Background Knowledge as a Scaffold in Teacher Professional Learning
🍎Are you striving to become a more effective teacher, particularly if you're not certified or working with language learners? Grab your favorite brew ☕ and let's dive into the vital role of background knowledge as a scaffold in professional learning. It can be broken down into four straightforward steps to boost your teaching skills.
1. Connected Community: Bridging Knowledge and Confidence
Teaching is about connections, not just between students and subjects, but also among teachers. Imagine a supportive community where educators share experiences and insights. 🌟 For non-certified teachers and those guiding language learners, a strong network is crucial. It provides the support needed to boost confidence and a sense of belonging. Often, non-certified teachers and teachers of language learners feel excluded. Build your background by seeking or creating a community for idea exchange and mutual learning. 🤝
2. Teaching Simplicity: The Art of Chunking and Scaffolding
Teaching can be like juggling, but here's a trick: simplicity. 🎪 Try "chunking." Instead of overwhelming yourself, streamline your approach. For non-certified teachers, begin with manageable chunks and gradually build up. Chunking breaks complex information into smaller, digestible parts, reducing cognitive overload and helping teachers develop skills more easily. 🧠💡 This scaffolded approach enhances confidence. When teaching language learners, break down language barriers step by step. 🌍✏️
3. Real Habits, Lasting Change: Practice and Support
Think of professional learning like a pro sports player refining their skills. 🏀 Just as they focus on mastering the basics, non-certified teachers and language educators too can benefit from simplifying and repeating effective teaching methods. 🔄 Consistent habits make the job easier and allow for deeper support of diverse students. Embrace scaffolded habit-building for lasting change! 💪
4. Practice Professional Growth: From Knowledge to Experience and Belonging
Professional learning should be meaningful and relevant, especially for non-certified teachers and educators working with language learners. 🧐 To make it truly effective, connect conceptual knowledge and facts to their teaching experiences. Instead of dumping information to build background knowledge, focus on providing experiences that directly enhance their teaching skills and their sense of belonging to the education community. 📚✏️
Join Finita Teachers - Where Learning is a Lifestyle!
Finita Teachers, a community of educators, fosters simplicity, lasting change, and practical support. 🏫💡 Together, we'll simplify teaching, establish effective habits, and embark on a joyful journey of professional growth. 🌟
Join our Finita Teachers Facebook Group HERE!
So, there you have it, educators, especially those not certified or working with language learners! Background knowledge and scaffolding are keys to unlocking teaching potential and finding your place in the education community. 🗝️ With the right support, you can confidently shape your experience in education. Share this with other teachers who want to learn about being more effective by doing less. 🚀📖 #TeacherLife #EducationMatters #BelongingInEducation #FinitaTeachers
Reflective Questions
From a Teacher's Perspective:
How can I leverage my background knowledge about learning to scaffold my own professional growth and become a more confident and effective teacher?
What specific strategies or practices can I implement in my teaching based on my understanding of how learning works?
Why will practicing the most essential teaching strategies build my confidence in teaching?
From a School Administrator's Perspective:
How can we help teachers use what they know about learning or content to become better and more confident at teaching?
What can we do to show teachers why their knowledge about learning or content expertise is important for them to succeed in teaching?
Why should I consider providing scaffolds for non-certified teachers or teachers of language learners to impact student learning?
Resource:
Teacher Background Knowledge Survey: a multiple-choice version of the survey for administrators to learn about their teachers' background knowledge for planning effective professional learning
Doing Less to Achieve More
Are you an English Learner, Dual-Language, or Non-Certified Teacher??
You may be doing way too much and not achieving enough!! Teaching is a demanding journey, and for those who haven't followed the traditional path to certification or work with English learners (ELs) and in dual-language programs, it can be even more challenging.
We often find ourselves juggling multiple tasks, racing against the clock, and trying to meet the diverse needs of our students. The educational landscape expects a lot from us, sometimes more than our brains can handle.
Teaching is a complex journey, and it's about time we simplify it. In this blog post, we'll uncover the power of using brain-friendly approaches, so you can better support these teachers and their students. Are you ready to do less and get more? Read on to see why doing less will get teachers and their students better results!
🧩 Connecting the Cognitive Dots: Four Factors and Four Principles
Teaching effectively is complex, and it's essential to understand how our brains work. Four factors impact our learning as adults are:
Information from the environment
Facts stored in long-term memory (content knowledge)
Procedures etched in long-term memory (skills and strategies)
The capacity of our working memory
It is essential for teachers to understand how the brain learns, it benefits us as teachers and lifelong learners but also helps us make sense of what and who we are teaching.
Now, imagine a scenario where policies and practices in districts and universities don't align with these brain-friendly factors. It's like trying to complete a puzzle with mismatched pieces. In these situations, teachers often struggle to survive.
What do teachers need to be able to meet every student where they are?
They need to be met where they are too and provided with scaffolds that are aligned with how the adult brain works best. Here are how the four factors that are essential for learning can be addressed to ensure professional success for non-certified teachers and teachers of language learners.
🤝Information from the Environment → Connected Community
Picture this: You're trying to process tons of information while managing a classroom full of eager students. You need a support system just as you rely on external cues and feedback from your environment. That's where the Connected Community principle comes in. It's like having a lifeline of fellow educators who share your challenges and goals. When you connect, learn, and evolve together, you alleviate the cognitive load, making teaching more manageable.
🧠 Facts Stored in Long-Term Memory → Teaching Simplicity
We all know that retrieving facts from long-term memory is crucial for learning. Similarly, simplifying your teaching approach is like retrieving the essentials from your brain's storage. This principle ensures maximum engagement and understanding while reducing cognitive load for teachers. Think of it as the key to making teaching less overwhelming and more effective.
🔄 Procedures Etched in Long-Term Memory → Real Habits, Lasting Change
Just as established procedures make tasks efficient, building teaching habits leads to lasting change. These habits become ingrained, reducing the cognitive load over time. They make teaching more productive and balanced. Imagine the relief of tasks becoming automatic, leaving mental space for effective teaching. Once teachers make these automatic, then students can make them automatic too.
📚The Amount of Space in Our Working Memory → Practical Professional Growth
Our working memory is like a mental workspace, and it has its limits. Practical Professional Growth is like scaffolding that expands this workspace. Accessing tailored scaffolds enhances your working memory's capacity. This ensures you have the mental space to process and implement new knowledge effectively. Teaching becomes less taxing and more efficient.
🚀 The Call to Action: Doing Less to Get More
So, why should we embrace these principles and simplify our teaching approach? Because they align with how our brains work best. They promote the idea that "less is more" by simplifying teaching approaches, reducing cognitive load, and fostering consistency. By following these principles, we create an environment where both teachers and students thrive in a more enjoyable and rewarding educational experience.
Are you ready to take action?
Share these brain-friendly principles with your fellow educators, and let's simplify teaching together. It's time to make a real difference in the lives of our students and ourselves. Doing less can indeed lead to achieving more in education.
All educators are welcome to join our Facebook Group: Finita Teachers!
In the past, teachers were often classified based on what they taught, where they taught, or what level of students they worked with. It seemed like a convenient way to organize things. But, as we've discovered, this approach has its limitations. Join the group to break down those old walls and unite as a community, that's where we can expand our limits.
Reflective Questions
From a Teacher's Perspective:
How can I incorporate one of the principles of Connected Community, Teaching Simplicity, Real Habits, Lasting Change, and Practical Professional Growth into my daily teaching routine to enhance student learning? (Start with the one you do best!)
What specific teaching habits do I currently use to help reduce my cognitive load and make my teaching more efficient and effective for my students?
Why is it essential for me to seek support from my fellow educators and be part of a connected community to improve my teaching practice?
From a School Administrator's Perspective:
How can I review which of our school's policies and practices align with the principles of effective teaching, such as Connected Community, Teaching Simplicity, Real Habits, Lasting Change, and Practical Professional Growth?
What professional development opportunities and resources do I provide to support our teachers in implementing these principles and improving their teaching effectiveness?
Why is it crucial for our school to prioritize these brain-friendly teaching principles to create an environment where both teachers and students thrive?
Still not convinced? Watch this video on Skills-Knowledge-Strategy (S-K-S Model): a scaffold for planning grade-level objectives and building teacher clarity
Teachers: Do you like school?
Why Don’t Teachers Like School?
Ever wondered why some teachers don't like school anymore, even though they're passionate about education? In this blog post, we'll explore the cognitive challenges that can overwhelm teachers, especially those who have chosen unconventional pathways into teaching. But fear not, we'll also delve into strategies to address these challenges and make the teaching experience more enjoyable and effective for everyone.
The Cognitive Challenge: A Barrier to Teacher Satisfaction
Teachers, especially those taking alternative routes to certification, may find themselves struggling under the weight of various demands. In the world of teaching, educators often find themselves balancing various tasks simultaneously. These include managing student behavior, delivering complex content, and assessing understanding, all while racing against the clock. Experts refer to it as "cognitive load," and it can be mentally exhausting. The constant unpredictability can be emotionally draining.
Connected Community: The Power of Support
One reason why some teachers don't fully enjoy their school experience is the sense of isolation and lack of support. This is where the "Connected Community" principle comes into play. By joining a community of educators who face similar challenges and share common goals, teachers can find the guidance and encouragement they need. This collaborative approach fosters self-efficacy and collective teacher efficacy, which significantly impact student learning outcomes.
Teaching Simplified: Finding Clarity Amid the Chaos
The concept of "Teaching Simplicity" addresses the overwhelming complexity teachers often encounter. Especially for unconventional teachers, the education system can seem like a bewildering puzzle. However, by implementing neuroeducational approaches, teachers can establish effective routines that reduce their cognitive load, making teaching more manageable and enjoyable. Simplifying teaching methods not only eases the cognitive burden on teachers but also enhances student engagement and comprehension—a classic case of "less is more."
Real Habits, Lasting Change: A Path Out of Survival
Teaching can be a demanding journey, especially for those without traditional certification. "Real Habits, Lasting Change" focuses on building effective teaching habits that benefit educators and students alike. By converting routines into habits, teachers perform tasks more efficiently and with less cognitive strain. This approach not only lightens the cognitive load for teachers but also creates a more structured and enjoyable learning experience for students.
Practical Professional Growth: Support for Unconventional Educators
The philosophy of "less is more" remains a guiding principle, particularly for unconventional teachers. Leveraging neuroeducational approaches allows educators to experience learning that translates into effective teaching practices. As Daniel Siegel points out, the brain's adaptability hinges on experiences. Therefore, teachers must experience effective neuroeducational approaches to effectively implement them in their teaching journey.
In conclusion, recognizing the unique and diverse journeys that teachers embark on as they enter the profession is paramount. Providing scaffolds, streamlining teaching approaches, nurturing effective teaching habits, and customizing professional growth opportunities can be transformative. These measures empower all teachers to not only learn the science of teaching but also implement it effectively. By addressing cognitive challenges and the demands of teaching, these efforts can pave the way for an educational environment where both teachers and students flourish, fostering a welcoming, supportive, and ultimately more enjoyable and rewarding experience in the teaching profession.
Reflective Questions for Teachers:
Am I Feeling Overwhelmed in the Classroom? Reflect on your experiences in the classroom. Are you frequently overwhelmed by the demands of teaching? If so, consider seeking support to help you manage your cognitive load and reduce stress.
Do I Feel Isolated or Lacking a Support Network? Do you need a sense of community and support from fellow educators? Reflect on whether you could benefit from joining a network of teachers who share your challenges and goals.
Are Your Teaching Methods Becoming Overly Complex? Examine your teaching methods. Are they getting too complicated? Reflect on how simplifying your approach could lead to a more welcoming and supportive learning environment for both you and your students.
Are My Teaching Habits Effective and Sustainable? Consider your teaching habits. Are they helping you and your students, or do you feel trapped in a cycle of inefficiency? Reflect on the need to build lasting, effective habits to improve your teaching experience.
Are You Creating a Culture of Learning in Your Classroom? Reflect on your classroom environment. Are you fostering a culture of learning that supports both teachers and students? Building effective teaching habits and implementing the science of teaching can help create a more enjoyable and rewarding educational experience.
Want to get better results by doing less? Join our Finita Community!
Reflective Questions for Administrators:
Are Our Teachers Experiencing Cognitive Overload? Assess whether teachers in your school or district are facing cognitive overload due to the demands of teaching. Explore ways to alleviate this burden through training or support.
Are Teachers Developing Effective Teaching Habits? Assess whether your teachers are building habits that enhance their teaching. Explore the role of scaffolds in supporting them on this journey.
Could Teaching Methods Be Simplified for Better Results? Examine the complexity of teaching methods within your educational environment. Reflect on whether simplifying these approaches could enhance engagement, comprehension, and reduce cognitive load.
Are Teaching Habits Supporting Teacher Well-being? Evaluate the effectiveness of teaching habits among your educators. Reflect on whether there's a need to help teachers build more efficient and sustainable habits that contribute to their well-being. Explore how scaffolds and customized support can enhance teacher effectiveness.
Are You Fostering a Thriving Learning Environment? Reflect on the overall learning environment within your educational environment. Are both teachers and students thriving, and is the experience enjoyable and rewarding? Consider how scaffolds, simplified teaching methods, and effective habits can address cognitive challenges and create a more supportive educational atmosphere.
Could your teachers benefit from a scaffold for planning lessons?
This is a temporary tool meant to serve as a scaffold for teachers to consistently plan effective lessons.
Why use a scaffold for teachers to plan lessons?
Most alternative pathway teachers don’t know how to write a lesson or how to implement a lesson plan that is provided for them. The questions in the Finita Lesson Plan Routine form are selected so that the teacher can develop the process of thinking like an effective lesson planner.
The biggest mistakes teachers make in planning are the standard does not match the objectives and the objectives are not aligned with the assessment. This Finita Lesson Plan Routine guarantees alignment between ELA standards (which are thinking and problem-solving standards), objectives, and assessment.
Teachers are not experts in all content areas and spend too much time on the content instead of how to learn the content. This Finita Lesson Plan Routine can be used in multiple content areas creating an opportunity for the teachers to become more effective and trust the students to do more work.
Try this Finita Lesson Plan Routine and experience teaching simplicity!
References:
McKeown, G. (2014). Essentialism: The Disciplined Pursuit of Less. Crown Business.
Siegel, D. J., & Bryson, T. P. (2011). The Whole-Brain Child: 12 Revolutionary Strategies to Nurture Your Child's Developing Mind. Random House.
Willingham, D. T. (2009). Why Don't Students Like School?: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom. Jossey-Bass.
S-K-S: Your Solution to Clear & Simple Objectives
Teachers,
Picture this: you're all set to embark on a road trip, but your GPS and the road signs don't match up. Confusing, right? Just like in teaching, when your objectives don't align with the standards, things can get tangled up. While Google created Google Maps, Dr. Nicole Teyechea has developed the S-K-S Model!
The S-K-S model—a fantastic tool that'll help you avoid the number one mistake teachers make in writing objectives.
The #1 Mistake: When Objectives and Standards Don't Align
We've all been there—trying to piece together a lesson plan that feels right, only to realize that the objectives just don't match up with the standards. This mismatch between what we're aiming to teach (objectives) and what students are expected to learn (standards) can lead to confusion, missed learning opportunities, and, well, inconsistent outcomes.
S-K-S Model: A Blueprint for Clarity
The S-K-S model, like a trusty GPS, serves as a scaffold to save you time and energy. It stands for Skill, Knowledge, Strategy, and it's designed to ensure that your objectives and standards are like perfect travel companions—always in sync and leading you toward your destination (aka effective learning!).
Skill (S): Think of the "S" in S-K-S as your road map for skills. What skills do your students need to develop? This step is about getting crystal clear on the abilities your students should gain at grade-level. Imagine if you're teaching a reaching concept—you'd want to identify the main idea skills they should be mastering. With the "S," you're setting the stage for a focused journey- are students identifying, analyzing, summarizing. It makes a difference!
Knowledge (K): Picking the Right Signposts: Now, let's consider the "K" for knowledge. This is about selecting the essential knowledge your students need to gather during their learning journey. Think of it as marking the must-see attractions on your road trip! Are students expected to work on the main idea, inferences, development of a concept, point of view or purpose? By pinpointing the key concepts within the standards, you're ensuring that your students learn to focus on what matters most.
Strategy (S): Plotting the Perfect Route: The "S" also stands for strategy, and this is where the transfer happens. It's like plotting the best route for your road trip. With strategy, you're choosing the learning methods and tools that will help your students reach their destination (learning objectives!). These strategies ensure that your students are engaged, active, and on track to meet the standards. This is what you assess!
S-K-S in Action: A Smooth Journey
Using the S-K-S model is like having a well-planned travel itinerary. When your objectives (where you want to go) are aligned with the standards (where you should be heading), you're setting your students up for a successful learning journey. No more wrong turns, missed landmarks, extra work or mismatched expectations!
So, Why Wait? Use S-K-S Today!
As a teacher or school leader, you're on a mission to provide the best learning experience for your students. And with the S-K-S model, you're equipped to ensure that your objectives align seamlessly with the standards. Just like a well-mapped road trip, S-K-S guides you toward effective teaching that leads to student success.
Don't let mismatched objectives and standards be a roadblock—use the S-K-S model to pave the way for clarity, focus, and remarkable learning outcomes. Your teaching journey just got a whole lot smoother!
Looking for how to identify strategies that help your students make sense of new learning and be able to express themselves using academic language, join our growing community, the Finita Teachers Facebook group!
Practice and share S-K-S:
Next week: What 6 strategies do students need to develop critical literacy skills when reading, listening, or watching new content?
Smiles,
Nicole Teyechea, PhD
A Finita Teacher on a Mission to Work Smarter
From Collecting Dots to Connecting Hearts: A Call to Finita Teachers
Hola Finita Teachers,
Pull up a chair, let your heart, head, and hands gather around, because today we're diving into something that's been tugging at my heartstrings. We're all wrapped up in the whirlwind of teaching, tending to our students' needs with passion and dedication. But let's take a moment to explore what our own hearts, minds, and hands need to truly thrive in this journey.
You know, the internet has this magical way of connecting people across the globe, and we teachers are no exception. It's like a vast rabbit hole where we share ideas, exchange experiences, and find solace in the camaraderie of fellow educators. Think about platforms like Teachers Pay Teachers—they're like treasure troves of creativity, brimming with resources from educators who've walked the same path. Yet do these types of platforms offer collections or connections?
Now, let's rewind a bit. Picture yourself tuning into a podcast by the brilliant Seth Godin. You know, that author whose books have a way of shifting culture. He was contemplating a question that's simple yet profound: "What is school for?" As I listened, I felt like he was unlocking secrets that had been right in front of us all along. He took us on a journey through the history of education, unraveling how schools have evolved—or devolved.
Here's where it gets intriguing: Seth talked about how we're teaching students to collect dots rather than connect them. School has turned into this place where we dissect knowledge into subjects, neatly boxed with grades as labels. We're so caught up in the mechanics of education that we might be missing the essence of it all. And guess what? I had an epiphany—aren't we, as teachers, often doing the same?
In the whirlwind of standards, lesson plans, and meetings, we're in a race against time to ensure our students hit their targets. But where's the space for them to step back, connect the dots, and see the bigger picture? Here's the twist: where's the time for us to do the same? We're chasing after dots—assessments, deadlines, responsibilities—without truly connecting them.
You've probably experienced those "Aha!" moments when concepts click together unexpectedly. It's like puzzle pieces falling into place, revealing the whole picture. Kind of like the TikTok videos on “I was this old when I learned that…” Our students deserve those moments too, but it's hard to guide them there when we're missing out on them ourselves.
So, here's the burning question: What's the true purpose of teaching? Are we simply collecting dots, or are we weaving them together into meaningful connections? Are we absorbed in the minutiae of day-to-day lessons, or are we painting a masterpiece of learning? It's a challenge, no doubt, especially when the educational landscape keeps shifting.
But here's the exciting part: just as the internet unites us, we can channel that spirit of connection into our own growth. Imagine a community where we swap stories, inspire each other, and collaborate on breakthroughs. Imagine being the bridge that links subjects, just as we encourage our students to bridge ideas. The reality is, when we connect our own dots, we transform into better educators, mentors, and lifelong learners.
So, dear dot-collector-turned-dot-connector, let's embark on this journey together. Let's dedicate time to connect our dots, nurture our growth, and become the educators we're meant to be. And here's the cherry on top: let's invite you to join Finita Teachers, a community that's all about moving beyond mere collection and diving into meaningful connections.
How can we guide our students to connect dots when we haven't connected our own? It's time to be the role models, the trailblazers who show the way. Let's bring together our hearts, heads, and hands, let's inspire each other, and let's lead by example. Together, we can create an educational revolution—one where hearts are connected, minds are expanded, and hands are united in the pursuit of genuine learning.
Join us, let's start connecting ❤️ hearts, and let's make the dots dance with meaning.
Click here to listen to the podcast by Seth Godin titled: Stop Stealing Dreams. Happy Listening!
Smiles,
Nicole
SIOP Conference
Dear Teacher,
🍎 I am delighted to share an experience that has filled my heart with worth and inspiration. Imagine with me: the 2023 National SIOP Conference, a place where I had the privilege to serve as a representative of Finita Teachers. It was a heartwarming honor to be there for our wonderful community of educators and share a simple approach to lesson planning for our Multilingual Learners (MLs).
As I waited to present, I felt a sense of anticipation for what was to come—a simple approach that could make lesson planning more manageable and significant for our MLs. And here's the beauty of it: it is not meant to replace what you are currently doing but to provide a scaffold to help plan lessons more efficiently. Who needs extra time? It is the S-K-S (Skills-Knowledge-Strategy) Model, aligned thoughtfully with the esteemed SIOP Model components. The result? A framework that gently guides you through lesson planning, even if you're newer to the process.
Now, let's take a moment to explore the essence of it all. The SIOP Model has always been a supporter of strategies that help our students grasp content and truly engage with academic language. That's where the S-K-S Model comes into play—a friendly tool designed to simplify lesson creation into a smooth process. Say farewell to the stress of planning, and embrace the chance to genuinely connect with your students.
Allow me to share a bit about my journey—with over a quarter-century of teaching, and a wide array of professional development experiences, from SIOP and Kagan to Thinking Map workshops. All these experiences have come together to create a simple yet effective scaffold for educators. Imagine seamlessly weaving SIOP Components into your lessons, ensuring that every student, regardless of their language abilities, can actively participate in reading, writing, listening, and speaking at their grade level.
Now, here's the sweet part—you can finally wave goodbye to the burden of too many resources and late-night lesson planning sessions!
But the heart of this message lies in a special invitation extended just for you. Together, we're unlocking hidden potential in our students and giving them the tools they need to thrive. I cordially invite you to join us in the Finita Teachers Facebook Group.
For those seeking even more, an exciting opportunity awaits. Join me and the Arizona TESOL Association (AZTESOL) for a free, enlightening one-hour workshop on August 24th. Here, we'll plant the seeds of transformation, and you're encouraged to bring along colleagues who share your desire to work smarter, not harder.
Smiles,
Nicole
Owls, Monkeys, and Dinosaurs
Self-Regulation for Teachers: The Key to Helping Students Navigate Challenges
As educators, we often find ourselves not only teaching content but also guiding students through the complexities of their emotions and behaviors. One powerful way to do this is by learning to self-regulate so that we can effectively co-regulate with our students, especially when they are working through difficult situations or learning how to ask for help.
A helpful framework to understand these internal states is the Brain State Model, which introduces three key brain areas—the Owl, the Monkey, and the Dinosaur—that reflect different levels of emotional and cognitive functioning. Let’s explore how this model, combined with the O-M-D framework (Owl, Monkey, Dinosaur), can help you and your students navigate challenges in the classroom.
The Owl: Executive State
The Owl represents the Executive State, located in the prefrontal lobes of the brain. This is where decision-making, problem-solving, and self-regulation happen. For both teachers and students, the Executive State is the ideal mindset for learning and engagement.
As a teacher, practicing self-regulation helps you stay in this state, allowing you to make clear decisions and model calm problem-solving for your students. When students see you regulate your emotions, they can mirror those behaviors. Creating a classroom culture of calm and focus helps students access their executive functioning skills, which are crucial for learning how to work through challenges.
The Monkey: Emotional State
The Monkey represents the Emotional State, located in the brain’s limbic system. This state is where emotions like joy, fear, anger, and sadness reside. Students in this state may find it difficult to focus on learning because their emotions are taking the lead.
When students are in the Emotional State, they may need help naming their feelings and developing emotional regulation skills. As a teacher, you can guide students through this by modeling your own emotional awareness. Show them that it’s okay to feel a range of emotions, but it’s important to work through them. By acknowledging and validating their emotions, you help students transition out of the Monkey state and back into the Executive State where learning can resume.
The Dinosaur: Survival State
Finally, the Dinosaur represents the Survival State, found in the brainstem, which triggers the fight, flight, or freeze response. This state is often a result of perceived threats or overwhelming emotions, and students in this state might exhibit reactive behaviors that can be disruptive or challenging.
When you encounter students in the Survival State, the goal is to de-escalate and guide them back to a place where they can self-regulate. By first regulating your own emotions—keeping calm and composed—you can co-regulate with the student, offering a sense of safety and helping them move out of survival mode.
The O-M-D Framework in Practice
So how can you apply the O-M-D framework in the classroom to support your students through these brain states?
Owl (Executive State): Focus on creating a classroom environment that promotes connection, safety, and clear expectations. When students feel secure and know what to expect, they are more likely to remain in the Executive State, ready to engage in learning.
Monkey (Emotional State): Acknowledge students' emotions without judgment. Create opportunities for reflection, storytelling, or discussions that allow students to express their feelings. This emotional engagement is key to helping them build emotional intelligence and move back into a learning-ready mindset.
Dinosaur (Survival State): Address survival state behaviors with patience and problem-solving strategies. Help students recognize their triggers and teach them how to respond in more constructive ways. This empowers students to take responsibility for their actions and learn from difficult situations.
Cultivating Co-Regulation for Student Success
When you learn to self-regulate, you not only manage your own responses better but also create a more supportive environment for your students. Your calm, consistent approach allows them to feel safe as they work through challenges, and they learn to develop those same self-regulation skills. Over time, students will be better equipped to ask for help, navigate difficult emotions, and make thoughtful choices.
By embracing the Brain State Model and O-M-D framework, you can help students develop the executive skills they need for lifelong success, all while fostering a more connected and emotionally supportive classroom. Remember, students can only use the skills that they have learned.
Nicole Teyechea, PhD
Bring clarity, simplify your practice, and make an impact with every lesson
References:
Bailey, B. (2001). Conscious Discipline: Building Resilient Classrooms. Loving Guidance, Inc.
Brown, B. (2021). Atlas of the Heart: Mapping Meaningful Connection and the Language of Human Experience. Random House.
Siegel, D. J., & Bryson, T. P. (2012). The Whole-Brain Child: 12 Revolutionary Strategies to Nurture Your Child's Developing Mind. Bantam Books.
Lesson Planning
Dear Teacher,
I hope this letter finds you well and filled with enthusiasm for the incredible work you do every day. I know we are approaching the end of the year, and I want to share techniques to help us work smarter as we prepare for next year. As teachers, we often find ourselves juggling numerous responsibilities and facing the challenge of creating engaging lessons while being asked to do the impossible. That's why I wanted to share something that I created that has truly transformed my teaching experience—the SKS Model.
Picture this: lesson planning that's streamlined, efficient, and focused on what truly matters. The SKS Model, which stands for Skill, Knowledge, and Strategy, has been a game-changer for me, and I believe it can revolutionize your teaching journey too.
Imagine spending less time standing at the copy machine or searching for activities that aren't at the appropriate grade level and you can’t even print in color. Instead, you'll have the opportunity to focus on what really counts—making lessons fun and meaningful for your students.
Let's break it down together:
The "S" in SKS represents Skill. By identifying the grade-level thinking required by the standards, you can lay a solid foundation for your lessons. It's about nurturing your students' abilities in analyzing, evaluating, and creating. This ensures they are appropriately challenged and engaged in higher-order thinking tasks.
Moving on to the "K" in SKS, which stands for Knowledge. It's all about identifying the key content concepts required by the standards. By zeroing in on these essential components, you can prioritize the information your students need to grasp. This alignment with grade-level expectations ensures your lessons are relevant and effective.
Now comes the exciting part—Strategy. This "S" represents observable assessment of thinking, such as graphic organizers. Incorporating the strategy is where the magic happens. It enables you to support your students' understanding and application of the skill and knowledge. Say goodbye to time-consuming searches for activities that might not fit your grade level; instead, focus on developing purposeful, intentional learning experiences tailored to your students' needs.
By implementing the SKS Model, you'll experience a host of benefits. First and foremost, it reduces your cognitive load by providing a clear framework for lesson planning. Say goodbye to feeling overwhelmed by unnecessary details, allowing you to concentrate on what truly matters.
Are you ready to try it? Get your customized lesson plan HERE.
With more time on your hands, you'll have the opportunity to unleash your creativity and make lessons truly come alive. No more endless hours at the copy machine or scouring the internet for activities. Instead, you can invest your valuable time and energy into creating engaging, interactive lessons that ignite your students' curiosity and make learning enjoyable.
Aligning your lessons with grade-level thinking and core knowledge ensures that your instruction is targeted and relevant. Your students will benefit from a deeper understanding of the content, fostering their academic growth.
Furthermore, the SKS Model empowers you to personalize your instruction. By incorporating strategies, you can differentiate your lessons, catering to diverse learning styles and abilities. This personalized approach creates an inclusive learning environment where every student has the opportunity to thrive.
So, my dear colleague, let's embrace the power of the SKS Model together. Let's work smarter, not harder, and create memorable learning experiences that leave a lasting impact on our students' education. Let's reclaim our time, energize our teaching, and bring back the joy of making a difference in the lives of those we educate.
Here's to the incredible journey ahead, filled with innovation, creativity, and a renewed passion for teaching. Together, let's transform our classrooms and empower our students to reach their full potential.
Grab the Free Handout here!
With warm regards,
Nicole Teyechea, PhD
A Finita Teacher on a Mission to Work Smarter and Make Lessons Fun Again
Inspiration
Dear Teachers,
I would like to share with you the story behind the name "Finita" and how it connects to our mission of "expanding limits" within education.
"Finita" is named after two remarkable women who have always been a source of inspiration for me—my grandmothers. My maternal grandmother, Delphina, was lovingly called Nana Fina, and my paternal grandmother was Annita, affectionately known as Grandma Annie. Their influence and values have played a significant role in shaping the vision of Finita.
In 2017, I contemplated ways to improve opportunities for teachers, and the idea for our "Beyond the Contract" service was born. However, I realized I needed a meaningful name for my business that resonated with my purpose. I looked to my grandmothers for inspiration.
Nana Fina, an entrepreneurial spirit, was known for her incredible talent in making the best tamales in Nogales, AZ. I have vivid memories of helping her deliver the orders and being entrusted with the task of collecting cash or checks. She would jokingly remind me not to mention the cash to Tata! Nana Fina's unwavering determination and business acumen left a lasting impression on me.
On the other hand, Grandma Annie was not only my favorite person to be with but also a guiding light in my life. She taught me that kindness and service to others were the keys to achieving anything I desired. Her belief in my limitless potential instilled in me a sense of purpose and the confidence to pursue my aspirations.
I began to blend the names of these remarkable women, and "Finita" emerged as a result—a tribute to both Nana Fina and Grandma Annie. Little did I know at that moment that "Finita" was an actual Italian word meaning "finished" or "accomplished." This discovery was serendipitous, as it perfectly encapsulates my sentiments toward the persistent limitations placed upon teachers.
With the name "Finita," we embrace the notion of overcoming obstacles, defying expectations, and breaking free from the confines of conventional educational norms. It signifies our collective endeavor to accomplish extraordinary outcomes and create an environment where the full potential of teachers can be realized.
I invite you to join Finita, not just as a business, but as a community dedicated to expanding limits and transforming education. Together, we can challenge the constraints that hinder our profession and create a new paradigm of empowerment, growth, and fulfillment.
Thank you for considering Finita as a platform to embark on this journey. Let us honor the legacies of Nana Fina and Grandma Annie by continuing to inspire and uplift one another in our pursuit of excellence.
Warm regards,
Nicole Teyechea, PhD