Instruction: It's about the bumps, pit stops and changes along the journey.

If assessment is about the journey, meaning it is about the evolution of the classroom and the needs of the journey then instruction becomes the bumps, the pit stops and the changes along that journey. Hopefully, aside from required summative assessments (see final exams, essays etc), we use assessment as an opportunity to identify strengths as well as areas of improvement. In doing this, our instruction must then become the and the necessary (and pertinent) directional changes.

As a reflective teacher, I look back at some of my instructional practices with a mixed reaction of pride, content and horror. Yes, I have tried to be innovative and adaptable. Yes, I have tried new strategies to some success and some failures. And YES, I have gotten stuck in the rut of lecture instruction on some occasions.

As a student, I remember the rows of desks, worksheets, pop quizzes, math mad minutes (still having nightmares about those) and the taking of notes from a chalkboard/whiteboard/overhead. It is a wonder that as learners many knew this was not the ideal environment but that as educators we sometimes fall into it. Why?

I think the answer is simply because it has worked in the past, and it is how we were taught. While this is a simple answer, it is neither insightful nor logical. Albeit that is some cases and for some students, traditional classrooms do work, generally speaking this is a small percentage of learners today. We must think outside of the restrictive confines of the education in the Industrial Revolution and put ourself out in the great big world!

After standing, acting out and reciting this mantra... I can now list it for you here (with great credit to Brent Galloway's diverse instructional strategies):

We learn 20% of what we hear (points to ears)
We learn 30% of what we see (points to eyes)
We learn 50% of what we hear and see (points to ears and eyes)
We learn 70% of what we say (points to mouth)
We learn 90% of what we say and do (points to mouth and dances)

As a teacher, I have encountered this idea before and I am working on holistically adapting my instructional practices to enable a higher percentage of learners and to engage all of my students.

I think now is the perfect time to warn you that perhaps because I can smell turkey cooking, and because I am feeling far away from the chaos of September start up that I am feeling particularly optimistic and hopeful. This does not mean that I have not experienced the hard and tough days that come with finding instructional strategies I love. It just means that as I sit here thankful for my career and family, I am choosing to reflect on the positive growth and strategies I have found.

In my PE classroom, I have adapted and played with one instructional strategy in particular.

TGFU: Teaching Games for Understanding. 

A theory that enables students to play games without all the restrictions of the rules from the get-go. Student explore the game and rules are added as we discover the need for them. This is a brilliant strategy that was introduced to me by Billy Strean in my PAC 320 class at the University of Alberta.
As a student, I will never forget playing ''basketball" in the style of its early development and 'discovering' the rules and expectations of the game. Billy's course outline asked us to show up, play, have fun and reflect. Years later,  I remain grateful and inspired for the learning and exploring Billy provided me in that class.

As an educator, TGFU puts my students on a more even playing field and enables full participation. This strategy is not without its challenges; competitive high level athletes often struggle with the lack of rules and want to WIN! However, I hope to emphasize the FUN and enable competition to arise in a more equitable way.

This theory alone has changed how I look at sports and activities and has provided HUGE flexibility to the execution and play in my PE classes. If the dynamics and structure of a classroom can change to suit the needs of its learners, then why not the court, gym or field of any given game?

On a broader scale, use of this strategy helps meet district and provincial expectations. It help develop healthy active students who will continue to pursue wellness and physical activity outside of the PE classroom. It is my hope to introduce/reinforce a love of activity that my students will carry with them through life. Realistically, this might not always happen but one can try.

In my ELA classroom, I continue to explore various instructional strategies as my classes and students change. However, I have learned that in any class, the single most important instructional practice is ALWAYS my ability to BUILD relationships and CONNECT with my students. This is the ONLY WAY any teacher can guarantee student ENGAGEMENT and LEARNING.

Photo Courtesy of: http://static.tvtropes.org/pmwiki/pub/images/dead-poets_l_7721.jpg

Idea Courtesy of: Landon Stamp (Thank You!) 

From the moment my students walk into my classroom (or gymnasium) they become my 'kids'. Not only am I legally responsible for their education and wellbeing from the hours of 9-4 BUT I am also responsible to help them discover their own potential, to learn how to hold themselves accountable and to become lifelong learners. It is my job and my pleasure to get to know them, to find out what they like (be it sports teams, authors, obscure bands or how to pull a cow out of a muddy ditch.. that is a story for another time) and to guide them on their journey.

Selfishly, I think it is important to note that this is what I get out of teaching. I get to watch my kids become adults. I get to hear about university, I get to have them come back and teach with me, I get to see their wedding pictures, and one day I might be lucky enough to teach their beautiful children. (I am not tearing up...I swear)

And again... I find my head in the clouds and my feet on the ground. Why does that always seem to happen when I sit down to blog?

Photo Courtesy: http://www.madebyafriendofmine.com.au/blog/wp-content/uploads/2013/05/bef5802198706516faa72f2846575fee.jpg

Alright, onto the feet on the ground portion.

Administrators and leaders in the educational setting have a couple of essential responsibilities in ensuring quality instructional practices. These would also be my recommendations to improve instructional practices as well. 

They are as follows:

1. Support: 

Teachers need support to grow, to improve and to continue in the face of adversity and insurmountable odds. It is because of the great leaders in my career that I have felt the courage to try and succeed (and even fail) when it comes to instruction.

I have played excellent games in Sports Medicine classes where students assess injuries and compete against their peers. I have introduced my English Students to the EPIC tunes of The Tragically Hip and The Foo Fighters as we have explored repetition, themes and narrative poetry. In Australia, I played Ninja in the hallway because of rain and then later played Big Bear, Little Bear for hours (a game invented in our PE staffroom over Tim Tams and a hot cuppa).

2. Encouragement

Teachers want, no we NEED a pat on the back. We live for the small thank you's. I have often said there isn't much a teacher won't do for a free t-shirt or a slice of pizza.  If administration continues to encourage the growth and development of quality instructional practices, their schools can and will thrive. 

3. Innovation

Our classrooms are just a room built of four walls. We need professional development, access and innovation. It is imperative that leaders bring opportunities and innovation to their teachers. If as a leader one is open to novel concepts and strategies, their team will follow. 

In the spirit of Thanksgiving, I would like to leave you with a quick story of a student I ran into recently. 

Photo courtesy of: http://images1.cliqueclack.com/tv/wp-content/uploads/2008/11/charlie-brown-thanksgiving_081127.jpg

While visiting a local college, a former student of mine approached me. 

We had a great journey in the classroom together. We searched and picked our brains to find instructional strategies that would work. As with most journeys, it was a journey with bumps, pit stops and changes. After teaching in Australia for a year, I lost track of this student. 

And so here, in a post secondary institution, this student approached me and the first words out of his mouth were "Can you believe it? I am here. I am finally here. We made it."

If our 'kids' are making it... to wherever that may be, thank goodness for the bumps, pit stops and changes.