After the summer break, I was always filled with good ideas and good intentions. Inspired by workshops and readings about teaching language arts, I was ready to try new strategies. I’d set goals like:
And then the grading and planning would pile up, a crisis would distract me, or students would respond to my nifty new grammar plans with yawns and rolled eyes. About December it would hit: I was not going to achieve my goals.
I know now that I set myself up for failure. Those goals were so big, they quickly became overwhelming (by about the 17th postcard). Research shows that to actually follow through on goals, we need to break them down into specific, concrete steps that are time-specific. Psychologists call these implementation intentions, but I prefer the term when/then statements, because it helps me remember to keep them focused.
When I first learned about when/then statements, I was skeptical about how well they worked, so I decided to try them out in my yoga class. I set my intention—when I’m between poses, then I’ll do a sit-up—and went to class. At first, I just caught myself not doing a sit-up. But within just a few days, I was regularly doing sit-ups between poses, and after a few weeks, it became routine. Now, I don’t even have to think about doing them; I just find myself doing them. The when/then statement helped me first notice what I was doing (or not doing!) and then—finally—to change the behavior.
Take my big goal of providing positive communications. By breaking it down into the behavior I wanted to achieve (send postcards to all students) and adding the how and when I could achieve it, I could actually be successful. Here’s what it would look like:
When: At the end of each day,
Then: I will write two postcards to students and their families about their achievements
That’s much less formidable than the idea of writing 125 postcards!
We believe in the power of when/then statements to help change behaviors—and we’ve made them a part of our new online program, Instructional Support Strategies for Teachers. Your small steps can add up to big improvements in your Instructional Support interactions.
Editor's Note: This blog was originally published in September 2014, but has since been revised to keep the content relevant and accurate.
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There is always an opportunity for interaction. Some opportunities are easily recognizable: times of play, free choice, centers, small group. We often see teachers engaged in activities alongside children during these times or hear questions being asked. Other opportunities might be a little less obvious. These are the times of your day that you might see as mundane moments that merely require your supervision or monitoring. The times where you’re going through the motions. “I’m doing this thing so I can move on to the next thing.”
In a previous blog, colleague and early childhood environment extraordinaire, Heather Sason, discussed how your classroom environment can help promote effective teacher-child interactions. In this blog, I propose we explore some of the often overlooked times in your day that are ripe for interactions with children and that do promote exploration, learning, and development!
It's not uncommon for teachers in early education to need to strike a balance between following children's leads and sticking to the classroom schedule. We know that intentional teachers are aware of their responsibility to assess student progress, understand skill mastery, and plan accordingly to provide opportunities for children to grow. However, many times, as teachers begin a specific teacher-directed activity, it is unsettling when students begin to veer from the step-by-step plans the teacher has worked hard to implement.
Teacher and coach, Colleen Schmit, will share how teachers can strike the balance between following the lesson plans and giving children freedom of choice and flexibility in the classroom.
We’re more than a month into the school year, and many educators and school leaders are feeling tired or burnt out already. That’s normal in any school year, as the newness of back-to-school wanes and the reality of a long year ahead kicks in. But, this year, that tiredness may feel like it has never felt before. Chalkbeat has reported that teacher vacancies are up in 18 of 20 large school districts, and it’s not surprising. Many are exhausted after a difficult year and a half (to put it mildly!). Many are also leaving the profession in droves to find work in competitive environments that provide a substantially larger salary.
As an educator, you’re busy. Your time is being split by competing priorities, from managing students’ needs, meeting your program’s goals, and communicating with parents. While you’re juggling your work, it can be difficult to keep learning about important ways to improve your daily teaching practice. Teachstone is here to help!