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.
How do you make a peanut butter and jelly sandwich? I posed that question to a random selection of contacts via text message. What did I discover? Everyone in my sample group spreads on the PB first, then the J. There are a variety of ways though to apply the jelly, but in my random group, the jelly always comes second.
Peanut butter and jelly sandwiches make me think about Behavior Guidance, a dimension in the CLASS® toddler observation tool. Especially the first two indicators of behavior guidance: proactive and supporting positive behavior. Proactive is the peanut butter! It goes first. That layer of peanut butter is the base for the jelly, which promotes positive behavior.
Hey there, Teachstone community! My name is Stephanie Lewandowski, and I am the Senior Product Manager for myTeachstone. Before joining Teachstone, I built digital products for education companies, financial institutions, and government agencies. I’m passionate about delivering impactful products, particularly the tools that make the everyday work of teaching and learning a little bit easier. As a parent, and as a product manager, I know how invaluable early childhood education is, and I’m inspired by the teachers in both my personal and professional life.
I was a kindergarten teacher for eight years at a public school. I loved my job, but somewhere along the road I started to become crotchety. I was often annoyed with my colleagues and frustrated with the demands of the district, and I was sure I knew better than any training or professional development session I would ever be forced to attend.
Shared physical presence is a large part of how we’re used to connecting with each other. Strong connections and relationships are important for children who may have recently experienced loss, high stress, or trauma. As teachers connect with children in a virtual setting, it can be more challenging to think about how to create a safe space for learning, sharing experiences, and taking risks.