Rules And Procedures

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My 10 Educational “ins and outs” for 2011

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Below are my 10 “ins and outs” for education in 2011.  These are based purely on my observations during 2010.  I also sought advice from the magic 8-ball, so the entertainment value in putting this together was certainly a significant factor in deciding to write this post. Feel free to comment with your own “ins and outs.” The Art of Education’s 10 Educational “Ins and Outs” for 2011   OUT IN 10. Power Point Presentations Prezis 9. .doc, .docx Google docs 8. “checking in” logging on 7. visiting websites creating websites 6. tri-fold exhibits Glogs 5. Multiple notebooks Evernote 4. “open your books…” “get your e-reader…” 3. in-class quizzes on-line quizzes 2. teacher reviewed drafts peer reviewed drafts 1. Defining standards Defining excellence
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Don't just flip a lesson, try flipping your role

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A s an educator, I am interested in observing any noticeable benefits of flipping a class over the long run.  While I am excited about any technique that raises student engagement, the fact is that this blended teaching method is fairly new and has a few basic roadblocks, specifically, a student with poor or no Internet access at home seems to be at a disadvantage. Never the less, I am NOT an anti-flipper (if such a term exists).  Rather, I am somewhat prudent in making evaluations on teaching techniques that I am not very experienced. On the other hand, I would offer a somewhat different take on flip teaching that applies to any classroom - including those with students who lack Internet access at home.  This alternative flip is not based on the instruction, but rather the mindset behind the role of teacher and student. No, I am not talking about having students prepare lessons and teach parts of a class.  That isn't new.  Instead, I am referring to a more philosophical out
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A well placed detour is better than a blocked road

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One of my favorite moments as a school leader is when teachers approach me with good ideas.  To me, this is not only is a sign that I am doing something right in terms of leadership, there is also a degree of internal motivation exhibited.  These are wonderful situations and I get excited about the idea of building the leadership density among the faculty. As the formal leader, I also have the responsibility for making sure any new implemented ideas are mission appropriate and well supported.  Even though the idea may not have been mine, I am still responsible.  As a wise friend of mine says, “You can delegate authority, but you cannot delegate your responsibility.” Therefore, it often falls on me to ask questions about new ideas and pursue them with a frame of reference that is usually bigger picture than the teacher.  I am also sensitive to the pitfall of creating an environment in which teachers do not approach me with new ideas because of fear of too many roadblocks. Good leade
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