Creativity

Over spring break, I had the opportunity to do some reading, and finished 3 different books that were awesome. One of those books was Creativity, Inc. by Ed Catmull (the president of Pixar and Disney Animation Studios).  Primarily, the book is about creativity, but Catmull also describes it as “an expression of the ideas that I believe make the best in us possible.”

I have been reading a lot about creativity recently. I’ll be honest, I sometimes struggle to describe myself at a “creative” person. I always felt that I struggled in the related arts classes – while I enjoyed going to art class in elementary school, my work was never the type of thing that would have been chosen to hang in the display case outside of the art room. Even today I sometimes doodle in my notes and have been playing with the idea of sketchnoting as a way to increase learning and memory on certain tasks, but those sketches aren’t something that I feel very comfortable to share publicly. While I learned to play several different instruments in elementary, middle, and high school, I have not stuck with any of them beyond my school career. I have a guitar that spends more time in my closet than anywhere else in my house.

6 Cs of LearningBut here’s the thing, if I just accept that creativity isn’t my thing, then I feel like I’m doing a disservice to the students whose life I impact. In previous posts, I have shared the graphic to the right. One of the keys to developing kids who are ready for their unknown future is developing creativity, and if we just throw our hands up and say “But I’m not that creative, so I can’t teach others to be creative” then we are not helping them be ready for whatever their future may hold.

One of the first books that I read that really got me thinking about the importance of creativity in teaching and learning was the book Ditch that Textbook by Matt Miller (also the book that got me thinking about starting this blog – one of the ways that I express my own creativity).  If you haven’t read DITCH That Textbook, DITCH is actually an acronym for Matt Miller’s teaching model.  DITCH stands for: Different; Innovative; Tech-laden; Creative; and Hands-on.

Creative GeniusAfter reading Miller’s book, I was led to Teach Like a Pirate by Dave Burgess.  Burgess spends a huge chunk of time in this book talking about creative ways to hook our students into our lessons. He believes that creativity is something that can be developed in anyone through practice and effort. I have to say that I agree with him on this one – we can help develop creativity in others by giving them the time, space, and opportunity to use their creative ideas in their learning!

I’ve shared before that I often think of teaching as an art. Developing lessons that are interesting, exciting, and engaging takes time and effort. Some days our lessons nail it, and our kids are totally into it. Sometimes the lessons that we think are going to be “so cool” just fall flat.

In Creativity, Inc., Catmull shares that “If we can constantly change and improve our models by using technology in the pursuit of art, we keep ourselves fresh.” For many of our students, they continue to look at their iPad, their phone, or other pieces of technology, as a tool for entertainment purposes. They can play games, watch videos, and consume in so many ways. While there are times that consumption can be necessary for the purpose of learning, we generally retain so much more when we take our knowledge and create something with it. When we use the technology that our students see as a tool for consumption, and help our students see that they can use it for creation, they can go so much further in their learning.  I’ve said it before, technology can be an accelerator that pushes our learning to new heights.

With that in mind, here’s the gentle nudge – think about ways that your students can use technology to create something that would never have been possible without the iPad they have in their hands. Help them to think about how they could make something that reminds them of the things they most like to consume. Then, set them free to be creative.

In Ditch that Textbook, Miller encourages us to think about how to integrate more creativity with the following questions:

Creative: What types of products do you and/or your students consume a lot? How can the role of consumer be flipped to creator? How do you or your students demonstrate original ideas? How can those translate to the classroom?

What are some ways that you have integrated creative thinking into learning opportunities successfully? What are some ideas you have to add a creative piece to what you are already doing? I believe that most kids want to be creative, but they don’t often get the opportunity to in service of learning. When we set those creative juices free for our kids, they will be so much more likely to retain the learning that was going on in connection with their creative thinking.

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Compliance diminishes creativity

In last week’s post I was thinking about the idea of student apathy, and how sometimes what you or I might identify as an unwillingness to work might actually be a sign of fear that the student is moving out of his/her comfort zone. One of the suggestions I made for how to handle that issue was to prepare for those students by providing scaffolding for our students to support them as needed.

Have you ever watched a building being built? Living in a neighborhood that is still growing, I get to watch houses being put up constantly. My 6-year-old son loves seeing the excavator or bulldozers doing their things. Around our downtown area, there’s lots of construction going on. A couple days ago I noticed a new building going in right behind our favorite pizza place (Greek’s Pizzeria – possibly the best breadsticks in the whole world!). As they have added to the height of the building, the scaffolding is added for the next level. Builders don’t put up all the scaffolding they need at the beginning, and then begin building – instead they add the scaffolding they need at the “just right” moment.

When is the just right moment in education to provide that scaffolding? If you provide too much scaffolding too early, and you give it to all your students, you may take away some of the opportunities for choice. In one of the first years I was at Riverside, I decided that I wanted my students to do a project at the end of our unit on Ancient Greece. I had them research a Greek God or Greek Hero, then create a poster. At the beginning of the project, I gave them a list of resources that I suggested, I gave them a detailed rubric, we talked about what the final project might look like, and I shared an example that I created. Then I set them free reminding them throughout that they had freedom to use additional sources that they might find in the library, and that they were free to switch up the design however they wanted. On the day the project was due, I had everyone share their work with the class. I must admit, I was a little disappointed that everyone’s poster was almost identical.

I didn’t make the connection in the moment, but as I reflect on it now, I provided too much scaffolding too early in the process. Instead of being there to support the learners as they needed it, I created boundaries that they chose to stay inside of. Instead the resources I gave them acted as a recipe to what success looked like, and compliant kids are going to take the path of least resistance to success.

As we continue down a path of creating learning experiences that allow student choice and voice, we have to remember that true authentic learning doesn’t happen when we have prescribed experiences. It doesn’t happen when we hand out recipes to success.

Control leads to compliance;autonomy leads to engagement.

Reflecting further and thinking back on what I would do differently with that project, I’d probably remove a lot of the stuff that I provided in advance. I’d still prepare a list of potential resources, but I’d hold it back and only share with students who were struggling to find a good resource. I wouldn’t hand out a highly descriptive rubric to all the students, instead I’d create one that left lots of freedom. I definitely wouldn’t create an example of the poster that all the kids could copy! If students weren’t meeting my expectations I’d give them specific feedback on where they were lacking and how they could improve. We’d start with the standards, I’d share with the students our goal and purpose, and then I’d set them free. As I observed their work, I’d add scaffolding to those who needed it, but a lot of kids are probably going to come up with something way better than you imagined when you started the project. Don’t believe me? Try it. What’s the worst that happens? You already have the scaffolding ready, so you share it with all who need it.

What have been your experiences with scaffolding? Have there been times you added too much at the beginning and it was like a recipe? Reflect on that experience and share what you might do to make it better! Let us know your thoughts in the comments below!

Compliance or empowerment: #IMMOOC Week 2

Are your systems designed for people to

I recently had a post titled Why are we teaching the stuff we’re teaching? The post was based primarily on a single quote from Will Richardson about the fact that we’re aware of all the things that our students are interested in, but today, what we have to focus on is our geometry lesson that we know most of our students won’t be likely to ever use. Reading the quote above got me thinking about that post again. In that post, I was looking at what we can do about our teaching to make sure that we are finding ways to make learning relevant to our students. Today, I’m thinking more about the things that teachers do in their classroom and making sure that the things we ask of them are relevant in the eyes of teachers.

This year in my school, we began the school year with two slogans we wanted to focus on:

  • The Power of Why
  • The Power of Yet

We encouraged our teachers to think about why they did the things they did, and also to focus on having a growth mindset. When we met our students on the first day of school, we encouraged them to do the same. Throughout the year I’ve had conversations with teachers and students about these two ideas – why do we do the things that we do, and what does it mean to have a growth mindset about whatever we are learning or doing.

Even though we have encouraged these ideas, I still think there are things that happen in classrooms that we can’t really identify why we are doing it. And not knowing why we are doing something takes away from the potential value.

For several years now, many of the teachers in my school have had the standards and objectives for their lessons posted on the board, or in their agenda PowerPoints, or however they communicate to their students what they will be doing today. For some teachers, I think the main reason that it’s put there is because the Teacher Effectiveness Rubric that we are all assessed on has a section about lesson objectives, so they include it because that’s what the rubric says to do. That’s all about compliance.

Here’s the thing though. If the only reason you’re doing something is because it’s what you’re supposed to do, how is it serving the learning in your classroom? In her book Learner Centered Innovation, Katie Martin points out that putting the standards and objectives on the board is not just about checking some box. As Martin reminds us in her book: “The reason “they” make teachers put the standards and learning objectives on the board is because when students know what they are supposed to be learning or where they are headed, that knowledge impacts student engagement and achievement.”

So, why are you placing the standards and objectives on your board? Is it about checking some box, or is it done in service of the learning and growth of your students? If we do things with our learners in mind, and we think carefully about how those choices will impact the learning of our students, we can use our actions to guide coaching conversations with our students so that they better understand the reason behind what we do.

In Martin’s book, she talks about the idea of an Innovation Ecosystem, where teachers should feel trusted to learn, improve, and innovate in order to better serve our kids. I hope that through my actions, through the things I say and do around my building, that the staff in my school understand that I hope we all see our school as an innovation ecosystem. I hope the teachers in my school don’t feel bogged down by compliance-based tasks, but rather feel empowered to push the innovative envelope in order to create amazing learning opportunities for our students.

It is my hope that as I continue with my learning throughout this round of #IMMOOC, I learn new ways to help the teachers in my building feel that empowerment! And to the teachers in my building that may not currently feel empowered, and feel that you are bogged down by compliance, please remember that we all have the power of why. If we don’t know why we are doing something, we aren’t going to do it well. Feel free to ask why when something doesn’t square with what you believe is best for your students. Hopefully we can work together to create a solution to those problems.

I’m curious what you do to make sure that there is an Innovation Ecosystem in your school? Or, do you have ideas about how we can create a better innovation ecosystem within our schools? Share your thoughts with all of us in the comments below!

Sparking curiosity #IMMOOC Week 1

When school is

Ever since seeing the animated version of Ken Robinson’s “Changing education paradigms” TED Talk, I’ve been thinking a lot about the things we do in school. I’ve definitely noticed, and at times have been a part, of the factory model version of school. In this model, kids come in, we give them what we believe they need, and then we move them along to the next level. I feel the biggest shift in my beliefs about education began around the time my oldest child was born. Throughout my career, I have run into the occasional student who made comments like “I hate school,” or “School’s boring.” Early in my career, the typical response to these types of statements might have been something along the lines of “Well, you have to be here, so you need to make the most of it.” I put the onus on the students – it was their responsibility to do school, and if they didn’t like it, well too bad.

After our daughter was born, I started to notice things in a new light. It wasn’t just the kids who were disconnected socially or the kids who were doing poorly in class that were saying that they didn’t like school, or that they thought it was boring. I started noticing kids who were really bright, kids who seemed to have great relationships with their classmates, who even seemed to like me and their other teachers, that just went through the motions in the classroom. They did what they had to in order to keep the adults in their lives happy, but they would never have thought of doing anything that was above and beyond. And those kids told me about how much they didn’t like school, they shared how boring they thought some of the things we did in class were, and I began to think that if there were kids who were so on top of things and did well in class who hated school, maybe this wasn’t a student issue, but rather a teacher issue. Maybe this had to do with what I was doing in my classroom.

As a science teacher, I noticed that kids were pumped for the days we were doing hands on learning. If we were in the lab, the curiosity was there, and energy was flowing! I began trying to find more opportunities for students to be active in their learning and found that some of those more passive learners were much more excited to come into the classroom. This seemed like a win to me.

Maya Angelou has a great quote – “Do the best you can until you know better. Then when you know better, do better.” For a long time, I viewed the role of the teacher as the gatekeeper of information. I was the keeper of the knowledge in my classroom, and students got what I thought they needed when it was time. But the results were poor. Students were bored, disengaged, and there was no desire to learn. Many just went through the motions.

As my mindset shifted, I began to seek out more opportunities for students to make choices in their learning. I began integrating technology as a learning tool, checking out iPad carts and using tech to enhance learning opportunities.  Little did I know that I was on the leading edge of innovative thinking in the classroom.

No longer do students need access to teacher for content, but they desperately need teachers to guide them as they develop the skills, knowledge, and dispositions to be lifelong learners

Currently, I’m reading Learner Centered Innovation by Katie Martin.  In it she says that “Our job is not to provide the answers that can be found in a textbook or in a webpage but to create the conditions that inspire learners to continue to wonder and figure out how to learn and solve problems and seek more questions.” The most important piece of the puzzle in this process is not the technology, or access to it, but rather teachers who can help to spark that curiosity in their students. Those teachers need to be able to find the wonder that exists in all kids, and then fan the flames to help them turn that wonder into amazing learning opportunities.

I look forward to continuing to share my learning from this awesome book from Martin, it will probably be the basis of my posts over the next few weeks.  But I’m curious… What have you noticed about learning when you create opportunities for your students to explore their wonders in connection with your material? Share your thoughts and experiences in the comments below!

Developing wonder

I was recently having a conversation with a teacher. We were talking about her efforts to integrate more creative, outside the box style of learning activities in her class. She knows that for future success, her students don’t need to simply be able to regurgitate facts – Google can do that for anyone. It’s about what students can do with that knowledge, and she’s struggling with how to get there. You see, some of her students just don’t seem to be able to “think” in a creative way. They seem to prefer to have an activity with direct questions and correct answers. If given a choice between a creative activity that forces thinking in depth of knowledge level 3 or 4 or a worksheet with depth of knowledge level 1, her students would choose the worksheet.

This teacher however, understands that things that are depth of knowledge level 1 may not be what students ultimately need to be successful in the future.  Check out this short video that will show why:

If you search for Siri, Alexa, or Google Home homework help, you will find videos of students going down their worksheet and asking their “smart speaker” the problems they have to solve, and then copying down the answer. If there are other kids who have figured this out, you can guess that your students have too. Personally, I don’t have any problem with students using the tools around them to help them with their homework – I mean, what do most of us do with a question we don’t immediately know the answer to? But I recently read a quote from Yong Zhao, a Foundation Distinguished Professor in the School of Education at the University of Kansas gave me pause and made me think about the types of questions we’re asking students:

If all children are asked to master the same knowledge and skills, those whose time costs less will be much more competitive than those with higher costs. There are many more poor and hungry people in the developing world willing to work for a fraction of what workers in developed countries need. To be globally competitive, developed countries must offer something qualitatively different, that is, something that cannot be obtained at a lower cost in developing countries.

In this quote, Zhao was talking about the standardization of curriculum and teaching methods, and the fact that our standardization fails our students in the long term. You see, when our students from a developed country move into the workforce, they will be too expensive for the jobs that take a low level of thinking. The students from developed nations need to be able to do things with their knowledge, and developing those skills can’t be done from DOK 1 questions on a worksheet. WorksheetsIf a student can turn to Google, Siri, Alexa, or whatever smart tool comes out next to find the answer to your question, then maybe we aren’t asking the right questions.

So here’s the challenge for this teacher. She knows that students will get more out of learning opportunities that push into higher level thinking. She knows that activities that require more creativity are inherently more “sticky” when it comes to student learning. But her students are have not been successful in doing this so far this year. Does that mean we give up? My answer would be no – just as with anything else, we have to keep trying.

Compliance-PinkThe students in our school in general are very compliant. Compliant students sometimes struggle with creative tasks because they want specific directions to follow. They may not remember what it feels like to be creative or curious. Years of compliance in the school setting seems to suck creativity and curiosity out of our students. I think that sometimes students lose that ability to be creative and curious because they have grown accustomed to the amount of scaffolding that we provide for learning activities. That scaffolding can begin to feel a bit like a cage, and students forget how to get out.

I’m not sure how many of you have had the opportunity to be around a kindergarten classroom. I get to visit one on occasion because my wife is a kindergarten teacher. When I walk into the room and listen to what’s going on, all the students have questions, and comments, and wonders. All those students feel creative and love to color, draw, paint, write, tell stories, and so much more! When I talk to the fifth and sixth grade students in my own building, many of them have a hard time identifying their own curiosities, their own interests, their own what ifs.

So how do we bring a little bit of that creativity and curiosity back to our students? One suggestion that seems promising is the idea of a Wonder Day. In a recent blog post by John Spencer (you can access it here) he talks about the idea of a Wonder Day where students spend the day immersed in research on something they are curious about, with an end goal of a multimedia presentation – it could be a blog post, podcast, video, or whatever other multimedia format that the students choose.

If you’d like to see a short intro of what a wonder day project might look like, here’s a 2 minute intro from John Spencer.

And if you’re not sure when you’d have the time for something like this, I love the suggestion that I’ve seen elsewhere that one of the best times to try something new and innovative is when the schedule is a little wacky. In my school, next week is the week of ISTEP, our annual state assessment. Because of the test, we run on a different schedule on each of the test days. I would encourage teachers to think about a time like this as the ideal time to try something new. If it doesn’t work for you to try during your testing window, then maybe you try it right before or after an upcoming break, or on the day of a school assembly, or just because it’s a Tuesday!

Our students need to be able to think. They need to identify their curiosity because, as Ken Robinson shares in his book Creative Schools, “Human achievement in every field is driven by people’s desire to explore, to test and prod, to see what happens, to question how things work, and to wonder why and ask, what if?” If we have the goal of students who are college and career ready, we have to help them develop that wonder.

Less curious

What do you think? Have you seen similar issues to the teacher above? What’s worked for you to spark that curiosity in your students? Share your thoughts in the comments below. Or, if you decide to try a Wonder Day – or something like it – share you experience with us! We’d love to hear about it!

Why are we teaching the stuff we’re teaching?

I recently saw a quote from Will Richardson. It’s kind of long, but I think it’s worth sharing the full quote for context:

More than, what, 90% of what we currently teach and talk about … is quickly forgotten once the next topic in the pacing guide comes up. Climate change, literacy, fake news, #metoo, what it means to be a citizen in a democracy, racism, income gaps, privacy, future jobs, AI, cryptocurrency… We can make a list of things that really matter today (or probably will in the future) a mile long.

And after we do, we have to own up to the fact that, by and large, even though we know that’s the stuff of modern life, we in schools say to kids “Good luck with all of that. Hope you figure it all out. We can’t really deal with that stuff because we have to teach you Geometry, which, btw, we know most of you will NEVER use, but hey, it’s in the curriculum and we’ve been teaching it forever.”

This is one of the many existential questions we need to be grappling with: Why are we teaching the stuff we’re teaching?

Now… before you get all up in arms at me, remember that this is not my quote, but the sentiment behind it got me fired up. I know that when I was in the classroom as a teacher, I spent a lot of time concerned with whether or not my students met the standard, whether or not we covered what needed to be covered. I also know that every year I had at least a handful of students who visibly and very apparently checked out. They didn’t do work (classwork or homework). I got frustrated.  I called their parents. Nothing changed. As I reflect now, I wonder how many other students in my class were simply too compliant – too good at playing the game of school – to take that path of not doing anything, and in actuality were completely bored by whatever we were doing because they didn’t care. I wonder what kind of disservice I did for those students. They were trying to tell me something, but I was too caught up in what I “had to do” to be able to hear what they were saying.

Now, I’m not saying there’s no place for traditional learning in our schools. I use geometry from time to time (I love woodworking, and often use those skills when creating a new design), and I know many of the topics our kids complain about do have real world value, they just don’t see it.

Here’s a quick quiz of some things that we all probably learned while we were in school (I have to admit, I saw this on the Modern Learners blog in a different post by Will Richardson). See how many of these things you can get correct – and NO CHEATING!

  1. What’s the circumference of a circle with a radius of 4?
  2. What Scottish scientist discovered penicillin in 1928?
  3. What geologic era are we in right now?
  4. In the sentence “The swimming pool is closed today,” is the word swimming the gerund or the participle?
  5. What’s the most abundant element in the universe?

I’m going to be honest… I thought I had three, then I checked.  I only had 2. Way back in the day, I’m sure that I passed the test with these questions. I was a compliant kid who did just enough to keep the teachers off my back. But did I truly learn? No way!

A term that I’ve heard before that gets at what Richardson is talking about above is the idea of the relevancy gap. We have this list of standards that our students are expected to learn. We have our preferred methods of teaching those standards. We go through the motions of covering the material, hoping the students do well enough on the test, and then we go on to the next topic.

Think about what you are getting prepared to teach next. We spend a lot of time thinking about “Did our students achieve X?” or “How do we make sure they learned X?” What the relevancy gap asks us to think about “Is X going to matter in the lives our learners are likely to live?”

That question is much more challenging to think about, because it messes up that list of standards, those preferred methods for teaching those standards, the curriculum maps, the pacing guide, and those worksheets and packets that we’ve lovingly created, not to mention the general model of school as we know it.  And here’s the issue with the relevancy gap – if the students don’t see the relevance, you’ll continue to have students who are checked out, and there will continue to be students who are compliantly doing the work while they are bored out of their minds.

RelevanceSo how do we add relevancy to the things that we are teaching our students? I’ve had this conversation with several people recently, and my best suggestion is that we need to help our students see how the thing that they are learning about in class actually applies to their life. Recently in my school, many of the science classes have been learning about outer space. Can we tie last week’s amazing launch of Falcon Heavy into their studies of our solar system? What research could be done on the potential and kinetic energy of a rocket launch? Or what about the fact that there is research on the angle of release of a basketball shot being related to it’s likelihood of going in the hoop? Or maybe there are amazing connections that our students can make to our content that we would never even think of – we just have to get out of the way and let them share!

Whenever I write about these grand ideas, I always try to leave you with some strategies to move forward.  Here are 4 ways that come to mind as ways we can add relevancy for our students:

  1. Discuss how learning can be applied in practice – what is a real world use for your students?
  2. Make a link to local cases – how does this knowledge tie in to something happening in your students’ community?
  3. Relating the subject matter to everyday applications – where might students see this in use in their lives?
  4. Discussing or finding applications in current newsworthy issues and events – what’s happening in our world or in pop culture that can be tied into your content?

What are some of the ways that you add relevancy for your students? Share some of your best ideas in the comments below. We can all appreciate a great idea!

 

And… because we all want to be able to assess our own work, the answers to the quiz above are: 1. ≈ 25.13; 2. Sir Alexander Fleming; 3. Cenozoic; 4. Participle; 5. Hydrogen.  How did you do?

The teacher from the movies

When you think of teacher movies, what comes to mind? Do you think of someone like Mr. Rooney in Ferris Bueller’s Day Off or Mr. Strickland in Back to the Future? Or do you go the way of someone more like Miss Riley in October Sky or Mr. Holland in Mr. Holland’s Opus? I’m sure that for all of you, there is a connection (and maybe even a feeling) that goes with each of those characters. You might even be able to think back on one of your own teachers who is a little like one of them.

I’m guessing that we would all agree that some of these teachers are a little stronger than others. But what is it that makes the “good” movie teachers? There are a few things that these great teachers have in common – they build connections with their students, the students and teachers have respect for each other, and the students are empowered. The “mean” teachers were focused on control and compliance, while the “good” teachers were focused on community and empowerment.

In creating the environments of the teachers that they make movies about, you build a relationship with your students where there is an understanding between the teacher and the students that we’re two people here. What those movie teachers understand is that classroom management has much more to do with the environment, and much less to do with the rules that are put in place.

One of my all-time favorite teacher movies is Dead Poets Society. Mr. Keating does some amazing things with his group of students. Many people think of the Oh Captain, My Captain! scene when they think of that movie, and trust me, it’s a great scene.  But one of the more overlooked scenes is the soccer scene.  Take just a moment to watch the scene:

The reason I love this scene so much is that it reminds me of the value of movement in learning – especially for students that are in the age group I work most directly with. Most of us know intrinsically that a fifth or sixth grader cannot sit still for much more than 10 minutes, and yet we consistently have classroom situations where students have to sit for double that – sometimes even more! One of the things that will make you a movie star teacher to your students is to allow them opportunities for movement consistently.

I always like to provide some kind of new idea, and here’s one that you could try tomorrow to add some movement in your class. Many people use the turn and talk consistently to get students to share their thinking. What if you take that a little bit further and do something new called musical chairs. Explain to students that you are going to play about 10 seconds of music, during that time they should move around the room and find a partner. When the music stops, they start talking about your question. After enough time for both students to respond, start the music again and let them find a new partner. It’s kind of like musical chairs for a turn and talk. Students get to share their thinking, and get their movement and wiggles out! The best of both worlds! After a couple of rounds, have them move back to their seats and continue.

Or you might try a walk and talk – take your class for a walk on our campus. Talk about your points while you walk. Occasionally stop and allow students to partner up for a pair share, then continue the walk.

With each of these strategies, you have to build to structure in advance. That’s what the movie star teacher would do. Set your expectations high, and then hold your students to them. Don’t let those 2 knuckleheads pull your expectations down to the mean. Let them know that you trust them to do the right thing, and then lay out what needs to happen. Most kids will not want to ruin something fun, even if they are a knucklehead!

Screen Shot 2018-01-18 at 8.44.13 PM
Just a few of the things that happen in the classrooms of the movie teacher!

So what movie teacher do you think of? What made that teacher great? Of not so great? What elements of the movie teacher do you try to bring to your classroom? Share your thoughts in the comments below!