SESC Snapshot
August 28, 2024
SESC Training Opportunities
SESC is here to support you in all of your training needs. We offer a variety of training options throughout the year, in both asynchronous and in-person varieties. Whether you are needing professional development hours, or need help in a specific area, SESC has it all. Check out all of our upcoming trainings by clicking here!
Warm Demanders
It is no secret that trust is critical to establishing positive relationships. A significant factor in creating trust with students is demonstrating authentic interest and care for them. According to Marzano (2011), “positive relationships between teachers and students are among the most commonly cited variables associated with effective instruction. If the relationship is strong, instructional strategies seem to be more effective.”
Of course there is an enormous difference between positive teacher-student relationships and friendships, and those should not be confused. Students should see their teachers as “warm demanders,” meaning that students feel respected, supported, and valued while understanding that teachers have high expectations.
The following actions can help in cultivating positive relationships with students:
• Know students' names and how to pronounce them.
• Say hello and good-bye to every student every day.
• Know their interests and attend extracurricular activities
• Speak with respect
• Monitor non-verbal communication
• Share your world
(Fisher, Frey & Smith, 2020; Sprenger, 2020)
For a more comprehensive look at the importance of establishing positive student-teacher relationships, take a look at KDE’s Evidence-Based Instructional Practice #1, Establishing the Learning Environment
From Algebra to Art: Infusing Writing into Every Lesson
Kentucky’s Academic Standards expect students at all levels to be proficient writers. This task doesn’t just fall on English/Language Arts teachers. It is critical that teachers in all content area create and implement writing tasks that:
Emphasize text-based and evidence based writing experiences
Are complementary to their content standards
Help students employ the writing process for various audiences and purposes
If you haven’t checked out Kentucky Department of Education’s “Text-Based Writing Across Disciplines” resource page, now is the time! There are 40 high quality reading-writing prompts in Reading and Writing, Math, Science, Social Studies, and Visual and Performing Arts. You can access it from the link below:
"Even though I’m not a brand-new teacher, it’s still easy to feel overwhelmed, and all teachers need to feel supported. The support and guidance I’ve received through the ElevatED sessions have truly made a difference. After attending a recent Friday session, I left feeling more confident in my teaching and how I manage my classroom. The confidence I gained carried over into my weekend because sharing ideas and tackling challenges together was invaluable and made me excited. I then go back and apply all the new things in my classroom.
After attending the first few training sessions, I see how I can support other teachers by simply being there to listen and by offering support. I remember the fears I had when I first started, and this space to discuss and share will have a great impact on all of us attending. The atmosphere of respect makes it easy to ask questions without fear of judgment. Leah, Missy, and Jenn are there to listen and are always supportive by allowing conversations, but don't act like they have all the answers. This helps me to feel more comfortable and confident.
One of my favorite takeaways has been the deconstruction of the KY Framework for Teaching. Diving into the 'thick' document helps us really understand what "accomplished" looks like. The layered approach to really thinking about the framework has helped with my understanding of what classroom instruction should look like and sound like. I now know what is being looked for during a classroom observation and that makes me feel better.
Striving for excellence is important, but it’s equally crucial to know that being "accomplished" is a realistic and balanced goal. I also learned that in an "exemplary" classroom, you need to release some control to the students, which is super hard to do, but necessary for growth. The opportunity to attend these ElevatED training sessions and the ongoing support will no doubt be impactful going forward.”
It Starts with YOU
Teaching is an emotional profession. Every day, educators navigate a wide range of student needs, manage classroom dynamics, and make split-second decisions, all while balancing their own emotions. This is where self-awareness comes in. Self-awareness—the ability to understand our own emotions, triggers, and behaviors—plays a critical role in how teachers manage their classrooms and connect with students. Educators who are self-aware can regulate their emotions during stressful situations, making more thoughtful choices in how they respond to both challenges and successes.
By being attuned to their own feelings, teachers can reflect on their practice in a meaningful way. Self-awareness helps educators identify patterns in their teaching, whether it’s noticing how frustration affects the pace of a lesson or how certain behaviors consistently trigger stress. This reflective process is key to professional growth, allowing teachers to adapt their strategies and improve classroom outcomes. Additionally, self-aware teachers foster stronger connections with students by responding with empathy and understanding, which builds trust and creates a positive classroom environment.
Cultivating self-awareness doesn’t require dramatic changes—it starts with small, intentional practices. Teachers can reflect on their emotions at the end of the day, seek feedback from colleagues, or try mindfulness exercises to stay grounded during stressful moments. Ultimately, self-awareness not only benefits the educator but also creates a learning space where students feel safe, engaged, and supported. By developing this skill, teachers can transform both their professional experience and their students’ learning outcomes.
