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On the road training schools in Trust-Based Observations trainings, we periodically see absolute teaching brilliance during our 20-minute observations. It dawned on us that we have an obligation to share this brilliance with all teachers so they can learn and grow from one another. Each episode is an interview with one of these teachers where we explore their strengths as they share their tips and tricks. Tips and tricks that definitely lead to improved teaching and learning.
Good morning and welcome to 20
Minutes of Excellence with Trust
Based Observations on the Road.
I'm Craig Randall and we this
week are in Las Vegas, Nevada.
Haven't made it to the
casinos, but maybe next time.
Stay away.
Stay away, exactly.
And every week we go out and
train schools and sometimes we
see 20 minutes of brilliance.
And thanks to my good friend, Mike
Caldpolli said, we need to make this
into a podcast so other teachers
can hopefully learn from each other.
And so I've been blessed to have
two opportunities this week where
I've seen 20 minutes of excellence.
And so with me this morning,
I have Susan Anderson.
And so Susan, if you could maybe say
hi, Tell us a little bit about yourself,
maybe a little bit of your background
of how you came to be a teacher.
That would be a great start.
Thank you.
Sure.
So I was actually born and raised
here in Las Vegas product of
Clark County School District.
My husband as well, and
his teachers were both.
or his parents were both
teachers as well in Clark County.
So we're definitely familiar
with all things school district
related and have loved growing
up here and love living here, so.
Um, teaching is a new venture for me.
I'm you know, this is not my first career.
This is not my first go around.
We had a unique experience to be able
to adopt two children from foster care.
Such an amazing experience,
such an amazing blessing.
And as they were getting a little older,
I began realizing that there might be.
Some special needs that I was not feeling
equipped to be able to handle, raise,
educate and was very unsure of how to
navigate the educational system for them.
And so I already see where we're
going.
This is so interesting.
Yeah just a different,
unique experience with that.
And so both of them started in the
early childhood intervention programs.
And I worked very closely
with their parents.
Pre K teacher and during COVID, she came
to our house to drop off some materials
for them and she said, Hey, you know what?
I've got my assistant is moving
and we've got an opening and if
you've ever thought about it and,
and I said, Oh, that's great.
I've, you know, I worked as an
independent contractor running a
legal team for the past 15 years.
And I thought, you know, it
might just be time for a change.
So I come in and I'm talking
to my husband and he's yeah.
You're not going to want
to be the assistant.
And he's you're going to
need your own classroom.
And we just kind of laughed about it.
He kind of knows me a little bit there.
And, um, just a really
interesting turn of events.
I applied for the master's program at UNLV
for their advanced route to licensure.
We felt since I had a bachelor's degree
in sociology and psychology with an
emphasis in early childhood studies
that this was a natural route for
me,
And then we thought this wouldn't work.
Which I ended up getting.
COVID and ended up being in
the hospital for about a month.
And I thought surely I can't start school.
Surely this is not going to
just, that was a great idea,
but this isn't going to work.
But my husband helped, helped me along
there and he actually got in touch with
the with the director of the program at
UNLV and secured, helped secure my spot.
So I started, I came home from
the hospital in middle of December
and started classes in January.
Wow.
And it was such a great way to do it.
Classes were still.
I'm virtual at that time, so it's a
great time for me to recover and to
really dig in into what I needed to know.
So then I started teaching in that
next August, and I thought, surely
they don't let people do this.
They don't let them go to
through this program and then
say, here's your classroom.
And and I realized.
that the drive that I had and the reason
my why for being here trumped all of the
insecurities that I felt as a new teacher.
Everyone was younger than me and
more digitally capable than I was.
As it is.
And I had a lot of catching up to do
and, and I just remembered my why of
making sure that I was in this for
the reason initially for my own two
kids who needed that level of support.
And I know I, I knew I needed more
education to support their learning.
So now being in, you know, fast forward
a couple of years and being in the
classroom I didn't know that I would.
I need this as much as I do.
It fulfills so much in so many other ways.
And yes, it has helped my own family and
my own kids, but the interactions that I'm
having with my students are, priceless.
And I know that it's making a
difference and an impact in their lives.
And it's certainly, man, what I'm
learning from them is just incredible.
And so I felt like it's just such
an amazing growth opportunity
and experience that I've had.
And I'm so grateful for it.
Oh, that's a great story.
Thanks so much for sharing, Susan.
It's funny because when I came in
this morning, cause we're in Susan's
classroom for those at home and
Susan's son is here having a little
breakfast and, and so I was watching
you and you were giving him choices.
He didn't want to do either one, but
getting him to do the choices like is
a great behavior management technique
that we would use as teachers.
I have a big love and logic background and
that would fit into the love and logic.
And I was listening to that and I
was just like, if that's immediately
popping into my head, that what we
do at school oftentimes overlaps
with what we do at home as well.
So much of that overlaps.
Yes.
Let's, let's do this.
Let's talk about your lesson.
So we were in, we're in, you're a
first grade teacher, by the way,
for those so that people know.
And, so yesterday when, gosh, it was
the day before yesterday now when we
were in here, and when we were watching.
It was 20 minutes of brilliance.
Like to me, always when I,
when I'm like, what 20 minutes
are over, how did that happen?
Then I know it's always been great.
And that's what it was for us.
And so like things that stick out to
me, to start off with are just, you
have this, this energy with you about
you and, and, and this connection to
the students and, and on the form, on
the Trust Based Observation form, well,
we have learning targets at the top.
And by the way, you do a great
job of getting all the elements
of what we're talking about.
The learning targets and, and
having success criteria and having
it constantly displayed and, and
unpacking it and using performances of
assessments and formative assessing.
And we weren't there at the end, but
I'm sure you reviewed anyway, so all
of that was, that was fantastic to see.
But the next two areas on the form
are rapport and relationship teacher,
student rapport, relationship and
classroom and student behavior
management and just watching you.
Both of those areas are so strong there.
We also know post COVID, we've seen
an increase in behavior, and so would
you just maybe talk to us a little bit
about what you're doing and how you
value and how that piece works for you?
Yeah,
for sure.
I think it just comes from a strong belief
of if there's not a strong foundation
of, and relationship of trust I didn't
pay her to say relationship
of trust, by the way.
No, he did not.
But yes, so if you don't have that
initial relationship and that bond of
trust, which we work from the minute
they walk through that door on their
very first day, or even before that when
they're coming to meet the teacher the
way that I build that relationship is by
knowing each student as an individual and
valuing what they have to share And what
they have to say in their experience,
and so many of these kids are coming in
with really difficult life experience.
I mean, so much more than a first grader
should have, and not that all the students
are like that, but they each are coming
in with their own needs, and being able
to quickly determine what that need is,
is going to help me not just manage the
behavior, but eliminate behaviors In a
way that is a natural, organic process
for them, because when they come in
this room, they know that I trust them.
They trust me.
They know that I value them.
They value me.
They know that I respect them.
They respect me.
And we start that from, from day one.
And it's a continual process.
And it's genuine.
I, I truly do feel that.
And I know that they feel that from me.
And, and so that, that trust based
relationship is, That's how we
move throughout the school year,
how we move throughout our day.
It's so funny you're saying that because
that's exactly what we're trying to do
with Trust Based Observations is what we
want as teachers to do with students, as
principals we want to do with teachers
so teachers feel safe taking risks
trying new things in their practice.
So if we, if I dig in maybe just a
little bit more and I'm not going to
use names, but there was a student that
hadn't been here the day before and one
of the very first things we saw you do.
As the kids came, you also have
flexible seating where the students
have some choice in where they do,
which I always think is a great idea.
And we can also choose not to
have flexible seating for someone.
We need it right as well.
And but there's a student who
wasn't there the day before.
And the very first thing that I saw
you do was just address that to the
student and talk about where they were.
And really what I thought you were
doing is you were creating a safe
learning environment for if anything
related to that student felt lost
ways that they could access help and
support and feel comfortable with
anything that might feel uncomfortable.
Yeah.
So each, each student is going to
come in, with their own set of needs.
And, and this student in
particular actually had been
gone for, for quite a while.
And Which is even more challenging, right?
And it happened.
Oh, yeah, it absolutely, and there's so
many life circumstances, and I just am
grateful for the days that they are here.
I'm grateful for the times that they
are able to come, but want them to know
that they have access at any point.
They have an entry point, a jumping in
point, and they also have an exit point
to sit back and say, Not for me right now.
I can't do this right now,
but I'm going to watch.
I'm going to observe.
I'm going to listen.
I'm going to take in what everyone
else is doing and not feel judged for
that and not feel rushed for that.
I mean, and so we, we did multiple
touch points throughout the day.
You know, as soon as he came in
through the door, have a quick
check in with him, making sure
that he felt comfortable coming in.
Remember where he was,
you know, just the same.
this immense you know, how letting
him know how much, not only I missed
him, but his classmates missed him
and had his materials ready for
him so that he felt like he, no
time had, had been, had passed.
You know, and then I have another student
who requires multiple, reminders and
instructions with very close proximity.
And so being, just being aware of that
need, giving them access to that by
having close proximity and using verbal
and visual instruction to help them be
able to access that lesson and patience.
while they figure that out and
get to where they need to be
to be able to start the lesson.
I honestly have this like giddy
warm feeling as I'm listening
to you talk about like the sense
of my knowing my students and
differentiating every single thing I do.
And differentiation isn't just academic,
it's relationship wise as well.
And so as you're talking about these,
these strategies, some of these
strategies that you're, that you're
employing, like how are you knowing
what to do and how to do, right?
As people are.
As people are, are learning, right?
And, and other teachers are
learning and want to build stronger
relationships or want to improve
their classroom management.
Like, how are you making that happen?
Yeah, so I think it kind of depends on
what your goals are for your classroom.
And, and every group is different.
Every, every fresh class that
comes in is going to be different
and have its own dynamic.
And you'll have to adapt your
environment to each group.
But I think whatever, So my goal is
that understanding that the academics
will happen, the curriculum will happen,
but it can't happen unless we have
that trust and that foundation built.
And, and I think it probably goes along
with with your goal of what you're doing
is that the teaching will happen when
that trust relationship is there and
those things will come, but we have to get
to a really solid base of relationship.
over curriculum.
And when I put the emphasis there
on the needs and the relationship
with my students, everything
falls into place naturally.
I'm not struggling through a lesson.
I'm not fighting to get the attention.
It's there naturally.
And so it's not, I'm not thinking
about how am I going to get them?
My thought is, how am I going to be,
make this lesson that on paper looks
very dull and boring come alive?
And.
Increasing engagement and activity in my
room using the relationships that I've
built based on the needs of my students.
So what I, really what I'm hearing you
say is just one, knowing each individual
student and understanding them and then
figuring out what, what can I get to work
for that student has to be a priority.
And then tied into that is then what
behavior actions might I have to take
combined with understanding that student.
And even combined with that is, Because
this ties into relationships and behavior
management is ensuring that what I'm
doing, the activities that I'm doing
to help students learn, are going to be
engaging and interesting for the students
because that factors into it as well.
Is that a decent summary?
Yep.
Okay.
Absolutely.
Beautiful.
Why don't we, one of the other things
that really stood out to me in, in
the lesson was just your use of, of
formally assessing the students in the
class informally during the course.
The whole period that the students were
working on their math problems, and then
your use of descriptive progress feedback,
and I think when we talk about descriptive
progress feedback, we talk about basic,
where we're giving the students the
answer that gets them back on track, the
instructional, the little tips, and bits
of mini reteaching, not full reteaching,
and then even maybe most importantly is
the coaching, where we're just using the
questions to help the students find the
answers on their own, and so as we watched
that lesson yesterday, it was, it was
clear It was 20 minutes of formatively
assessment and providing descriptive
progress feedback in the midst of also
doing other teaching at the same time and,
and modeling and some direct instruction.
And so I was really, really
impressed with the coaching piece
in particular and the different ways
that you assess the students and
even had the students do some self
assessment on that and your questions.
Can you talk to me about
that area of your practice?
Yeah, so I think.
The formative assessment process
is, it, it needs to be alive,
like to me, that's it's not.
Always going to be, you
know, just a paper pencil.
It's, it's in the moment.
I'm, I'm circulating the room.
I'm checking what they're doing.
I'm looking for those misconceptions.
I'm looking for the ones who've,
who finally have got it and
making sure that that praise
is ready for them right on cue.
So that they know they've got it.
And so that process is really just
critical, not just for me, but for them.
It's our touch base to let each
other know, I still need help.
I still need help figuring
this out or I've got it.
I think I finally have got it.
And they love being able
to show me in the moment.
I think I've got it.
I want you to see this.
And then I'm right there to say,
okay, let's look back at this.
And that's where that kind of
mini coaching comes back in is.
And I think that really helps.
with the differentiation.
And so for students who
do need They are all
tied together.
Yeah.
When,
when they need that quick reteach
using that, that circulation around
the room and they're on whiteboards
and they're using their math toolkit
and they're, you know, they're hands
on deep in it using a variety of
manipulatives or strategies and tools.
Me being able to see them do that,
obviously provides valuable information of
who do I need to pull for a small group.
Who needs a full reteach
or who's ready to move on?
And I do have a few students in my room
who are just very gifted with math.
And so some of this
might be a little boring.
So it also gives me a chance to
go around and give them quietly,
you know, maybe a little bit more
difficult or challenging problem to
challenge their thinking and provide
them with an extension opportunity.
beyond what I can provide for
the whole class at that time.
So that really gives me a chance
to make sure that every need is
being fulfilled at that time.
So in multiple ways, it's in the
moment what I can do to help you in
the moment, whether that's providing
a little mini reteach, whether
that's asking questions like you
would pause while we're at the school
and have morning announcements.
Please note we have sub coverage for Ms.
LaDoll.
We are going to cancel Ms.
Tannen's services today.
We have Ms.
Milky Odie off campus, and
we do have a watchdog in Ms.
Aiken's class today.
SASA has assigned morning duty.
Please report to your location by 845.
We hope you have an outstanding day.
Thank you!
Thank goodness
for editing.
Life of a school.
We might just keep it in just so people
know that we're real and live at a school.
Because that's what happens for sure.
So the, the use of, so it's, it's not
only, it's the helping the students.
So it's maybe you're providing
an extension activity.
Maybe it's a little bit of reteaching,
but it's also, It's providing,
like, how do I get you to that
moment in that moment, right?
How can I get you there now so
there's not that frustration
so I shut down or whatever.
Right, absolutely.
So we keep you in that zone of proximal
development so you're working to do it.
And I mean, As we look at some of
the questions, you, you, like you
would frequently ask, how did you
come up with that strategy, which is
to me, that's an evaluate that like
that's a high level question or and
what are you going to do with those
numbers and even checking in with them
on how they feel about the lesson?
Where are they in in their understanding
and learning in the process as well?
Yeah, I think taking
that quick pulse check.
Sometimes I use red light, green light.
Sometimes I use 123 just to let me
know and, you know, And it's, you know,
just with a hand raised or some kind of
communicative symbol just to let me know.
And then to watch them evaluate themselves
and say, I went from a one to a two.
And the praise that comes with
that of wow, you're thinking.
And your hard work helped you to go
from not understanding this at all.
And now you're in it, you're accessing it.
You're almost there independently.
And they know what that means.
And they, they have that feeling of
pride as they work through there.
So as you're asking them and then they're,
they're able to honestly rate themselves
on a higher level than they were before,
which, you know, isn't, isn't always
there, but when that happens, because
they're asking themselves, sometimes
coming internally versus externally
helps to make that that more powerful
for them in, in, in spurring on further
learning and building esteem as well.
Yeah,
absolutely.
And letting them know that they, they
have the ability to look inside themselves
to say, how do I really feel about this?
This is actually really confusing.
I'm going to need to be a one for right
now and, and being, feeling safe to be
able to say, I don't understand this.
How huge is that too?
Because the success piece is big,
but in some ways, the piece that
I'm not there, but it's okay.
I'm going to get there.
And I know I've got the support.
Right.
To be able to pull that together
down the road is, is really, really
valuable in terms of that as well.
And like even, you had the students even
checking their own work and then making
their own corrections as they went along
the way, too, which is student self
assessment, which it's, it's so powerful.
I mean teachers, we're always going
to be driven by teacher formative
assessment, but whenever we can add
in student self assessment and peer to
peer assessment, checking each other's
work, that just can build an even more
power into what we're doing as well.
And then when you're asked questions
like evaluate questions, which are like,
what are you going to do with those
numbers or how do you come up with that?
How did you come up with that strategy?
Tell me about what you're looking for
when you're getting to those, those
higher order thinking type questions
as part of your
formative assessment.
Yeah.
So as part of it, I want to make
sure, are they understanding?
the strategy.
And I want to know why
they chose that strategy.
Was it because that's the one
I feel most comfortable with?
Is that the one that I
feel is most efficient?
So that gives me a lot of information
of if I'm seeing that same student
use their number line and only their
number line, I know we need to reach
outside of that and challenge a little
bit to use something else or think
and think about it in a different way.
To create greater understanding down
the road on a more broad scope level.
Yes, exactly.
To extend that.
understanding beyond just one strategy.
Because I know it's, you know, in real
life and then we talk about, you know,
these real life connections, and that
you're not always going to have a number
line in the back of your pocket, right?
And so what other strategy can we use
in a moment when we don't have our
math toolkit in front of us or so them
being able to explain why they chose
a strategy and how they're going to
use that strategy, walk me through the
steps of how I use that strategy really
shows me their level of understanding.
And then what was the other question?
Oh, it's okay.
It was like, what are you
going to do with those?
Oh, right.
So I feel like that I sometimes guide
that when I see a misconception.
So when I see somebody write five
minus 13 and I say, what are you
going to do with those numbers?
What can you do with those numbers?
And then they take a second look at it.
I'm like, they're like, what
can I do with these numbers?
Well, and I had a student with
that example, and he's starting
to show anything with his fingers
and he's, he's putting down five.
He's I ran out of fingers.
I can't, I can't go anymore.
And having that understanding,
okay, now what can I do with those
numbers if I change the order?
For first
graders, it's appropriate.
Right!
And then they, then that comes
that aha moment of, oh yes, the
bigger number has to go first.
And challenging them, and then
in a story problem, what am I
going to do with these numbers?
I remember growing up, story problems
were like the bane of my existence.
They, I could do all, all different
kinds of math, but a story
problem, I got lost in the words.
And so I try and make those
stories really interesting.
I always use the students
names in my story problems when
I'm making them up for them.
Powerful.
It just makes, it absolutely
makes it come alive to them.
They can't wait for me to use their
name in some kind of example or story.
Which ties back to relationship.
Right, absolutely.
And, and usually I try and tie it
to something I know that they like
or something that they do so that
it's just this whole connection
of, Oh, she remembered that.
Oh, she knows who I am.
Building that in wherever I can.
I want to just put those drops
in their buckets and fill them.
Yeah.
But then building the story problem
around them and then helping them
access the numbers that are in the
words and pull those out and say,
what am I going to do with these?
What is this asking me to do?
And then having them explain, well,
I could look at it this way through
addition, or maybe I could look at it
through subtraction through this way
and having discussions on both and
letting them know there's choice there.
What feels comfortable or what feels
more efficient to you in that moment?
There's so much to unpack with
that, because it's, it's about
increasing understanding.
It's about tying to the real
world, which I know story
problems we can all kind of hate.
But, but like on the forum, we
always ask the students, what does
this learning target have to do?
Where's the value outside of class?
Right.
And that's super important to that.
And so what you're doing
has to do with that.
So that's an element.
And then I think another piece, just
in terms of using that coaching and
questioning, one of the things that I
heard you say is as that student did
that counting backwards and realize
five, minus 13 at first grade math.
We're not teaching that, right?
We want to understand we put the
higher first and the lower, right?
Because that's
developmentally appropriate.
Right.
And when we use, that's the power you
power of, like we talked about the
basic where we're giving the answer
instructional and teaching, but
coaching, asking the questions, there's
so much more power in that student
than doing that backwards counting
and running out of fingers and going,
and then they have that aha moment.
Yeah.
where you're saying that to them isn't
going to create that same aha moment.
And then the level of understanding
isn't going to be there on the same way
when we've asked that question and able
to have that kid get it on their own.
Right, and that was really fun to watch
happen because given that opportunity,
and then that opportunity has to kind
of be presented to them of I could see
where he was going with that and I was
hoping, hope, feeding him, you know,
hoping he would kind of take the bite.
So when he did that and I said, well,
show me how that's going to work out.
And he shows me and he
realizes that doesn't work out.
You could just watch everything
fall into place for him.
And he wanted to come to the
board and then he wanted to model
on the 10 frame and show me how
that would work out if we did it.
using the way that he, he knows
he should be doing it right now.
And so having him be able to take
that moment of, I have learned
this, now I'm going to show
everyone else what I just learned.
That's again, so powerful in so many ways.
So we have that aha moment for a
student because we've formatively
assessed, we've used coaching slash
questions as the descriptive progress
feedback to have that aha moment.
And then what do we do?
We, in the moment, Because
teaching isn't just my plan, right?
It's how am I responding in the
moment constantly to every single
thing that's going on, right?
And so then you're also then tying
into rapport and relationship to
build that kid enough, even more
by giving him the opportunity.
'cause we watch that to him, come
up there on the board and do the
problem front of everybody else.
And you're guiding the other
students as you're doing that.
But what's he doing?
Also?
He's doing teaching others depending
on where the other students are
and what they're getting at that.
Some of them might be getting more and
some of them might be getting less.
But as that student's teaching
others, the highest form of retention
of learning is teaching others.
So that learning now, how cemented is
that for that student because we've
done that, like how powerful and
how all of it connects together is.
And really it's a form of
differentiation too, because you
targeted that student in there.
It's, it's amazing how.
Like seven different areas of practice
can blend into one like within 30 seconds,
right?
Yeah, you just I think staying fluid
and watching it and and you're you
know, I'm watching their faces.
I'm watching their boards I'm watching,
you know I'm looking for you know, who's
who's not Made that entry point yet Why
aren't they making that entry point?
I'm looking for the ones who has, you
know, the confusion on their face or
the ones who they've got that smile.
They're writing quickly.
I can tell things are
picking up speed for them.
And then I can, All of
those are pieces of
formative assessment as well.
As you're saying that, what I'm being
reminded of is, One, the kids are all
working on their mini whiteboards, so
they're all doing their own problem.
All solving every problem.
I know you have Kagan Cooperative
Training coming up because
we've been talking about it.
Spencer Kagan, my favorite line of it
is, why ask a question and have one
student answer when we can have all?
So one, you're having every
student answer, but then you're
talking about all these things
where I'm checking each student.
I'm checking facial expressions like that.
People don't think that's a form of
formative assessment, but that is because
I'm gathering huge information from that.
So as that's going on though,
we talk about it as proximity
control and circulating.
And so you're, you're, You were
like moving around like a mad woman.
I don't mean I mean that as a
compliment, not a bad thing, by the
way, around the room, checking on them.
And as it's like we just all had a
sense that you have a pulse for every
single thing that's going on in the
classroom constantly in the moment.
And Marzano has a term with itness,
which is that sense of that teacher that
has the eyes in the back of their head.
So like we felt all of that.
Like going on in the classroom
as we were watching everything
you were just describing.
I think I think having four
kids Nice and spread out.
I think I call it head on a swivel,
you know So I feel like I'm I'm
in a lot of different places
at once and I can be So that's
your recommendation to all the
teachers out there is have four kids
Spread them out over a long time and
you will all develop with this too.
You heard it here first Don't
think that that might be Be
the best bet for everybody.
But it did, you know, it did the things
that I learned as a mom for sure.
Yeah,
for sure.
I carry that in this room all the time.
And I think that does help with the
relationship and engagement part.
But more so it's just seeing every
student in here and, and making them
feel like they have a place at the
table at any point that they need to.
They are here to learn.
I'm here to support their learning.
It's a relationship.
can I ask you a follow up question
about that because there's two
types of kids that, that we might
struggle with related to that.
the ones that are super, super
difficult and they want to be loved so
much that they fight so much, right?
Their, their, their
behaviors are so strong.
And then sometimes I feel like maybe I
was this kid is I've just shut down and
I'm so quiet and I'm, I'm not a problem.
So you can kind of get lost in the
shuffle because you're that too.
So talk to me a little bit about, I know
you're, you're only in your third year,
which it makes what I'm saying so much
more remarkable even to me, but how,
cause with our kids that are the regular
kids W when we care doing that part,
it isn't, I mean, there's lot to it.
Mm-Hmm.
and I don't want to minimize what it
is, but there's extra that goes in when
we have those other Yeah, for sure.
Challenges.
For
sure.
For sure.
And every year I've had a different
set of challenges and personalities
and I think there are definitely
some that are harder to teach.
And harder to build
that relationship with.
And that takes a different effort.
I for sure have an amazing team.
I have an amazing team
of first grade teachers.
I had amazing mentors last year
that have moved on to another grade.
I have amazing administration and
a behavior coach and I am certainly
not afraid to ask for help.
And so when I come across a situation
like that and I'm not breaking through
the way that I feel like I need to or
I'm experiencing those difficulties.
My best tricks aren't working.
My toolbox feels empty, right?
And so I don't have a tool for that yet.
And so I make sure the first
thing I do is get that tool.
I find the tool that they need.
And that's reaching out to the
resource that's doing my own research.
There's a strategy that our
principal brought to us last
year that I've loved to 10.
And so I spend two
minutes with that student.
every single day for 10 days.
Oh, right.
I've heard of that before.
Two minutes of uninterrupted.
I am fully engaged in whatever they
want to talk about for 10 days.
And that was a great strategy in that
has worked for a few of my students that
were really hard to break through with
because they don't often get listened to.
They're not heard.
And so when you give them the
moment to be heard, they start
to build that trust with you.
Like you care, you actually
want to hear what I have to say.
So that's a great strategy
that I've implemented.
And then, I mean, numerous others just.
with working with our behavior specialist
and having him, you know, observe
and watch and then get feedback.
And, you know, I want to make sure
that, that I have a very broad.
toolbox, because every year you're
going to get something different.
And, and every year I have gotten more
challenging and, and like you said,
you know, post COVID we're seeing a
lot of not just behavior, but anxieties
and things that,
Present in different ways.
It's a different kind of behavior
and they need just as much support.
Support as a kid that wants to throw
a desk, the kid that's shutting down
and is afraid to talk and in their
seat because they're so afraid of
making a mistake needs just as much
support as the kid is that is very
outwardly showing that behavior.
And I think just making sure that I'm
staying on top of whatever research
that I can and, you know, testing
out and not being afraid to fail.
There's going to be a lot of strategies
that I try that don't work, but I'm
just going to keep trying because
something eventually will work.
And I've yet to have a
student that I wasn't able
to.
Yeah, if you persist, and so what I'm
hearing you say is, one, you're willing
to do your own research, two, you're
willing to be vulnerable and ask for
help, whether that's from my principal
for ideas, or from your behavior
interventionist, or whatever, and then
persisting and realizing, having the
understanding that And not everything
I do is going to work the first time,
but I'm going to persist until I do
find something that's going to do.
And so altogether, which in a
way that's a form of grit, right?
So one thing that I'll just add for,
for listeners, is that on the Trust
Based Observations form, as I know you
know now as well, for each one of the
nine areas of pedagogy, we have what
we call Toolbox Possibilities, which
is a hyperlink to each, for each one,
that, where the form ends up doubling.
It's a professional learning and
professional development tool.
So it, in a way, we're even, maybe
potentially adding to, to potential
resources with you where you can go, Oh,
I'll pull that up as opposed to maybe
having to go Google it or whatever too.
So Susan, I want to say thank you so much
for joining me on the first ever teacher
that's been on 20 minutes of brilliance
on the road with Trust Based Observations.
I am deeply grateful for your insights
and I'm so impressed with your class,
what we saw and what I see as a.
Third year teacher, two and a half
year, early in her second year, third
year teacher, who also has taken a
non traditional path to getting her
certification, which shows that,
especially in a time of teacher shortage,
we can, we can succeed as teachers in
all kinds of different pathways as well.
One of the things that I'd like
to do is, if you're willing, is to
share out your contact information.
If anybody wanted to reach out and
maybe seek some advice from you on
some of your experiences as well.
Are you, are you happy
to share that with us?
Yeah,
sure.
My email address is.
S A N D E R S M 4 at N
V dot C C S D dot Net.
Thank you so much and that will be in
the show notes if you weren't able to
copy that down quickly enough as well.
Susan, thanks so much
for joining us today.
You're so welcome.
Thank you.
I feel really honored to be a guest.
Thank you.
Take care.
Thanks.