If You’re Happy and You Know It…

Cinnamon Rolls.jpgFall makes me crave cinnamon — its comforting aroma wafting through my home gives me a sense that the holidays are near and Thanksgiving and Christmakkah memories are right around the corner.

A Happy Teacher is a Better Teacher

It may seem unrelated but I found myself happily unraveling a cinnamon roll while happily grading papers and planning lessons.

I wondered: Are my lessons better, filled with more fun and creativity, because I’m happier in this moment? Maybe. Just maybe.

How Can I Bottle this Feeling of Contentment?

Becoming a teacher makes me think about my teachers.

Being a person in a position of power and authority can shape a child’s memories of school and help them learn to love or loathe learning, depending on who is standing in front of them.

This is not to say that we all have an off-day or two (ummm, like last Tuesday) but I wonder if I seem more content, more self-assured standing in front of my middle-schoolers Monday-Friday from 8:00-3:08 because I am feeling more content.

Teachers: We Need to Take Better Care of Ourselves

Too often we look at educators, their arms loaded down with bags of books, papers and snacks for the staff meeting, and think of them as martyrs. I often hear, “I could never do what you do.” or “Teachers do not get paid enough, that’s for sure. I commend you.” or “I’d kill to have so much vacation. I mean you work for it, but that’s the life!”

The sentiment and encouragement are nice (and yes, the vacations are lovely), but what I really want is for teachers to take better care of themselves. We can’t pour from an empty vessel.

As summer turns into fall, projects and papers and tests (oh, my!) are coming to a head. It is the season of 12-15 hour work days, day-light savings time, IEP Meetings, and no vacation until November 11th.

It’s a time of burnout.

Instead of just trudging through, I’m going to make a promise to myself — to go to that yoga class, to watch my favorite tv show, to try to go to bed before the clock strikes midnight.

Why? Because a teacher who values self-care is a happier teacher. And learning is just more fun when the person teaching you is happier to be there.

Keep up with the latest blogs, thoughts and resources. Follow us on Social Media: Facebook, Twitter, Pinterest, YouTube

Terry Tutors Specialized Education Services, Inc. is a 501(c)(3) charitable and educational nonprofit providing wraparound academic, behavior and advocacy support services for struggling students in southern California. Learn More at TerryTutors.com

 

 

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Being a Good Teacher is Really Hard

_MG_7334Law school taught me the importance of considering both sides — hearing both arguments. When I started my nonprofit, I attended several IEP Meetings as a Parent Advocate. As I sat on one side of the table, I realized that I knew the law but not the reality of the day-to-day implementation of this legal document.

How do these goals really play out in the classroom?

So I got myself a job as a 1:1 Aide in a Moderate/Severe elementary classroom. I was only going to stay one year, assuming that’s all the research I really needed. One year turned into three — you never stop caring for your students, wanting to see them exceed their goals, and learning about the realities of working within the system of public education.

As there is always more to learn, I now find myself at the helm of the classroom wheel — the teacher.

Being a good teacher is really hard. 

It’s only been three weeks and every day I find myself planning lessons, changing lessons on the fly, ensuring I meet state benchmarks, attending professional development meetings, going to extra trainings, instituting a behavior rewards system, revising that rewards system, figuring out which seat works best for which kid, looking for engagement and interaction from my students, making sure each child’s needs are met, cleaning out my inbox, learning how to teach curriculum, changing up the curriculum to better suit my students in the moment, preparing for IEPs, making sure my Word Wall is growing, and building relationships with my middle schoolers, their parents, and my colleagues.

In the last 15 days, I have gone through a Story Hill of emotions. I’ve doubted my choice to sign that contract, had to step out of the room to catch my breath, questioned my 5:30 am alarm clock, eaten the extra cookie and gone to bed thinking about what I could be doing better.

With all of those requirements, pulling at my time and attention, I’ve been thinking a lot about what really makes a good teacher good?

Although I’m brand new to this role, I get the sense that checking off all of the “to-do’s” don’t necessarily make a teacher a good one.

I realize that I’m just one part of my students’ lives, but I hope that at the end of this year, my first year of teaching, I can say with certainty that:

  •  I walked into that classroom everyday, turned on the lights, and made it a welcomed space for thinking and learning;
  • I had conversations and community circles that helped me learn how to tailor those lessons for that individual kid;
  • I advocated for their needs at the IEP table and thought about how to write those goals in a way that will challenge my students one step at a time;
  • I listened to what my students wanted and gave them the dignity of choosing how to get there;
  • I took care of myself so I could, in turn, care for them;
  • I recognized our differences and similarities, connecting and teaching in a culturally responsive way;
  • I helped them increase their lexile level and celebrated those tough and triumphant moments;
  • I taught my students something new that will stick with them throughout life’s journey; and
  • I was a person who they could count on.

Teaching is hard because relationships are hard.

That’s what I’m really building – meaningful relationship with each of my students who have various challenges, learning differences, needs, hopes, and dreams.

If I can be a person — as a teacher, an advocate, a mentor, a role model — that provides a brave and safe classroom space, a “Hi, how are you?” in the hallway, or a note of encouragement on a paper, I will have done my job well.

As for being a good teacher, I hope I will be able to work towards that challenge. Maybe that’s the true test, in and of itself.


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Terry Tutors Specialized Education Services, Inc. is a 501(c)(3) charitable and educational nonprofit providing wraparound academic, behavior and advocacy support services for struggling students in southern California. Learn More at TerryTutors.com

To the Kid who Doesn’t Want to go Back to School

I hear ya! I’m not a fan of early mornings or homework either.

But when it comes down to it, school is not about the bell schedules or even the grades.

‘Um, what!?’, you gasp.

 

School is a Microcosm of Our Society

Your school represents a small city, a way of learning how to navigate the bigger world around us. Social norms (standing in line, pleasantries, forming groups) are learned behaviors. The ability to challenge yourself and challenge others is a skill, one that school is helping you learn. This Social-Emotional Learning piece of becoming a well-rounded adult in our society is at the heart of your six-hour school day.

Think about public schools, charter schools, independent schools, home school, self-instruction, and private tutors — these all present a different way to learn the material. There are so many ways to learn and so many teaching styles to learn from. It’s why even the state allows parents to choose the way they want their children taught and who to teach them.

Going to School is Really about Self-Discovery

Going to School is more than just learning math and reading and then taking a test to see how well you understood those subjects (or, in reality, how well you take a test).

Going to School is about expression, social norms, working together, developing your EQ (Emotional Quotient), challenging yourself, challenging others to see a concept in a new way, inspiration, inspiring others, grit – seeing failure not as the end but, rather, as part of your success story, discovering new talents, fostering independence, and using education as a ticket to stability and security.

You can learn anything from any book. Heck, you can learn anything from YouTube!

But going to school allows you to learn about yourself.

So I get it. There are lots of not-so-great things about going to school. But I urge you to consider looking at school in this new way. It can be an adventure, a journey of self-discovery. And who knows what you may find during that quest.


Keep up with the latest blogs, thoughts and resources. Follow us on Social Media: Facebook, Twitter, Pinterest, YouTube

Terry Tutors Specialized Education Services, Inc. is a 501(c)(3) charitable and educational nonprofit providing wraparound academic, behavior and advocacy support services for struggling students in southern California. Learn More at TerryTutors.com

Life is like a Box of…

Pralinen

Tests.

Thought I was gonna say ‘chocolate’, huh? Well, that too. But in the world of academia, life is very much dependent on testing.

We Make Our Students Take a lot of Tests

On average, US students take 113 tests from PreK-12th Grade. Add undergrad, grad school, and professional development to that number and I can’t even begin to tell you what it would be. Maybe 312? 559?

All I know, as a person who struggles with testing, is that whatever the number might calculate out to be, is one too many for me.

Test Anxiety & The Fear of the ‘What If’

Sometimes, I’m plagued with moments of self-doubt as little naysayer voices whisper in my student loan debit-ridden ear, “How did you get this far with your anxiety over tests?” In fact, that little voice reared its ugly head again just this past week, as took my final test for my credentialing.

Ahhhh, will the anxiousness ever just go away?!

What to Do about It

When my students face the same fear, I ask them to talk about it, make a contingency plan, define what they know, set realistic study goals, and change their mindset from ‘I can’t’ to ‘I will’:

1. Talk About the Fear & The Reality of the Fear : I ask my students to tell me about the ‘what if’ scenarios: What if I get an F on this test? What if I have to retake the class? What if I fail 4th grade? We then go through each thought and discuss the reality of that possibility.

2. Make a Contingency Plan: The likelihood of the fear coming true is usually slim but just in case, we make a contingency plan: If I fail this test, I will have ask for a retake. If I fail this class, I will have to take a course in the summer.  Okay. So we can see that if the fear comes true, although it will delay our timeline, it’s not the end of world. There is another path.

3. Define What You Know: After there’s less emotion attached to each fear and a realistic contingency plan in place, I ask my students to tell me what they know about the test. See, often our fears stem from the unknown. If I can get my students (and myself!) to articulate the known factors about the test, then that gives us a clear starting point to begin working on confidence and trust in their own abilities.

4. Set Realistic Study Goals: Studying for 12 hours a day/7 days a week is not realistic. I’ve come to realize, through my own experience, that it’s really not about studying more that gets the passing score. Your brain is a muscle and it gets tired and needs to rest too. So, let’s help the muscle by giving ourselves timely brain breaks. This means mapping out a realistic time management study schedule that allows the student to do fun things, family things, and friend things as well as study.

5. Change Your Mindset: This is too hard! I can’t do this! I’ll never get it! I try to help my students realize that every time we feed these negative messages to ourselves, we are training our brain to believe it. That’s something I recently learned when I had my very first hypnotherapy session for my own test anxiety. The more we tell ourselves we’re not good enough, the more we begin to believe that it’s true. So if we continue to tell ourselves ‘we’ll never pass this test’, then we may experience a self-fulfilling prophecy.

When we change the message, we can change our mindset. You are already good enough. Period.

Keep up with the latest blogs, thoughts and resources. Follow us on Social Media: Facebook, Twitter, Pinterest, YouTube

Terry Tutors Specialized Education Services, Inc. is a 501(c)(3) charitable and educational nonprofit providing wraparound academic, behavior and advocacy support services for struggling students in southern California. Learn More at TerryTutors.com

I Didn’t Get Picked for the Team

jury-dutyWill I Be Chosen?

I recently had jury duty. Yes, I hear you groaning, thinking of your own civic duty fate that will, too, find its way to your mailbox one day.

It’s not like anyone really wants jury duty; I get that. I thought I’d immediately be excused due to the fact that I have a law degree and no attorney wants a person who also went to law school sitting with 11 other members of the panel possibly influencing their argument.

So I was surprised when after nearly a week of jury selection I was still in the running. As the Plaintiff’s counsel questioned each of the prospective jurors, I noticed that she used words such as “chosen” and “selected”. Defense Counsel used the same positive connotations to describe our potential service.

Each day I’d walk into the jury assembly room and greet the other prospective jurors. I got to know some of them by name and we chatted while we waited. During questioning, we got to know a lot about each other too. Our answers about our personal and professional lives were a nice foundation to start a conversation during breaks or when the judge was in chambers with the lawyers.

By Day 3, I was on the way to accepting my fate and starting to plan ahead for the two-week trial,”Okay. Yes, jury service is disruptive to my schedule and I have to rearrange student sessions and meetings with schools, but I could do this for a few weeks. I might even enjoy having a break, and I’d get a whole new perspective on our court system from the inside of the jury box.”

Just as I was starting to look forward to it, I got cut.

I Didn’t Get Picked for the Team

After being “Thanked and Excused” from jury service, it surprised me that I felt disappointed instead of relieved.

I started to think about the time I was in 4th Grade and we were on the school yard picking teams for dodge ball. I was picked last. I know! I’m still surprised that I wasn’t chosen. It’s times like these that I still think about that disappointment.

The Link Between Poor Grades & Feeling Left Out

Oftentimes, my students feel alone in their struggles at school. Most of the time their failing grades go hand-in-hand with social struggles too. After my students and I have worked together for a few weeks, they will often confide in me about their daily difficulties to fit in, to find their group, to be “selected”. It’s not uncommon for us to talk about how hard it is to find someone to eat lunch with, work on a group project with several other classmates, raise your hand in class for fear your question will be “dumb”, or navigate the world of the popular kids.

Not doing well academically is often a sign that something else is wrong. Doing poorly in school actually may not be about your child’s ability to understand the material.

Save for a learning difference or diagnosed learning disability, there are a whole host of other reasons your child has trouble in a subject or with school overall: Maybe the lesson is too advanced or not advanced enough; maybe it’s a time management issue because there are too many activities and other obligations; maybe she’s being bullied, maybe he just wants to fit in so badly that he’s willing to follow his friends even if they are “jumping off a bridge”.

Dealing with Disappointment

The point being: fitting in is a big deal. It’s part of the school experience and as such, it’s a big part of your child’s life. Sometimes we don’t get picked for the team. That’s a part of life, too, and we must learn to navigate through that disappointment.

Feel our feelings, as they say.

But no matter how old you get and no matter in what context the situation arises, the disappointment of not being chosen will stay with you, even as an adult who didn’t get picked for jury duty.

It’s the way we teach our children to handle life’s disappointments that make a difference in how they perceive life’s difficult moments. Let’s teach them to honor that feeling and then pick themselves up and find a healthy way forward.

As for me, I bounced back from the disappointment of not being picked for jury duty about 20 minutes later. But I’m sure I’ll get another chance to be selected in the future.

Christine Terry, J.D., is the Founder & Executive Director of Terry Tutors Specialized Education Services.

She created the One Wraparound Service for The Struggling Student, which includes Academic Support, Behavior Management, Special Education Advocacy and School Placement services. Christine truly loves helping struggling students realize their inner potential and the possibilities that await them in and out of the classroom.

 

 

A Development-First Approach to Learning

be-you-tifulAcceptance versus tolerance. What to change versus what to keep. How to improve without losing the core of what makes you, you? We pose these philosophical questions to ourselves and often think the answers will reveal themselves as time goes on and life continues. And as our confidence in our own abilities improves, so does our interpretation of ourselves.

The Current Problem: Teaching to the Middle

In education, we struggle with these thoughts as well. Standardization has proven incomplete to assess the whole child and although we’re trying (ie: Common Core) we haven’t been able to agree on a better path of testing.

The classroom is about averages. There is a standard-bell-curve approach to teaching. We know there will be some kids who dip below while others excel in that subject. Mostly, however, we teach to the middle.

But what if we could approach the classroom just like we approach our own self-development?

Currently, the system is set up so that once you turn five, you are automatically moved forward, up the educational escalator, until you’re 17/18. We agree that retention is not a viable option anymore due to its negative social implications, yet we also agree that not all students are ready to move on to the next grade even though they are the “right” age.

This herding issue creates major problems during formative years as well as after graduation. For example, a student may naturally struggle in peer-to-peer play but excel in reading or vice-versa. Yet we move that student to the next grade level, not because they are truly ready to transition but because we want them to be with their initial class. We are afraid they will be left behind. A spiraling-effect ensues, thus creating a student who struggles in multiple areas.

A Real Solution: Measuring According to Development instead of by Age

On the educational escalator, we fail to place emphasis on development and by doing so we fail to embrace a whole-child approach to teaching and learning. Teachers, parents, and other students have a profound effect on a child’s social-emotional development, which helps a child’s cognitive abilities. Transitioning when the child is ready developmentally versus transitioning when the child is a certain age makes more sense.

Turning six doesn’t automatically mean she’s mastered all areas of development and is ready to be successful in first grade. Heck, turning 36 doesn’t mean I’ve automatically mastered how you’re supposed to be in your 30’s (whatever that may look like).

The range of development, the spectrum of differences, is a concept we learn to accept when we have more life experience. When life has kicked us around a bit and we’ve had to learn the hard way.

Our educational system is a reflection of our culture. In our culture, we place so much emphasis on achievement by a certain age, when in reality we may hone those social-emotional-physical-cognitive pieces of development at different ages.

And that’s ok!

Christine Terry, J.D., is the Founder & Executive Director of Terry Tutors Specialized Education Services.

She created the One Wraparound Service for The Struggling Student, which includes Academic Support, Behavior Management, Special Education Advocacy and School Placement services. Christine truly loves helping struggling students realize their inner potential and the possibilities that await them in and out of the classroom.

Summer May Be Right Around the Corner but It’s Not Too Late to Start the IEP Process

IEP

Navigating the IEP Process with TerryTutors.com

 

Alrighty, we’re headed down those sweet but chaotic last few months of the school year — 10 weeks to be exact, but who’s counting.

Although this school year is winding down, there’s still time to get an evaluation and possibly an IEP or 504 Plan in place, ready to go for the Fall.

If there’s something your child has been struggling with and it’s been a consistent issue all year long, then maybe there’s something else happening: a learning difference, behavior challenge,  social skills need.

A report card can only shed so much light on the issue. As a parent or a provider, we owe it to our kiddos to uncover the real reason they are struggling in school. This means going the extra mile and seeking out an answer through the evaluation process.

The first step is to:

1. Write your Request for an Evaluation Letter. An Initial Request for a Referral for an Evaluation letter starts the IEP process, alerting the school that you believe your child may meet the eligibility requirements to receive Special Education services and supports.

Note that if your child attends a private school, you can still ask for an IEP from either (1) the public school district where the school is located, or (2) more commonly, the school district where the child’s home resides.

Secondly,

2. Document everything. If you talk to the Principal, your child’s Teacher, or School Psychologist then followup with a Thank You email to verify your conversation and timestamp your efforts to put the wheels in motion. This is not to be litigious, but rather just good practice. The Advocacy rule of thumb: If it’s not written down, it never happened. Be understanding but be persistent.

And make sure to:

3. Educate yourself on what the law says. The district must legally comply with the federal laws of FAPE, IDEA, Child Find to name a few.

It’s a tall order. Having been on both sides of the table, I know firsthand the frustrations that come with trying to serve and meet each student’s individual needs. Don’t let the process discourage you!

Review these helpful resources to help you navigate the system:

Christine Terry, J.D., is the Founder & Executive Director of Terry Tutors Specialized Education Services.

She created the One Wraparound Service for The Struggling Student, which includes Academic, Behavior, Special Education Advocacy, and School Placement services. Christine truly loves helping struggling students realize their inner potential and the possibilities that await them in and out of the classroom.

 

 

Goal Setting Sets the Tone for Confidence & Improvement

Goals

At the start of every tutoring session or parent meeting I ask my clients: What are your goals for our time together? This helps set the tone, providing structure to what is often a difficult moment in time — the moment someone asks for help.

Goals versus Expectations

Setting goals is different than having expectations. Goals are specific, measureable, attainable, relevant and time-bound. Expectations, on the other hand, are the “I wish you could’s” and the “I want you to’s” of life. Most of us have those sore childhood memories where our parents wished we could just do this differently or wanted us to do something that way instead. That’s a lot of pressure on a kid! Of course, parents want only the best for their kids but when your best is not your child’s version of best, then there is a conflict.

Conflict comes in many forms and one of those is having unattainable expectations. You want your child to go to Harvard? Okay, let’s really think about this: (1) What does it take to get into an Ivy League school? , (2) Is this really the best school environment for my child?, (3) Am I helping my child become a life-long learner and not just creating a “teach to the test” kind of student?

Shoot for the stars, yes! But combat the pressure of high expectation with a loving dose of reality.

Set Daily Attainable, Specific Goals to Build Your Child’s Confidence & Productivity

Nothing gives a student a reality check like setting daily attainable, specific goals. Child-led goals work best because they learn to take ownership and responsibility for their own actions or inactions. A life lesson, for sure!

To do this effectively, start with two goals – both should be things they could slightly improve upon but for the most part got it already – and one challenge goal, something new or something they have wanted to try but keep putting it off.

If your child is on the younger side, a sticker chart visibly placed in their room or in a common area is helpful. Let them choose where they’d like to put it. Some kids prefer to be more private as they learn something new and aren’t quite ready to shout it out to the whole family. Immediate gratification (ie: small prizes) and verbal praise helps younger kids solidify their confidence and keep coming back to challenge themselves further. If your child is a little older, say a ‘tween’, have them keep their own self-created reflection chart privately where they can earn bigger prizes for things that take a week or two to accomplish.

Set specific goals, such as complete math homework between 4:30-5:15 or write one paragraph for your English paper before dinner. Goals are baby steps.

Goals can also encompass something that’s difficult outside of homework like social skills (ie: invite one new friend over for a play date this weekend) or trying a new food (ie: asparagus, yum!). Learning is not limited to just academics. We need to broaden our goals to challenges outside of the classroom too.

If It’s Just Not Working, Rework Your Thinking

Oftentimes, our goals may initially reflect our expectations, just worded in a different way. If that’s the case, take a step back and try to put yourself in your child’s shoes, making sure to consider your child’s learning style and whether we may be putting too much or not enough pressure on your child to perform up to a certain standard. Starting slow with clear, attainable goals is usually the best beta test.

The end goal is really to help our kids love learning. We can do this by helping them increase their confidence through small accomplishments, which leads to increased confidence when the work, and life, gets harder.

You’re right, those Harvard dreams could very well be in your child’s future. However, we want to make sure they enjoy the process of learning on their way to the big leagues.

Christine Terry, J.D., is a Special Education Advocate & Founder of Terry Tutors. She created the One Wraparound Service for The Struggling Student, which includes Academic, Behavior, Special Education Advocacy, and School Placement services. Christine truly loves helping struggling students realize their inner potential and the possibilities that await them in and out of the classroom.

Who Am I to Judge?

a-funny-kidsAcceptance, collaboration, putting yourself in another’s shoes, admitting someone else may have a better idea. These are not just difficult concepts for kids but boy oh boy, are they difficult for us grownups too.

No Need to be a Critic — a Struggling Student is their Own Judge & Jury

Working with kids who are struggling in school gives me a window into each child’s values, belief-system and self-esteem. I’ve taken note — when it comes down to it, each and every kid who is not making the grade truly feels left out.

At the root of all the anger, anxiety, blame, tears, skipping school and bullying is a genuine feeling of inadequacy. No matter the age or the problem, they feel judged by their peers, their teachers, their parents and themselves.

Mindfulness Abates Judgment

It’s not without work that I’ve learned to be intentional about stepping back for a minute and recognizing my own inability to judge anyone. Really, who am I to judge?

This ability to learn to love myself and others just as we are comes from the expected variables, including age, life experience, forgiveness for past wrongs and most recently yoga. I’ve been practicing yoga consistently for a good five years now and the thing that my Type A brain loves most about it is the fact that there is no judgment. I’m not supposed to judge others (especially that one guy in the front of the room whose hot tree is like perfect every time!) and I’m certainly not supposed to judge myself.

That’s what I teach my students. No matter the diagnosis or the grades, no one is allowed to judge you, not even the harshest critic – yourself.

This is not to say a student shouldn’t strive for that ‘A+’ or try out for the lead in the school play, only that we all have different abilities, learning styles and gifts. Some subjects will be harder. That’s a fact. Withholding judgment is not a free ride to eliminate trying your very best.

Be Free from Judgment & Help Your Child Learn to Love Learning

The goal is to be free from judging the aftermath: Judging yourself as a parent for working late again, judging your child for getting a C on his math test, judging your spouse for not doing his share of the housework, judging that mom at the playground who always has your kid’s favorite bunny graham snack.

Learning to accept what is, opens the door to what could be.

By refraining from judging yourself as a parent, teacher or provider, you are giving your child, your student, the freedom to explore.

Isn’t that really what’s at the crux of the matter. We feel stifled, so we judge. We need the freedom to say let’s try this, instead of I must do this.

By giving ourselves that freedom, we are teaching our kiddos how to love learning. And that’s the ultimate gift.

Christine Terry, J.D., is a Special Education Advocate & Founder of Terry Tutors. She created the One Wraparound Service for The Struggling Student, which includes Academic, Behavior, Special Education Advocacy, and School Placement services. Christine truly loves helping struggling students realize their inner potential and the possibilities that await them in and out of the classroom.

Welcome to The Flipped Classroom

flipped classroom bart“The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed. Short video lectures are viewed by students at home before the class session, while in-class time is devoted to exercises, projects, or discussions.”

This is an interactive yet independent way to teach and learn for all ages and all levels. Here’s how it works:

Traditionally, a teacher will introduce a new concept in class. This is the first time students have heard this concept. Students take notes and have a mini-class discussion. Then the teacher will reinforce the concepts learned in class with outside-of-class homework.

In contrast, The Flipped Classroom places the onus on the student and puts emphasis on the student’s own preparation for the lesson before class. Once the student gets to class, the teacher and the students, together, reinforce the subject-matter through project-based learning.

Here’s Why The Flipped Classroom Should Be the Norm:

Traditional teaching means that the student’s first introduction to the subject-matterFlipped-Classroom-Comparison is through the eyes of the teacher.

For students who learn best thorough lecture, this is a fine way to learn a new concept. But for students who have multiple modalities of learning, like many of us, the lecture-first way of teaching can be confusing, taking a student down a learning pathway that is unnatural.

The Flipped Classroom model, however, first requires the student to introduce themselves to the material by engaging in a self-taught lesson through articles, videos and research before they come to class. That way, when they enter the classroom they are already prepared with foundational knowledgeable of the lesson and relevant questions to promote a class discussion followed by project-based learning in small groups.

This is how college classes work too.

I’m intrigued by the fact that there is such a push for all kids to make college a goal, yet our lecture-first learning model is not college centered. In undergraduate and law school, I received the syllabus and on the first day of classes in my very first year, I was ready for the lesson because I had prepared the assigned reading. This is how higher education is structured.

So if we want our children to be prepared for college, this is how we should be teaching our elementary, middle and high students.

One Example of how The Flip Model is Implemented

I recently toured the STEM3 Academy, an amazing Middle & High School designed specifically for students with an IEP and who have a propensity for STEM (Science, Technology, Engineering and Math). Their classrooms are not just desks but lab centered, project-based learning at its core. Their seats are in pods so students can work together as teams. Reading can be done first with follow-up questions and ideas that explore that concept further in class.

advantages of flipI am so excited to learn that schools and teachers are taking a genuine look at this new way of learning and helping their students navigate the lesson by placing the power in the students’ hands. By taking the initiative to prepare for class, doing their own research beforehand, the student is in control of their educational choices.

The Flipped Classroom promotes independent thinking and learning, places the onus of learning on the student and creates students who know how to self-advocate and are more aware of their own challenges at a younger age, which only serves them better in life.

Christine Terry, J.D., is a Special Education Advocate & Founder of Terry Tutors. She created the One Wraparound Service for The Struggling Student, which includes Academic, Behavior, Special Education Advocacy, and School Placement services. Christine truly loves helping students realize their inner potential and the possibilities that await them: “To be a part of a student’s ‘ah ha’ moment is the best feeling in the world because I know I’m helping that student build foundational confidence that will lead to a successful path, not just in school but throughout life!”