- to not allow others to get me down when I know that what I am doing for my students is right given my particular situation and group of students; no one knows them better than I do no matter what they think.
- To seek positive and like-minded colleagues (here's a shout out to my PLN, both virtual and in person) from whom I can get and give support and sustenance.
- To treat others the way I want to be treated - it does rub off producing a trickle effect. (Maybe in that sense, Ronald Reagan was right - good vibes do multiply themselves.)
- And, finally, to consider alternative ways to connect, teach, learn, give back, feel professionally validated outside of my school because the reality is that it may not happen there. Sad but true. I am always enriched when I reach out to others through Twitter, blogs, etc and, as a result, my colleagues are impacted as well even if they don't know it.
Sometimes, I stretch out a teaching point beyond the 10- or 12-minute time limit I've given myself because I worry that my mini lesson wasn't enough or my students won't have understood what I intended to teach. So, sometimes, I beat the lesson to a pulp one too many times, or forget to have the kids practice the lesson before they go off to read or write. (Asking students to practice a lesson after you teach it, with you right there to observe and help guide students through the process, is very effective. Try not to skip this step!)
Here's an example of a mini lesson that lasted less than 10 minutes and resulted in better learning.
My students are in the second round of historical fiction book clubs. In a couple of weeks, we will start …