MEMBERS SPEAK
34
ATPE NEWS
J
ust about the time I'm about to grumble over something seeming-
ly foolish my students are doing, I feel an overwhelming sense of
conviction. "Are you really any different?" my conscience asks. I
am convinced that we teachers are more like our students than
we are different. Accepting this humbling truth can help us reframe and
approach challenges with a positive attitude.
Six Ways We
Are Just Like
Our Students
BY LAURA GALLAWAY, ENGLISH/LANGUAGE ARTS INSTRUCTIONAL
COACH AT BRYAN ISD
You can curtail backlash for a mandato-
ry STAAR training by providing sweets.
I've seen schools ration it out day by day
during the first week of August in-ser-
vice. If they leave the bag out, people
pick out the Almond Joys like spoiled
trick-or-treaters. Or they hoard it by the
fistful like manna in the desert.
Anyone who has been within 10 feet of
me knows that I am always talking. I'm a
verbal processor. I even talk in my head,
which causes me to laugh at seemingly
random and inappropriate moments.
Teachers are notorious for talking
during faculty meetings and profession-
al developments. I need to talk about
what I've just learned. I need to explore
how to apply a new idea. I need to hear
others' ideas.
I'm certain that I have a verbal pres-
sure valve. If I can't let it out during a
structured time, I just start blurting.
Teachers can give students structured
opportunities to process information
verbally. This is part of the application of
Vygotsky's social learning theory. I plan
turn-and-talk into instruction. Some
kids (especially gifted students) might
benefit from sticky notes for a "parking
lot" or a learning journal. I know you're
thinking they're just going to draw in it.
Make expectations clear and suspend
the privilege if students abuse it.
1
We like candy.
2
We talk at
inappropriate
times.