7 Teacher Tips – not just for teachers

This was originally published in the Bais Rivka Embrace Magazine

@EverGrowingEducator

Don’t call me smart:

🌟 Instead of telling a child: “You’re so smart!” —> Try “I can see how hard you’ve been trying” or “You’re really putting in effort, and it shows.”

🌱 This focuses on their effort and growth – things that they’ve earned – and not just their inborn intelligence. You can also encourage their interests and passions by saying things like “I love how curious you are, it’s great to ask questions.”

📚 By focusing on what the child can control, you’re helping them build a love for learning and a growth mindset.

Instead of “Great job!”

🌟 There are so many benefits to giving children (and adults) specific praise.

💡 Instead of telling a child, “Great job,” use the opportunity to praise their specific efforts and encourage a growth mindset.

Don’t take attendance:

📌 Don’t take attendance

✋ Yes, you read that right.

❌ Don’t call name by name as you wait for a “here” or “yes.”

✨ Instead, do this:

💬 Ask each student a question as you say their name. Turn “roll call” into “connection time.”

📝 Here are 5 questions to last you through this week:

How to give feedback

🌟 Did you hear of the 80/20 rule? This is similar.

📊 For every negative piece of feedback (or NO) that we need to give a child, we need to ensure we’re having 5 times as much positive interactions (or YESes).

🖐️ “Five to one – gets the job done!”

📚 Research showed that couples with 5 times as much positive interactions as negative had healthier relationships.

🏫 Of course, this goes for classes and homes, too. Kids with 5:1 ratios learned better, engaged more, and were able to accept the criticism in a healthier way.

📈 Plus, class participation increased which has another whole set of benefits.

Einstein’s report card

😲 Yes, this genius had trouble with school.

🧪 One of the greatest scientists ever, Einstein reportedly had difficulties in school, specifically with memorizing and typical teaching methods.

His report card may have said:
* “Albert often appears disengaged during class and lacks focus.”
“Albert interrupts the lesson with many random and untypical thoughts.”
“Albert struggles to follow instructions and complete tasks within given timeframes.”

👨‍🔬Yet his untypical thinking led to groundbreaking discoveries in physics.

✍️ If we were rewriting his report card today, knowing what we know, it would probably sound very different and positive. Maybe it would say this:

🧠 “Einstein shows a strong curiosity and deep interest in exploring scientific concepts. He would benefit from an environment that encourages exploration and nurtures his unique way of thinking. I am so proud to know him and can’t wait to see everything he will accomplish and discover.”

❤️ Can we keep this in mind year round when a child isn’t acting “typical?”