, 17 Feb 2022 00:05:08 GMT

Books to Broaden Perspectives - By Mike Kauffeld February 16, 2022

Books to Broaden Perspectives

By: Mike Kauffeld

As we educators navigate our new normal, more COVID and the social and emotional challenges of our students, I continue to look for ways to cultivate a culture that will positively impact students.

Years ago, a dear friend, my school librarian, challenged me to model the kinds of behaviors I wanted from my students. At first, I thought she was talking about traits like respect, kindness, and empathy but that was only part of it. “Mike, If you want your students to be avid readers, you better start being an avid reader yourself”. I took her advice and it has provided me with some of the tools it takes to lead a building in these unprecedented times.

Her counsel has led me to discover some really powerful books. Books that have allowed me to implement the lessons I have learned, to challenge my own implicit bias, and understand perspectives that are very different from my own.

I wanted to provide you with a few titles that have broadened my perspective, stirred my emotions and reminded me that not all lessons are academic.

Small Great Things by Jodi Picoult.

Perspectives matter…This book provides you with the clues as to the baggage, challenges, and needs some of your students are struggling with as they enter your class.

Being the Change by Sara K. Ahmend

Sara provides lessons, strategies, and ways to overcome the obstacles you may encounter as you try to bring empathy, sense of belonging, and relationships to your staff and students.

Nineteen Minutes by Jodi Picoult

The lesson for me with this book…What you tolerate, you promote. Really hard look at the impact culture can have on your students.

The last nugget I would like to share with you is a Ted Talk titled Leading with Lollipops by Drew Dudley . Drew reveals the sort of power we possess with our staff and students and how important it is to be kind. In some cases, you’ll never know what someone may glean from your actions.

Thank you for your commitment to the profession. We need professionals like you who are driven by their ability to positively impact students. Please don’t forget about our OMLA conference in the fall. Our organization continues to provide some of the best keynote speakers in the country who are devoted to enriching our life’s work.

Woot Woot Wagon

dcaywood@midnetmedia.com (Darren Caywood) — Sat, 12 Feb 2022 16:50:59 GMT

By Michelle Kenney and Aimee Lockner -February 12, 2022

The Woot Woot Wagon

By Michelle Kenney and Aimee Lockner

In October 2021, we attended the OMLA conference in Columbus. While there, we attended a session presented by Veronica Gaier (Lehman High School) and Sarah Jane Magoteaux (Picqua Intermediate School) on the importance of boosting school morale. Veronica and Sarah Jane shared successful strategies that were implemented within their schools to celebrate staff. One of these ideas in particular, the Woot Woot Wagon, stood out to us. With this, staff members anonymously nominate colleagues who they felt were going above and beyond using the "Cheers from Peers” nomination Google Form. After receiving nominations, they would print them out for everyone to have, and select one special staff member per grade level/team to visit with the Woot Woot Wagon. Selected staff members were surprised with the wagon and could choose a variety of treats. We left the conference feeling inspired and hopeful to implement something similar at Olmsted Falls.

After sharing the idea with our administrators, it was clear that the need for positivity and staff appreciation was felt across the board. We presented the concept to our colleagues and immediately received positive feedback. Over 70 nominations were submitted in December, representing staff from a variety of positions throughout the school. After “blinging out” a donated wagon with flashing lights and a bright sign, we filled the wagon with sweet and salty snacks, K-Cups, and fun desk accessories for the winners to choose from. On the day of celebration, the wagon was accompanied by music and dancing as the honorees were surprised in their classrooms full of students. The reactions throughout the school were both positive and uplifting. Some students in the hallways even joined in with the dancing! With so many challenges impacting those of us who interact with students daily, it was great to be able to take a few moments to recognize and appreciate teammates who are selfless, have great hearts, and do the most for students, and we are excited to carry on this tradition of celebrating our staff!

-Woot Woot

Research Conversations - Your Brain and Burnout

dcaywood@midnetmedia.com (Darren Caywood) — Wed, 09 Feb 2022 21:38:51 GMT

Dr. Eve Miller ( FranklinCovey Education – Leader in Me) - February 9, 2022

Using the principle that change starts with me, begin with a paradigm check. Which paradigm are you and your staff operating under? And what are some of the burnout indicators that you’re seeing as a result?

Focusing on staff wellness can often feel like a nice addition to a positive school culture, but just not as necessary as other items on the must-do list. However, even before COVID teacher burnout was a rapidly growing threat to our educational system. Now, over a year into the COVID whirlwind, we can no longer ignore the impact of the lack of effective, systematic strategies to support educator wellness. Courageous leaders must put aside any lingering ineffective paradigms about wellness and get real about its central and guiding role in all our decision-making, planning, and goals.

Where do I start?

Pull a list of your staff and do a quick assessment based the three indicators of burnout:

Does this staff member seem exhausted? This may present in discussions or observations about how people are feeling. Do they look tired or speak about lacking energy? Everyone feels tired from time to time, but exhaustion is a physical indicator of more chronic issues with stress or anxiety.
Has the staff member become cynical? This can be best observed in engagement levels. They may seem distant or disengaged in their interactions with students and staff. Someone struggling with cynicism may respond to challenges and opportunities with skepticism and/or doubts.
Do you notice indicators that this staff member is feeling ineffective? Inefficacy can be heard in how they talk about their skills or abilities to meet the new challenges such as virtual or remote learning, or to overcome new obstacles. It may look like they are unable to complete tasks when the reality is that they are no longer confident in their ability to take them on.

What if I don’t know?

Talk to them, and be sure to practice your empathic listening skills during the conversation.

What’s next?

There are many things you can do, even during the craziness of COVID. Here are a few best practice and brain-based strategies from our research team, alongside resources for deeper dives:

Start from the Inside-Out. There is so much we do not have control over right now, personally and professionally. Our bodies are highly attuned to feelings of being out of control, and we interpret these feelings as a threat. So we initiate cognitive and physiological responses that allow us to address the threat. As those we work with sense that we are stressed, this can create significant negative emotional contagion. Emotional contagion is the spreading of an emotional state between a group of people. If you are stressed, your staff is far more likely to be stressed because they are picking up on your stress. If you are cynical, exhausted, and feeling ineffective, you may be spreading this to your staff. So, before you do anything to try to help your staff, remember that change starts with you .
A few ideas to get started: There is a rapidly growing body of research on the powerful positive impacts of mindfulness for educators . If you have not found it to be effective in the past, we encourage you to take another look in this context.
Mindfulness can take many shapes, but what they all have in common is their ability to help us become more aware of feelings and emotions in order to reduce their impact on us. Mindfulness creates a space between what happens to us and how we choose to respond. It is not fad or just for some people, it is powerful self-care that can build a stress buffer we all need right now. Here is a great article that you can share with your staff and others in your school community about the impact of mindfulness for students.
Normalize emotions. We have cultural norms, especially in education, of putting others first, and denying or compartmentalizing our “hard” emotions to avoid inconveniencing others. We need to make it normal to have inconvenient and uncomfortable feelings. How do we do this?
Here are a few ideas: Simple check-ins where people choose an emoji to represent their current

The mood meter is another option. This is a powerful option because it combines emotions with energy. This is a great video that introduces the smart people at Yale who created it! Note: TeachersPayTeachers has some great ones that can be used with kids!

When your staff sees that you are making it okay to not be okay, it will be a huge breath of fresh air. Don’t make these activities mandatory; leave space for those who are not comfortable with them. Regardless of whether or not they participate, they will benefit from the psychological safety – and may still choose to participate in the future.

Relationships matter. There have been many longitudinal studies looking at the lives of people who are more resilient, live longer, have quicker recovery times from surgery, fewer chronic diseases, etc. And it turns out there’s one common factor across all these dimensions: the people with better outcomes have more positive relationships with others . Relationship building and maintenance, more than anything else, is what you can do to support your staff’s wellness. Here are some ideas to get you started:
A great resource on relationship building during COVID.
Best practices for building relationships with and between staff . This resource was written pre-COVID, but is still very strong. This article features bite-sized ideas.
This EdWeek article talks about how to extend the healing benefits of relationships to our students as well! And this initiative from the Harvard Graduate School of Education has a library of incredible resources, all of which are free.
If you want to flip the conversation on its head, give your staff this article to read before a Wellness Booster.
Encourage hopeful thinking. The stories we tell ourselves become the reality we live in. William James , said: “My experience is what I agree to attend to. Only those items which I notice shape my mind.” This is a good opportunity to ask ourselves: What are we choosing to attend to? Do we look for the good in others, or seek out their flaws? Do we see the good that can come from our efforts, or do we dwell on the failures of our past?
The stories we create about our experiences and observations become the lens we see the world through, and during times of stress we must be especially vigilant to these stories. When we are feeling stressed or threatened, feelings of cynicism, inefficacy, and hopelessness can creep in and erode our happiness, compassion, and love.
Hopeful thinking is the opposite of cynicism. It is a skill we can develop and a choice we can make. In this blog , I’ll take you through an exercise on hopeful thinking that you can pass on to your staff as well.

We can always tell ourselves that there are a hundred reasons not to act on wellness. That to-do list never gets shorter, after all. We can convince ourselves that our staff and students must be the sole exception to the research. It’s just so much simpler to keep on doing what we’re doing. But you won’t. Because you are capable of this moment. You chose education not because it would be easy, but because you knew that the work you do in those hallways and classrooms would change lives. Connect to your courage and choose to lead with it. You’ve got this. Change starts with you.

“There is so much goodness in the world — all we have to do is remind one another of it, show up for it, and refuse to leave.”

— Maria Popova, in another great article for you and your staff to read together.

The Value of Presence

Fri, 21 Jan 2022 13:14:07 GMT

By Jay Clark - January 21, 2022

As the superintendent of a small district, I am fortunate to be able to be steps away from all of my classrooms - I can easily move from a seventh grade math class to preschoolers on the rug for their morning meeting to a lab in a high school chemistry class.

Recently, in a conversation between our high school principal and a student, the student shared, “You know the new superintendent? He’s everywhere.” I joke that this is the finest compliment that can be bestowed on an administrator.

As a teacher, my own principal never entered my classroom unless I had done something wrong or the two times a year I was observed. I didn’t question the practice. I stay in my space, you stay in yours. As a 27-year old assistant principal, teachers only expected an administrator to enter their classrooms if there was a major discipline incident, if they were being formally observed, or if there was food involved in the lesson. Administrators always find the food!

My mentor principal was famous for making grand entrances to classrooms - swinging the door open with great fanfare. Every student would turn in their seats to face him and he would exclaim something like, “Michael Smith, let’s go. Bring your stuff.”

As I moved into a building principal role, I realized that there’s value to being in classrooms - for more than escorting students to the office for discipline. I was also fortunate to be in a small building where I could easily get into every single classroom each day. By being in each classroom, I was able to become familiar with our students and staff members. I experienced how a masterful teacher would reframe an “epic fail” lesson. I watched as a paraprofessional comforted a student with autism, keeping him engaged. I saw kids get excited about a learning activity.

In my first years as a young administrator, I quickly learned that visibility is key to knowing your students and staff. Other products of leaving your office: Proactively watching teachers in action, identifying student and staff leaders, having conversations centered around learning with a student, and most importantly: Reminding you of the good that happens each and every day across your school. It’s not about playing “gotcha” with a teacher or managing student (or staff) behavior.

Another advantage realized from being in classrooms became apparent when I would receive a parent complaint about a teacher or class. I would listen as the parent shared her concern and imagine the parent’s surprise when I would tell them I was present when a specific lesson was taught. I was able to provide them my perspective, which was often different from their child’s.

I encourage every administrator to be “everywhere” - those reports and emails can wait. In fact, schedule time on your calendar each day to be away from your office. When I become frustrated with the paperwork and reporting, I step away from my office and walk into classrooms or the cafeteria at breakfast or lunch. There’s nothing more invigorating for educators than the energy of kids!

Return to School

dcaywood@midnetmedia.com (Darren Caywood) — Sun, 19 Sep 2021 19:39:25 GMT

By Andrew Gibson

September 18, 2021

When the summer ends and we begin thinking about returning to school I can’t help but think of Adam Sandler’s scene from the movie Billy Madison where he’s preparing to get on the bus. In waiting for the bus, Sandler begins to sing about his purpose and anxieties for the upcoming school year. As educators I think we can totally relate. We too have a checklist of things that we’re excited about, but also worried about. What looked like a return to “normal” school in the spring has now brought us the excitement of the new school year with more anxieties than normal. With that in mind, here is my checklist for staying focused on ourselves and our students.

Start with relationships. A typical school year starts and for a lot of us, we have our resources, curriculum map, pacing guide and test dates tentatively scheduled so we can work through the more than necessary number of standards for the year in what equates to less than a full school year once we begin testing. For the next few years especially, focusing on relationships is going to be vital to rebuilding ourselves, our colleagues and our students. Caring for our students begins with caring for each other. As stated by Lori Desautels in an August 2021 Edutopia article, “ We come into this world wired for connection—it’s a biological imperative. Our nervous systems require reciprocity to regulate our states so that we feel safe. A sense of belonging brings satisfaction, and our individual sense of happiness is impacted by being part of a social network. ” Our connection was altered and we’re left to pick up the pieces. If we’re going to take care of our students, we need to start with each other.

While we’re taking care of ourselves and our students, inevitably we’ll focus on student learning. While it shouldn’t be the primary focus, it is still a focal point of our profession. One of the best takeaways from our Spring conference at Kalahari was Weston Kieschnick talking about social emotional learning. At the conference (and in his second book Breaking Bold ) Kieschnick says what we all know from experience. All learning is social and emotional learning. “ Particularly the brain research that says all learning is social and emotional learning. All learning is then relational. What this means is that if you want to improve learning outcomes, yes you must have a top notch tool kit of high effect size instructional strategies that help students achieve high levels of rigor. Yes you must have a solid suite of tools and technologies that will enhance the relevance of learning and make you more efficient as you meet varying student needs. But you must also make sure your students are OK. To do this, you have to connect with them on an emotional level; get to know them as people; and develop meaningful, positive relationships with them. ” Don’t allow “social / emotional learning” to just be buzz words repeated in staff meetings or a district initiative. Allow it to be our center, our guiding light. The most important thing we may do this year is create those relationships with students. Creating those relationships will lead to learning. Learning will lead to feelings of personal accomplishments for our students and our staff. It will be continuing to create a soft space to land for students and a familiar rhythm that is so important in the development of middle level learners.

Finally, to quote Ted Lasso (or is it to quote Jason Sedakis?), “ Be a goldfish. ” According to Ted Lasso, and who’s arguing with a fake mediocre European Soccer Coach, the goldfish is the happiest animal on the planet. Happiness comes from only having a 10 second memory. If we’re in for another roller coaster of a year, having a 10 second memory can really come in handy. Have a great year everyone, we hope to see you in Columbus on October 28-29 , and most importantly, if you need anything, please don’t hesitate to reach out to us. See you soon!

1 Desautels, L. (2021, August 9). What students will need as the year begins . Edutopia. Retrieved September 14, 2021, from https://www.edutopia.org/article/what-students-will-need-year-begins.

2 Kieschnick, Weston, & Kieschnick, Molly (2020). Boldly Breaking toward Relationships. In BREAKING bold: Dare to defy the tyranny of trends & live the 12 habits of a master educator (pp. 16–17). essay, INTL CENTER FOR LEADERSHIP.

Because of a Teacher

dcaywood@midnetmedia.com (Darren Caywood) — Mon, 02 Aug 2021 18:02:50 GMT

ASCD SmartBrief

Three Ways to Gamify Your Classroom for Better Outcomes

Self-Wellness Strategies for Trying Times with A.J. Lee - April 16, 2022

Create More Challenge

Practice Weekly Feedback Cycles

Design More Teamwork

Conclusion

Self-Wellness Strategies for Trying Times with A.J. Lee

Self-Wellness Strategies for Trying Times with A.J. Lee - By: FranklinCovey Education – Leader in Me February 27, 2022

Low-Prep, Highly-Effective Reading Strategy

Low-Prep, Highly-Effective Reading Strategy - By Stephanie Paul-Tiberio February 27, 2022

Books to Broaden Perspectives

Books to Broaden Perspectives - By Mike Kauffeld February 16, 2022

Woot Woot Wagon

By Michelle Kenney and Aimee Lockner -February 12, 2022

Research Conversations - Your Brain and Burnout

The Value of Presence

By Jay Clark - January 21, 2022

Return to School

By Andrew Gibson

September 18, 2021

Because of a Teacher

By Michelle Koussa, OMLA President

August 2, 2021