Should We Forget Memorization in the Age of Google?

Dr. Jeff Walton serves as executive director of the American Association of Christian Schools, headquartered in Chattanooga, TN. He is the editor of Journal for Christian Educators.

This is the fourth in a series of five posts by Jeff Walton commenting on “five truths” of progressive education identified by Maya Thiagarajan in an Education Week blog on August 15, 2016.  Thoughtful Christian educators reject many of the practices of progressive American education because progressive principles and practices sometimes conflict with biblical truth about the nature of children and the nature of learning.  Maya Thiagarajan is an American-educated English teacher who has been teaching in Singapore.  She is the author of Beyond the Tiger Mom: East-West Parenting in the Global Age.  In her Education Week guest blog on August 15, 2016, Maya frankly discusses five “universal education truths” that as an American teacher she believed and “religiously” followed until her move to Singapore in 2010.  In earlier articles, I commented on the first three truths.

Truth #4: “Making kids memorize stuff is not just unnecessary in the age of Google, it’s downright bad pedagogy. Twenty-first century learning is not about ‘knowing’ information, it’s about analyzing, synthesizing, applying, and creating. ”

In Singapore, and perhaps across Asia, many parents and teachers still harbor a deep reverence for the power of human memory….In his defense of a ‘knowledge rich’ curriculum, the former Singaporean education minister Heng Swee Keat said, ‘If creativity is about connecting the dots, you need to have solid dots in the first place, or you will have nothing to connect.’ Kids here memorize a lot of information, and they know a lot. Perhaps the emphasis on memorization in Singapore is excessive and comes with opportunity costs, but it has certainly challenged my paradigms.

In American education, the memorization-application pendulum swings, and debate (healthy, in my view) continues.  This is true in Christian education as well as in public schools. I have many times heard or read some form of the “students no longer need to learn facts in the Internet age” statement. To that statement I echo Dr. Keat’s response–How will students connect the dots in learning if they have no dots to connect?  On the other hand, I have many times observed in Christian school classrooms and have come away discouraged by the complete reliance on memorization and regurgitation of facts and missed opportunities to lead students to comprehension, application, and deeper understandings.

Often, students are memorizing multiple “dots” and struggling to retain the information about the “dot” with no connecting information to provide structure and understanding.  I have particularly observed this in math classes.  I have observed scores of classrooms where teachers required students to memorize an algorithm (a step-by-step process) for solving a type of math problem while missing excellent opportunities and making no effort to help students understand why the algorithm works. I have even sometimes witnessed teachers refusing to answer the why questions of inquisitive students, telling them to “just follow the formula.” That’s a tragedy. In those classrooms, only those students with excellent abilities to memorize and retain will make progress. Most will flounder, frustrated and confused because they can’t keep all of the dots straight and have no structure of comprehension to connect them.

So, do students need to automate information (memorize), or do they need to comprehend and apply factual information? I hope your answer is “yes.” Students need both. Learning facts provides the dots the student will connect. Comprehension and application and higher-level learning activities provide the connective structure that allows students to make sense of and retain the dots.

By itself, memorization is a form of learning and is a skill that students can and should develop. Wise teachers and school leaders will judiciously select the important factual content and will provide age-appropriate explanations and activities for comprehending and applying that information. For instance, when teaching junior high and high school history classes, I required that students memorize fewer than ten really significant dates in a school year, but they also memorized some key paragraphs from notable historical documents (more significant and worthwhile learning, in my view). We also thoroughly analyzed and wrote about those passages. In my high school math classes (most of my teaching experience) students memorized only a few commonly used formulas and spent a good amount of class time in completing exercises (automating fundamental skills) and complex problem-solving activities. Interestingly, my ninth- and tenth-grade students also spent time doing flash cards involving basic operations with fractions because many had not automated processes with fractions…so they struggled with more advanced math because they didn’t have the more basic dots to connect.

I’m sure the memorization-application debate will continue.  Wise teachers will reject the notion that we can “forget memorization” in a digital age but will also understand that memorization merely provides the dots that students must connect with more complex learning.

Reference:

Thiagarajan, M. (2016, August 15). Five lessons from teaching in Singapore. [Web log post]. Retrieved from http://blogs.edweek.org/edweek/global_learning/2016/08/five_lessons_from_

teaching_in_singapore.html?qs=teaching+in+sigapore

Should You Be “The Sage on The Stage”?

Thoughtful educators continuously engage in reflective practice.  They read professional journals and articlesTeacher reading to class of teenagers (14-16) about education.  They listen to their students and the parents of those children.  They evaluate their instructional methods and classroom practices in light of classroom or school-wide assessments, standardized test scores, and other measures of student progress.  They are aware of current trends in education, and they weigh the value of new methods and tools for student learning.  They reflect on their practices and their beliefs about education, and they strive to make their classroom the very best place for meeting the very individual needs of the children God sends to them and parents entrust to their teaching and care.

Be a Critical Thinker

Thoughtful Christian educators engage in reflective practice but reject many of the practices of progressive American education because the practices and the principles those practices reflect conflict with biblical truth about the nature of children and the nature of learning.  Recently, Education Week published a blog by Maya Thiagarajan that questioned some of those progressive principles and practices.  Maya is an American-educated English teacher who has been teaching in Singapore.  She is the author of Beyond the Tiger Mom: East-West Parenting in the Global Age.  In her Education Week guest blog on August 15, 2016, Maya frankly discusses five “universal education truths” that as an American teacher she believed and “religiously” followed until her move to Singapore in 2010.  I am going to consider each of the “five truths” in a series of posts, beginning with the third in Maya’s list.

Role of the Teacher

Truth #3: Good teachers are always “the guide on the side.”  No good teacher should be “a sage on the stage.”…With phrases like “sage on the stage,” American educational rhetoric literally ridicules the idea that a teacher has wisdom to offer young kids.  In every way, the rhetoric exhorts teachers to stay on the sidelines and play only a facilitating role while empowering kids to take the lead.

While I think that playing the role of a guide or facilitator has its place in a 21st century classroom, I’ve also started to think deeply about the Singaporean belief that the elder not only has wisdom to offer the child, but also has a responsibility to be front and center in the child’s life.

When I read American rhetoric exhorting teachers and parents to empower children by giving them more choices and greater freedom (and in the process, less explicit guidance), I can’t help but wonder whether it makes sense to marginalize the role of the elder.  When we let machines and peer culture teach our children, aren’t we devaluing our own wisdom and expertise?  Aren’t we abdicating a central responsibility that the elders in communities around the world have performed for millennia?  Don’t children benefit from some explicit guidance?  And shouldn’t there be some times when we are “the sages on the stage”?  (Thiagarajan, 2016)

What is a Sage?

Consider the meaning of sage—a wise and venerated elder.  Consider the pattern of learning repeatedly emphasized in Scripture—an elder (parent, grandparent, pastor, teacher) instructing, guiding, and mentoring one who is younger and/or uninstructed in truth.  Consider the example of Christ with His disciples.  Isn’t it apparent, then, that Christian school teachers should be the “sage on the stage” in their classrooms?  If you think that means a daily lecture in every discipline where students are passive listeners to your continual droning, then I pity the children in your classroom.  If you think that means a classroom without digital resources, online connections, and multi-sensory experiences for learners, then you are misunderstanding the real meaning of sage.

If your classroom is a place where you wisely direct active learning experiences for your students, connect to digital and online resources that enrich and reinforce student learning, share your knowledge of a subject with engaging lecture that sparks student questions and discussion about significant topics, and lovingly shepherd children and teens through their many social, emotional, and spiritual crises – then I think you truly understand what it means to be “the sage on the stage.”

Reference:

Thiagarajan, M. (2016, August 15). Five lessons from teaching in Singapore. [Web log post]. Retrieved from http://blogs.edweek.org/edweek/global_learning/2016/08/five_lessons_from_teaching_in_singapore.html?qs=teaching+in+sigapore

This article will be included in the Winter 2017 issue of The Journal for Christian Educators, a publication of the American Association of Christian Schools.

Upcoming Articles

Five week Series

We are excited to announce that Dr. Jeff Walton will be writing a five-week series for us at FOCUS.  Each week Jeff will be discussing a “universal education truth” for educators in today’s world. The first post will be discussing the role of the teacher in his/ her classroom.

Get to know Jeff

He serves as the executive director of the American Association of AACS staff member, Jeff Walton, photo by Hal Cook, 2015Christian Schools headquartered in Chattanooga, TN. He is the editor of Journal for Christian Educators. He has served in Christian education ministries for 33 years as a high school teacher, school administrator, college administrator, and association officer.

 

The Fixer-Upper

Keeping your classroom exciting

The school year is half over, and most classrooms are in need of an update. Teachers and students have been working hard, but monotony can set in. Consider whether any of the following seven elements of your classroom need to be remodeled.christmas-tree

  1. Environment: Every old barn needs a new coat of paint. Does your classroom still look exciting and vibrant, or does it look like a tornado blew through it? Straighten, file, spruce up and keep your classroom looking like an organized, well-oiled machine.
  2. Learner: Are your students still engaged? As the school year continues into the second semester, student behavior will be more challenging.  To counter their energy, they will need many more brain breaks, hand-on-learning activities, and ways to stay engaged in the day-to-day activities in the classroom.
  3. Pace: John Kotter reminds us that urgent activity is “Action which is alert, fast moving, focused externally on the important issues, relentless, and continuously purging irrelevant activities to provide time for the important and to prevent burnout.” Through the year, the pace within a classroom can begin to slow down. Teachers need to intentionally keep up the pace so valuable time is not lost.
  4. Lesson: Use memory hooks to help the students remember the material and connect the new concepts to the old, creating meaning. Engage the students in the lesson using movement, music, emotion, discussion, drama, and visuals.
  5. Execution: What is your style? The teacher’s style is completely in the teacher’s control. Your style can be fluid to change with what the class is needing. Maybe you are in need of a style change. Make your style memorable!
  6. Assessments: Know where your students are physically, academically, socially, and spiritually. Observe! Observe! Observe! Know your students so well through observation and engagement with them that you know exactly what they need and how you can help them. This gives every child a better chance to be successful.
  7. Culture: The culture of your classroom should be exciting, engaging, and intriguing. Even in January, students should still look forward to coming to school because they can’t wait to see what the teacher has planned for the day.

Willa Foster reminds us that “Quality is never an accident; it is always the result of high intention, sincere effort, intelligent direction, and skillful execution; it represents the wise choice of many alternatives.” Use this Christmas break to update any areas in your classroom that need to be refreshed so your year can be successful.

How to Be an Eternal Thinker

For a society that seems enamored with futuristic thinking, the youth of the present generation could be described as excessively fixated on the present.  In spite of the media bombardment that casts dispersion on

global-thinkingthe past and glorifies the unknown beyond, educators work daily with young people that seem to embrace the here and now.

The secular educational culture of the 21st century seeks to develop global thinkers.  In a recent article published in Educational Leadership, Veronica Mansilla, part of a team from Harvard Graduate School of Education’s Project Zero, discusses “ongoing research into global competence and how we can best nurture it in our schools.”  She explains that a significant outgrowth of the project has been the establishment of a definition of global competence that has been embraced on multiple continents and by the U. S. Council of Chief State School Officers (CCSSO):  the capacity and disposition to understand and act on issues of global significance.”

As I read the article, I questioned the goals for Christian education.  What kind of attention and effort is given to develop eternal thinking?  As I read on, I realized that as Christian educators called to live in this present world, we are also called to develop eternal thinkers.  Mansilla stated confidently that “nurturing global competence will require more that adding more [content] to our already full K-12 curriculum.”

In order to achieve global thinking, Mansilla proposed that educators cultivate four global thinking dispositions into their students—

  • A disposition to inquire about the world
  • A disposition to understand multiple perspectives—others’ and their own
  • A disposition toward respectful dialogue
  • A disposition toward taking responsible action

Mansilla continued to explain that to assist teachers in help teachers succeed in the quest to develop global thinkers, her group is working to develop global thinking routines.  Why?  Because research screams that “students cultivate dispositions not through occasional lessons, units, or . . . events, but through ongoing participation in classroom cultures in which these dispositions are visibly valued and extensively practiced.”

The author’s concluded “when teachers make these routines habitual practices—part of “the way we do things here”—they pave the way for the kind of learning need[ed] to prepare . . . youth for our interdependent world.”

Wow!  I conclude that Mansilla in “spot on” in her message.  To develop global thinkers, the secular educational system is diligent in integrating global dispositions into the fabric of the secular classroom, and it will be successful.  The system will produce global thinkers.

But what about Christian educators?  How focused are we on developing eternal thinkers.  Are we distracted from the quest to produce students that “seek first the kingdom of God?”  Have we become so focused on teaching material and educational excellence (and I understand that both of these have merit) that we have lost sight of the eternal mission of our calling?

As I reviewed Mansilla’s four dispositions, I found a renewed energy to develop eternal thinkers.  Truly, if our students “gain the whole world” and do not learn to think with eternity in mind, the educational process is vanity.  What “routine habitual practices” are a part of our Christian education classroom that will ensure that we develop eternal thinkers?  We can succeed, but we must be intentional in our efforts.  Eternity is at stake!

Can you share a disposition(s) for developing eternal thinkers that you have made part of your classroom or school?

 

Mansilla, V. B.  December 2016/December 2017.  Educational Leadership.  How to be a global thinker?  ASCD:  Alexandria, VA.

Principles For Crafting Effective Report Card Comments

Words Fitly Spoken

Proverbs 25:11 reminds us that a “fitly spoken” word is a beautiful thing!  Nowhere does this hold true more than in report cards comments.report-card

Teachers often find writing report card comments to be a daunting and dreaded task.  And, certainly, there are some pitfalls to avoid.  However, a well-crafted report card comment can bless our students and families.

Here are some principles for crafting effective report card comments.

Say something specific.  General comments like “Johnny is a good student” or “Sally needs to focus more” are too general to be helpful.  Be specific with comments, such as “Johnny consistently does his work and engages in class discussion” or “Sally is often distracted by extra materials on her desk.”

Keep it simpleKeep your sentences short and your word choice intentional.  If you haven’t conferenced with parents before, you should shortly after they read this comment.  Allow you comment to summarize a previous conference or set the agenda for a future conference.  A report card comment should not explain concerns in detail.

Compliment thoughtfully.  Comment on what makes the student different from other students.  Parents are encouraged when teachers share what they see in their child.

Choose one or two “opportunities for improvement.”  Word your comment carefully to help students and parents recognize weaknesses as opportunities.  For example, “Sixth grade offers Suzy the opportunity to strengthen her organizational skills.”

Make a target suggestion or goal.  Give parents and students hope by offering specific suggestions.  The sentence above about Suzy might be followed by “Getting her daily agenda initialed by teachers every day would be a great place for her to start.”

Keep comments student-focused.  Don’t refer to yourself too often.  A well-crafted comment often never contains the word “I.”  Instead of “I enjoy teaching Ralph” (too general and too teacher-focused), try “Ralph’s curiosity makes him a joy to teach.”

If in doubt, don’t.  Report cards follow students throughout their educational career.  If you are in doubt about the content or tone of a comment, don’t use it.  Seek advice from a colleague or administrator and try again.

Do you find writing report card comments daunting?  What have you learned as you’ve undertaking this challenging task?

 

What is an Educator?

“EDUCATION” – WHAT DOES THAT MEAN?

If, as educators often do, we resort to the dictionary to find out what a word means, we find that  “education” is a combination of two Latin words: the prefix ex (out of) and the verb ducere (to lead).  This is the same verb which gives us “induce”, “reduce”, seduce”, “produce”, keep-calm-teach-on“deduce”, “conducive”, etc.  “Education”, then, means literally “to lead out of”.

From this rather dry information we can deduce 🙂 that “education” consists of four elements:

First, we must have someone who does the leading.  In education, this would be the teacher.  Second, we must have someone whom we lead, which would be student.  Third, the teacher must have something to lead the student out of, which we assume would be ignorance or misinformation.  Fourth, the teacher must have something to lead the student into, which we would again assume to be knowledge.

Biblical Perspective

Christians see the teacher as the depository and model of the Proverbs trilogy of knowledge-understanding-wisdom.  As for the student, we know that he bears the image of God but that it is marred almost beyond perception.  We understand his basic need is to be led out of rebellion against truth and authority.  And we embrace the Biblical goal of transformation into the image of Christ as the result of growth in knowledge-understanding-wisdom.  Otherwise, as Luther predicted, we will simply educate clever devils.

Does the previous paragraph immediately strike you as politically incorrect?  As a whole as well as in the four elements?  Unbelievers see each of these in ways diametrically opposed to those of Christians.  They see the teacher as a facilitator.   They view the student as inherently good.  They consider his problem to be an undeveloped intellect.  And they set self-realization as the goal.

Different worldviews produce vastly different perspectives.

In a previous article we established the intuitive point that “education is inherently religious” and that “religion is inherently educational”.  Here we have defined what “education” is and have identified its essential parts. Following these two introductions, we will address the components of education in four future articles.

Next: What makes a teacher a great teacher?

Purposeful Technology

Have you ever considered how much we rely on technology for screen-shoteveryday tasks? The phone rings on the night stand to wake you up, a notification pops up on the screen reminding you to bring the ice cream to grandparent day, and a text from the school principal pleads with you to arrive early at school to unlock and turn on the lights. The only break that you get is at the traffic light where you finally get to check Facebook. Sound familiar? Our lives are so busy and technology makes it easy to multitask. Even in the classroom we are bombarded with technology. Schools are pushing for the newest and greatest from Apple. Is technology really helping our students? Is it possible to use technology too much? As the teacher, it is your job to determine what will best help your students.

Dr. Hart and Dr. Frejd co-wrote a book called The Digital Invasion. In this book Dr. Hart and Dr. Frejd explore how technology is changing individuals and their relationships with other people. Consider how technology has changed how we spell. You laugh because you know that it’s true. Do students see a need to know how to spell words correctly? No. They rely on their devices to correct their quickly written message. “Once we have lost the art of spelling, we may never be able to retrieve it” (p. 60). Technology has also changed how we communicate with our students and with their parents. Face-to-face meetings with parents are now a last resort. “God has created us for authentic connection and meaningful attachments – the kind of connection that has the power to secure, grow, free and transform us” (p 92). Keeping a personal relationship with both students and with parents is very important.

We are told in 1 Corinthians 14:40 that everything we do should be done decently and in order. This applies to the classroom. Everything that is done, from lesson preparation to the use of visual aids, should be done with a purpose and in good order. As you prepare your lessons, think about how you can use technology to its fullest potential but not beyond its usefulness.

~ First, calculate how much technology you use in your classroom. Is it well balanced with your other visual aids?

~ Second, consider the purpose for using the technology. Many educational apps are really cool, but your reason for using them in your classroom needs to be purposeful and with a goal in mind.

~ Third, think about your time spent in the classroom. Time is one of your most valuable resources. Don’t waste any of it!

~ Finally, consider your students. You are the teacher. You know the individual needs of your students. How many of them will benefit from using technology?

My purpose for writing this blog was not to make you hate technology, but to ask you to consider why you are using it. Make technology, like everything else you do in the classroom, purposeful.

Author

~ Kara Carroll ~

Reference:

Hart, A. D., & Frejd, S. H. (2013). The digital invasion: How technology is shaping you and your relationships. Grand Rapids, MI: Baker Books.

Look under the “Books” tab to find out more about The Digital Invasion!

Recipe for Effective Assignments

ˈresəˌpē/

“a set of instructions . . . , including a list of the ingredients required; something that is likely to lead to a particular outcome.”

baking

Effective assignments are an integral part of the educational process.  Astute educators design assignments to achieve particular educational outcomes.  If assignments are to be effective in achieving this desired outcome, a recipe should guide the process.

Now I must confess that I enjoy being creative in the kitchen.  After all, who doesn’t enjoy experimenting with new taste combinations.  And while this may make for an enjoyable time for the cook (and sometimes for those eating the meal as well), following a recipe is a good idea.  Even if the cook tweaks the recipe a bit, the guidelines provided by a recipe make for effective (and safe) meal preparation.

So what goes into the development of effective assignments?  I recently read an article that discussed the qualities of effective learning assignments.  The author offered criteria to “provide a universal recipe” for educators to follow in developing effective assignments.  It got me to thinking!

What are the ingredients for developing effective assignments?

  • Focus on learning goals

Make sure that the assignment is designed to accomplish the educational goal for the students.  For example, if the learning goal is to contrast plants and animals, the assignment should require the student to produce two sets of artifacts.  If in the same unit of study, the learning goal is to identify the characteristics of mammals, a different set of criteria will be needed.

  • Align learning goals with the lesson

Effective educators begin with learning goals that can be described in terms of student outcomes.  Learning goals are written in terms of “the student will . . .“ or “the student will be able to . . .“  In other words, the educator defines what the outcomes will be before developing the lesson or the assignment.  Effective assignments then become tools to achieve the learning goals.

  • Require higher-order thinking

Effective assignments should require students to do more than simply memorize and apply information.  Do assignments students to analyze and synthesize?  Ultimately, assignments must teach students to evaluate.  Assignments may include low-order thinking skills; however, the recipe for effective assignments must also include some higher-order thinking as well.

  • Include writing

The recipe for effective assignments includes the integration of writing.  Whether science or language arts, history or bible, effective assignments include various methods to help students compile and articulate their thoughts.  Effective assignments “lead to more frequent and higher-quality writing” (Varlas, 2016).

  • Identify expectations

Clearly communicate to students in advance the performance criteria for assignments.  Rubrics are a great tool for letting students know how their performance will be assessed.  A good rubric will include criteria for content, critical thinking, and writing.

This list of ingredients is part of a good recipe for developing effective learning assignments.  As an educator, we must constantly check to make sure that we are including all necessary ingredients in our development of learning assignments.  Perhaps we need to include a pinch more of some ingredient and a smidge less on another.

 

Does your classroom recipe card include these ingredients?  What adjustments have you made to improve learning assignments?

 

 

Varlas, L.  October, 2016.  Assignments that measure up.  Education Update.  ASCD:  Alexandria, VA.

Excellence without Excuses

School has been is session for approximately 9 weeks. Have you stopped to give yourself a self-evaluation? Take time this week to self-evaluate to make sure you are doing everything excellencewith excellence. Aristotle once said, “We are what we repeatedly do. Excellence, then, is not an act, but a habit.” Check your habits against these ten indicators to see if you are doing the small, day-to-day actions with excellence.

  • EXUBERANT – The American Heritage Dictionary defines exuberant as “full of unrestrained high spirits; abandonedly joyous; growing or producing abundantly”. Does this describe your testimony, attitude, spirit, or public relations style? Would colleagues describe you this way? I Corinthians 15:58 reminds us that we are always to “abound in the work of the Lord”.
  • X-RAY VISION – Have an “eagle eye” at all times. Continuously observe the countenance, demeanor, body language, and friend choices of your students. This will tell you how to help and encourage your students.
  • COMPASSION – Be considerate of parents and students. I John 4:11 states, “Beloved, if God so loved us, we ought also to love one another.” Are you even-tempered? Do you love and listen to your parents and students? John 21-22 reminds us to “Keep yourselves in the love of God, looking for the mercy of our Lord Jesus Christ unto eternal life. And of some have compassion, making a difference.”
  • EQUIPPED FOR THE DAY – When the day starts, are you ready for it? A teacher should be equipped for the day spiritually, mentally, emotionally, physically, and professionally. Do whatever it takes to be ready for the day when it starts. Ho Boon Tiong reminds us that “The more you prepare outside class, the less you perspire in class. The less you perspire in class, the more you inspire the class.” Being prepared and equipped for the day should be routine. John Maxwell reminds us that “You will never change your life until you change something you do daily. The secret of your success is found in your daily routine.”
  • LEADER – Teacher-leaders should always be credible in what they say and do. Is your message reliable? Cooperative and flexible should also be attributes of a good leader. And a leader must work well with others in a collegial manner.
  • LIFE-LONG LEARNER – A teacher must be a life-long learner…always thirsty for more knowledge. Teachers need to be professional readers in order to stay fresh and vibrant in the classroom. Dr. William Glasser reminds us that “Getting the job done, even done well, is good enough for nonprofessionals, but continually improving the way the job is done both for themselves and others is the hallmark of professionals.”
  • ENERGIZED – An energized teacher shows excitement for the content material, takes pleasure in teaching, demonstrates involvement in learning activities outside school, and practices energizing others. Check your vocal delivery, word choice, humor, eye movement, facial expressions, gestures, movement, and energy level. Have variety in your delivery style. Our message is too important to bore students with it.
  • NEEDS-ORIENTED – Teaching with excellence means that you recognize the needs of students and can differentiate for them. “Effective teachers recognize that no single instructional strategy can be used in all situations.” One size doesn’t fit all! Anita Turner reminds us that “A great teacher has the ability to present a delectable assortment of activities or lessons that will satisfy even the most finicky intellectual, emotional, and social appetite.”
  • CREATIVE – Imagine what good teaching looks like, and do it! Be creative! Do not let inhibitions scare you from being creative. Get out of your box! Creativity makes a lesson exciting and memorable for a student.
  • EXEMPLARY – The American Heritage Dictionary defines exemplary as “one that is worthy of being copied”. Are you worthy of being copied in word and deed? The Bible tells us that whatever we do in word or deed, we are to do all to the glory of Christ. John Maxwell reminds us that “You are what you do daily.”

Teachers that strive for excellence do the small things well, care about others, constantly improve themselves, and give it their all! Willa Foster wrote that “Quality is never an accident; it is always the result of high intention, sincere effort, intelligent direction, and skillful execution; it represents the wise choice of many alternatives.” Autograph each day with excellence.