The first time a teacher said this to me, I tried to convince her otherwise, but I’ve come to accept that she was right. Let me share why I changed my mind. First, some background.

Last week when I was conducting a professional development workshop, a teacher said,

“That’s fine for the average or above students, but my kids can’t do that!”

It’s not the first time I’ve heard it, and it certainly won’t be the last. These teachers have done a thorough job of presenting the content. Yet, some students just didn’t get it.

Often teachers complain to me about student behaviors that interfere with learning or with having a productive, safe learning environment.

“These kids don’t listen to me,” or “These kids are lazy.”

These teachers are probably using strategies that were used on them by their own parents or teachers, but they’re not necessarily the most effective.

The teacher asks a question and calls on one of the few students who raises a hand. The teacher says “right” and moves on.

What’s wrong with this picture? Well, a lot – only one student gets to respond, and only one has the opportunity of teacher feedback.

What are the other students doing? Those who weren’t called on, may be less likely to volunteer again. But most have no incentive to keep paying attention in class.

The school was closed because the icy parking lot was not safe for teachers, student drivers or school buses. So I returned to my hotel, deciding how I should use my unexpected day off. I sent a few emails, unaware that I was about to have a visit that would crystallize my purpose in school consultation: to integrate efforts of ALL stakeholders.

Have you discovered the benefits of foldable graphic organizers yet?

When I first saw them, I thought they were a nifty way to help elementary students practice cutting and folding. I had no idea of their power for secondary students. Once I learned about the impact on the adolescent learning brain, I started using them in my professional development sessions with teachers too.

In 1970, my more seasoned colleagues smiled at my optimistic zeal.

“Ah, yes,” they’d say. “I was a beginning teacher once. You’ll learn that you can’t reach all kids. Some of them have already reached their plateau.”

I generally respected their opinions, but I was determined to prove them wrong.

It’s obvious everywhere I go that teachers are overwhelmed with too many isolated sessions of professional development.

This is especially true if they are not provided the other pieces of the puzzle (see my earlier blog) that support them to practice the new approaches. On the other hand, teachers I’ve met are committed to their own professional growth. They want information that is directly useful for their own practice.

When you are working with struggling students (with or without disabilities), what’s the difference between being their cheerleader and their coach?

There is no point in having teachers sit through one more professional development session!

For the last nine years, I have been providing professional development in schools and school districts related to inclusive practices, secondary transition, youth empowerment, and family engagement.