Superman can leap tall buildings in a single bound. He is faster than a speeding bullet and more powerful than a locomotive. Dressed in his blue suit and hands akimbo, he is the proverbial super hero. He has saved the world from ultimate destruction a time or two. There is no doubt that we know that red caped man well.

Superman is cool. I don’t doubt it! He has some pretty amazing powers, but so does a teacher. Have we ever took a closer look at some on the more unique powers of an everyday superhero? Let’s just examine a few powers that will leave you in awe.

Multitask Speed Eating

I don’t know any other profession who can make 75 copies, grade tests, and eat a sandwich simultaneously. I’m just naming a few. Ask any teacher. There is way more going on in that span of 30 minutes. Performing such skill requires daily conditioning and years to perfect. It requires a strong mind to hold a running list, amazing arm strength to carry tons of items in a single bound, and the speed of a cheetah to get it all done with limited time. To see such a feat being accomplished is truly a sight to behold.

Bladder Management

It’s going on hour three and the teacher has yet to use the bathroom. How does a person do that? It’s called training. Some of the best bladder managers have the ability to train the bladder to wait for unplanned breaks in the day. There are even some who don’t even realize he or she hasn’t used the bathroom ALL day! It’s not until the end of a very busy day that the bladder screams, “Hey, a little relief would be nice!”

Then there’s the speed factor. An educator has the ability to use the bathroom in under 30 seconds. Yes, that does include locking the door, clothing adjustments, and hand washing. The most skilled managers plan wardrobes around the speed factor. Wardrobe malfunctions cause delays. One has to be fast, so one can get back to class.

Eyes Everywhere/Hyper Hearing

Yep, she heard you say that ugly word even though everyone was talking. She also saw you throw your pencil across the room. But her back was turned? It’s the most powerful skill a teacher will use. Because one of the many responsibilities is to keep her students safe, it is a necessary power to see all and hear all. After it’s developed, a teacher can redirect an off-task student from ten feet away. A teacher can correct a mispronounced word for a student on the opposite end of the room as well as listen to the student who is reading right in front of her. The power can be used anywhere at anytime and can be a life saver. So when they say “she has eyes in the back of her head”, she just might. You never know!

Of course, there are so many more talents and powers an educator has that can define him or her as a superhero. It’s not your ordinary super powers. They may be a little quirky and unique, but you have to admit that some of these powers take great skill. The teacher may not wear a cape, but he or she can do some pretty amazing things. Just stand back and watch in wonder.

Adolescence is an exciting time, neurologically speaking. Young people go from only being able to think concretely to being able to think in the abstract. This happens around the age of 12. The adolescent brain also develops forward-thinking skills and this process is not complete until the mid-twenties.

Here are five ways to help support this development in your classroom:

Students working either independently or within a learning team have always been a large portion of my classroom environment. It frees me to work with small groups on skills or concepts that they may need a little more assistance in mastering. The majority of us call them ‘stations’ and have some type of management system to complete the stations. If managed efficiently, stations can be very valuable to the learning process.

As a science teacher, I am always trying to find ways to cross-collaborate with other teachers to make my curriculum more meaningful. During my physiology unit I tend to pair up with the P.E. teacher for a project. During physics I team up with the math teacher. Cross-collaboration allows students to see connections between subjects, making content richer and more relevant to their lives. However, it can be difficult to assess cross-collaborative projects when you don’t necessarily see how students are making use of their time in the other classes. The solution? ClassDojo Shared Classes!

Here’s the conundrum:

You’ve composed a prompt for an assessment. It has many possible answers – and many ways to succeed.

That’s good!

But some students, sitting at home, alone, will have trouble formulating the best response.

Take this quick quiz to see if you should use Pooled Responses, Individual Assessments

1. Do you encourage team-work?

2. Do you feel that the best ideas are piggybacked on other good ideas?

3. Can you use a computer?

If you answered YES to all three, then you should use Pooled Responses, Individual Assessments:

Being a child of the 80s and 90s (Can I get a what-what?!), rap was a big part of music and pop culture growing up (and it still is today). While the music was fresh and funky, one thing that first comes to mind about the early era of rap music was the constant feuding, tension, and “haters” associated with this music movement (R.I.P. Tupac and B.I.G). Then, finally, someone realized rappers needed to (in the ever wise words of the Beatles) “come together,” stop hating, and start collaborating. My first recollection of this was a Jay Z collaboration that blew my mind. This collaboration model concept caught on, and not only did more and more rappers start joining forces to bring better beats than ever before, but their songs (endorsements, and other products) soared to the top.

Yesterday, I attended a beautiful wedding for my friend and colleague, Meagan. Meagan and her new husband have all the ingredients for a successful marriage–mutual respect for each other, shared values and beliefs, the ability to compromise, and a commitment to each other through thick and thin. Before this wedding, Meagan and I were also married in a sense. We team-taught a class of thirteen students with intellectual disabilities (ID) and traumatic brain injury (TBI). And we, too, shared all the ingredients for a successful partnership. Our class excelled, and we experienced tremendous professional and personal learnings during that year of teaching. It worked so well, that I found myself being paired with a very unlikely co-teacher the next year–my brother. Those were my two best years of teaching.

If you’ve been to Pebble Beach in California, you’ll see the smooth stones. The pounding surf has rubbed off all of the rough edges and made them so smooth. So, they become something collected and touched. They have polish.

Just up the road in a quiet cove there are rocks that no one wants to touch – it is a very quiet cove with no surf to polish down the stones – so the stones are rough and while people may visit, there is no great beauty or anything to share.

The world is clearly divided into two kinds of people: learners and non learners. No mistake, as a professional whose job it is to help learners, learning is hard and requires work.

Words are some of my favorite things in the world; I spent so much time with them that I had thought we were pretty good friends. I was surprised to find, during college, that I had overlooked a very important group of words – conjunctions. They had been constant companions in my speech and writing, yet I had not realized that they had personalities of their own that were coloring my demeanor and others’ perceptions of me.

I discovered this in my first education class, as my professor was telling us about the importance of choosing our words when we speak to students; in particular, about the powerful and potentially dangerous conjunction “but”. As she spoke and revealed the hidden effects of “but”, I mentally dubbed it the Stingy Conjunction. Whenever we connect two ideas with “but,” we end up overturning the first part in the same breath. Even if we truly meant what we said originally, the “but” steals it back from the person we’re talking to.

In the last post, I mentioned Poll Everywhere for beginning-of-class polls. Here are 5 ways you may want to try using polls in class.

Note: Poll Everywhere is free and for students answering, anonymous. They can answer from laptops, tablets, or even cell phones! And their reactions to the polls, in my experience, are surprisingly energized and energizing. It’s fun for them to see their vote counted on the shifting bars, and it gives you a “meta-text” to discuss – not only the student’s reaction to a text or an event, and also, students’ reactions to the reactions!

I suggest using Polls as the final step in FTW –

I’ll spare you the details of each question. Read them for approach, rather than for speicifc meaning.