What was that?! The bark of a dog? The whinny of a horse? The unmistakable “reeeep, reeeep” of crickets in the classroom? (Definitely not after you have just posed a question!) All of these are included in the plethora of ways you can alert your students that you want their attention.

Teachers are not known for having a lot of free time, and finding time to collaborate with colleagues can be even more challenging than finding time to plan alone! So how can teachers collaborate effectively with limited time? Here are a few tips:

Over the past few years podcasting has changed the way educators share and learn from one another. With a few clicks of the mouse pad or taps on the screen people can create content and share with great ease. I love driving to work and listening to my fellow educators from around the world share their insight on best practices. It keeps me motivated and inspired to try new things. Reading someone’s tweet or blog is one thing, but to actually hear them talk shop is another. Here are some tips, tools, and resources on how to make listening and learning a part of your routine:

Long division. Government. Figurative language. Complex sentences. Elapsed time. We all know what it is like to try to teach concepts that are difficult for students to grasp at first. It seems that the younger the students are, the more difficulty they have. Eventually, with time and practice, the light bulb comes on. And sweet relief! They’ve got it!

But what about the initial introduction to these challenging concepts? What about the meat and potatoes practice and remediation that inevitably follows? All of that can get a bit tedious and frustrating. Take the tension and pressure off a bit by using a novel focusing strategy that is exciting for students and increases their attention to the task at hand: Thinking Glasses!

“Thinking Glasses” can be found at discount stores marketed as “Nerd Glasses,” but if not, search online. If those are not available, you could alternatively use the cheap sunglasses you find in the dollar junk bins at discount stores. Whatever you choose and acquire, these glasses will be an invaluable “outside-the-box” tool to increase and maintain focus during intense instruction.

Before you introduce challenging curriculum, prepare students for it. Build it up! Let them know that the voyage they are about to embark on requires 100% complete focus, and that you are going to equip them with a tool to facilitate and maintain that focus throughout the lesson. Then dramatically whip out the glasses, making sure that every student has a pair – even save a pair for yourself. Make a big deal about them being called “Thinking Glasses,” and have everyone put them on at the same time. Then…super focused, begin the lesson. Let them continue to wear the glasses through the completion of related performance tasks. You will be surprised at the difference it will make!

Thinking glasses are for occasional wear only. They lose their magic if they are worn routinely! Break them out only for difficult content that requires extra focus, attention, and practice. After the first few uses, if students feel extra challenged by content, they will ask for them. Let them wear them! They are basically asking if you will allow them to increase, sharpen, and maintain their focus while you teach, or while they work. Yes, please! A class set of glasses is a small price to pay for the amount of reward you will get in return.

This is part 3 of a 3 part series. Read part 1, here and part 2, here.

The most important exercises students can do as they learn to write (a close second to, well, writing lots of stuff) all feature responding to feedback.

That said, here’s what most of my experiences with giving students feedback on writing looks like:

Scenario: A student turns in an essay. Normal for a high school student, it’s full of syntax errors, has stylistic problems, it is hard to follow, and has some specious arguments.

Student: Mr. Wolk, why’d I get a bad grade on this essay?

This is part 2 of a 3 part series. Read part 1, here.

Maybe you’re lucky, and you have a curriculum that includes teaching students how to organize thoughts, how to ensure that you’ve backed up your ideas – most likely, it’s all part of a unit on how to write an outline.

And maybe you also have a golden Lamborghini and a pair of boots that can fly. And a machine that can make any kind of food you want.

“If I’ve said it once, I’ve said it twice, I’ve said it a million times.” Whoever started this phrase had to be either a teacher or a parent. I love working with people as they learn something, but it can often be frustrating as a teacher when it feels like you’re saying the same thing over and over and over again.

Trying to jump into a PLN (Professional Learning Network) can be daunting. There are a bunch of excellent resources out there, but it’s easy to fall down an Internet rabbit hole and emerge without a lot to show for it. Here are some tips you can use as you start your networking.

There are a million resources for technology in the classroom.

Many of them are redundant. Many are distractions.

Some of them could be useful, but they are not a priority for a teacher first adopting technology in the classroom.

Here are my top 5 forms of technology for you to begin working with and a few notes about why.

Then, five more I’m sure glad I found.

I love someecards no matter what the topic of their hilarity is, but when it comes to their teacher quotes, I roll on the floor laughing. The reason? Because they are so true. This profession is incredibly tough, demanding, tiring, unappreciated, and we often have a love-hate relationship with it. Things as simple as using the restroom become a luxury for us. It can be a lot to handle, and I’ve had times in my career where I really let the annoyances cloud my viewpoint. Take these tips to keep your chin up, a smile on your face or perhaps a sentimental tear on your cheek, and reflect on the passion and purpose of educating our most important resource: our children.