January 16

Reflections on Embarrassment- Part 1

One of my new year’s resolutions was not only to read and tweet about what I have been reading but also to blog and reflect on it as well. This first snow day of 2018 has allowed me to begin this journey cuddled up with a new book, (embarrassment) by Thomas Newkirk. The title and why students are easily embarrassed are what attracted me to this book. As teachers, we think students shouldn’t care about their “image”, but they do….and we secretly do too!  I only started reading it today and just finished the first section of the book.

Embarrassment is a facet of learning. Newkirk states, “If we can take on a topic like embarrassment and shame, we can come to a richer, more honest, more enabling sense of who we are and what we can do”. @Winterboro_high we studied the teachings of Eric Jensen this summer and the value that student and teacher relationships play on student achievement. Very simply put, students will not care about content until they know you care about them….GENUINELY. Having relationships be our bedrock this year has been great. We have formed advisories, made connections, etc., but after reading Newkirk’s book, one of the next steps to student achievement is to be aware of triggers in class such as the blush or the crackle of a voice. Those triggers can be characteristic of students being embarrassed in class and are potential barriers in the classroom.  Newkirk states, “I am convinced, absolutely convinced, that embarrassment is not only a true enemy of learning but of so many other actions we could take to better ourselves”.

What are ways teachers can help to combat embarrassment in the classroom (other than having strong relationships)? Meet PBL- Project Based Learning. Although Newkirk hasn’t explicitly cited this in his book so far, it is heavily implied through tapping into students strengths while in class groups as well as teaching through a variety of modalities from Gardner’s Theory of Multiple Intelligences. PBL is a great venue to do this, as it allows students to recognize their current strengths and develop their areas of weakness.

“The very act of writing can also serve as a form of rehearsal”. LOVE this quote! Embarrassment can be eliminated by giving students a trial run before open classroom discussions. Students can write about their thoughts or participate in “turn and talks” in the classroom. I am always looking out for new strategies, but often times some of the most effective ones cover so many areas. The turn and talk is widely used, easy to use, and does not discriminate when it comes to content. The turn and talk is one simple strategy that packs a punch!


Section 2 of the book will be coming soon! Hopefully without a series of snow days!

November 8

Tech Tools to Support the 4C’s

Below is a blog post from Emily Nestor, Technology Integration Specialist! Great job!

An integral component in today’s 21st Century classrooms is the embedding of College and Career Success Skills into teaching and learning. These Success Skills include communication, collaboration, creativity, and critical thinking and are often referred to as the “4 Cs.” Embedding these Success Skills into daily teaching and learning experiences has become almost seamless thanks to the plethora of Tech Tools that are available to students. By utilizing technology, educators are able to cultivate and promote the use of the “4 Cs” in meaningful and effective ways in all content areas.


With so many AMAZING Tech Tools out there, trying to sort through them all can sometimes be a daunting task! So I decided to help my #exceptional teachers out my giving them a few examples of some of my favorite 4C Tech Tools! These examples included both “oldies but goodies” and some more recent additions to the Tech Tool world. Check out these awesome Tech Tools below or CLICK HERE for an Interactive Infographic.


If you check out any of these Tech Tools in your own classrooms, I would love to hear about your experiences! Feel free to comment below or Tweet me – @emilycnestor !

October 23

Transforming My Classroom, One Bite at a Time

The following is a reflection from Ceci Johnson! Great reflection Ms. Johnson!

As a first year teacher, I felt like I was drowning, occasionally able to tread water just long enough to catch my breath again. But I survived and came back roaring and ready for round two. Mid-way through the first nine weeks, I was able to spend a day visiting classrooms of my coworkers to observe and reflect on my own teaching strategies. As a lifetime learner, I greatly appreciated this opportunity to reflect and redirect.


One of my strengths as a teacher is questioning. It is very rare that you will actually observe me answering a question directly, most times, I answer a question with a question. I do not want to give the students the information they seek, rather allow the students to discover the information. I lead them in their discovery by asking the probing questions necessary. Many of my students do not like this, it frustrates them when I do not provide a direct answer. But through the struggle, frustration, and challenge, the real learning occurs. A peer I observed has the same thought process on questioning, however she is much more consistent with the not-answering part. Occasionally I find myself giving in too soon, instead of allowing the appropriate think-time for the students to think through their struggle. This is one aspect of my teaching I know I can grow in, allowing adequate think-time.


Many classrooms had a word-wall posted. Each was unique to the style and personality of the teacher in the room. This is most definitely a HUGE growing area for me. I started a word-wall last year, however I only added about six words to this wall, which is not near enough. Time became my mortal enemy when it came to my word-wall. I know, I know, that every teacher is juggling a huge plate, I am not trying to use lack of time as my excuse. But at the end of the day, if it came down to preparing materials for tomorrow’s class or adding to the word-wall, preparing materials came first. In my mind, word-walls were(are) a piece of art, beautifully written and decorated. Much to my surprise, they can actually be basic, just words on a wall. One teacher had the words grouped by category, for example, “Transformations” would have the terms “dilation, translation, reflection, rotation” under it. Students need to be exposed to new vocabulary over thirty times in order for them to feel comfortable using the words in everyday life. In my mind, some of the math words require a picture to go along with it for clarification, for instance acute versus obtuse, a pictorial representation would help greatly for a student learning to differentiate the two. My goal is to find a word-wall method that works for me, efficient yet effective.


My absolute favorite part of a class I visited was the “Dead Word-Wall”. I love this idea because it encourages students to replace their basic vocabulary with new, grade-level appropriate vocabulary. This is something I will definitely implement in my room, everytime I hear the word “times” or “minus” instead of multiply or subtract, I cringe. The “Dead Word-Wall” will reduce the use of this vocabulary and eventually eliminate the problem altogether. My plan, is that when a student uses one of the dead words, I will point to that spot on the wall and ask them to find a better word choice.

A focus that I have continued in my class from last year is writing in mathematics. It is important for students to be able to defend their mathematical reasoning. However, as with many things, time has been my enemy with implementing this to fidelity. During my observations I had an ‘ah-ha’ moment that showed me a time-friendly method which will once again facilitate writing in my mathematics classes, an exit – slip requiring writing. This is something I can quickly look over, highlight terminology that needs replacing, errors in math, etc. Then the students will revamp their explanation the next day and the day after until perfection is achieved. This will allow students to once again acclimate themselves to writing in math while allowing them to experience success with writing, which is vital for students tackling the daunting task of writing in mathematics. Once all students have mastered this, I will implement a small weekly assignment, requiring students to defend his/her reasoning which can be completed during their individual work time as I am pulling small groups.

After much reflection, I have decided my focus for this nine weeks will be developing a time-efficient method to creating an effective word-wall. This is something I will have to get in the habit of doing, take fifteen minutes each day and dedicate that to hanging words on the walls for my students, possibly utilize my TA’s to help me be successful with this. I greatly enjoyed and learned a lot during my observation rotations. Now it is my turn, to take what I have learned and transform my classroom, one bite at a time.  

October 22

Small Group Instruction in the Secondary Classroom

Small group on the secondary level is unheard of! Today we discussed the “glue” we use to make learning stick in small group! In an effort incorporate what my teachers needed and to differentiate PD, I surveyed the teachers on what they wanted. Three themes emerged from teacher voice and input: Time Management Strategies, Strategies on how to manage the class that are not in small group, and strategies in general to use in small group.


Polling twitter and other peers, we were able to come up with a HUGE list of various strategies that are “go-to” strategies! One of my favorites, are “All Sorts of Sorts”. The mere act of sorting various words and phrases helps to get the metacognitive juices flowing in our students. Talking about why an item was sorted, multiple encounters with new vocabulary words or content vocabulary words, asking questions, and modeling think alouds are all part intertwined in “All Sorts of Sorts”. In today’s teacher academy, we had differentiated instruction at it’s finest through this activity. Each session was completely different and highlighted the needs/wants of the teachers present at that time. We had rigorous conversations on various topics. Teachers shared stories, learned some new strategies, and hopefully left with a clearer picture. 


Small group is all about ensuring what students know and how to either fill in the gap or accel them forward! Stay tuned in a for a strategies list of topics covered!

October 11

Think Outside Your Classroom

The following is a blog post written by lead teacher, Heather Studdard! Great job Heather!


Educators often get stuck in their own ways and lost in the world that is their classroom. Getting stuck in a rut can compromise your teaching which sets up a snowball effect of classroom trouble. The best way to get our of your comfort zone is to go and observe in other teachers classrooms. This is important for both new teachers as well as seasoned teachers. We are a community of learning and the only way to instill a love of learning in our students is to show them that we learn too.

I had the opportunity to spend the day exploring other classrooms within our school, examining classroom culture, expectations, teaching strategies, and classroom management. While roaming the school I focused on ways that I felt validated and take aways (good ideas that I could implement in my classroom). This is always an eye opening experience to look at yourself and see where your faults and flaws are as well as ways you can improve.

The list of take aways was much longer than the list of validations, however, it is important to note what you feel you do well in this can guide other teachers to your classroom to observe the areas in which you feel comfortable sharing. My validations were related to classroom management and my students awareness of rules, procedures, and expectations. While I did feel validated in these things I also saw several things in my takeaways that would help improve even the things that I felt validated in. My final validation was the use of interactive notebooks and the use of anchor charts. Anchor charts are a teaching strategy that I love to incorporate into my classroom, in fact if I could teach a professional development on them I probably would 🙂

Now the takeaways.

  • Hooking students into reading a book by showing them the first 10 minutes of the movie based on the book (These were AP students and they were dead silent during this clip and ready to get the book.)
  • Students can explain what they are working on and expectations of the assignment (This is something that I need to work on, giving more explicit instructions.)
  • The control of the teachers within some of the classrooms (These students didn’t move or do anything without being told to, these are the same students I teach and I was amazed at the behavior for the other teacher!)
  • Wait time and waiting on ALL students to put their hands up to answer before calling on someone, finally questioning in multiple ways (I like the idea of waiting on ALL students because you know they have looked for and considered the answers.)
  • Anchor Charts (Real world application of topics, ideas, subjects and expectations for when someone is speaking.)
  • Corroboration of multiple sources to help in essay writing and researching (This is something we are just starting to work on in history! I am excited about giving the students this tool to make them better historians.)
  • Don’t be afraid to make a mess (I am a little bit of an organization queen so this is sometimes difficult for me to do, but students learn more by digging in and getting messy with ideas and topics.)
  • Finally, MY FAVORITE TAKEAWAY: always answer yes or no questions with only a yes or no and force the students to figure out the why of their question. So many times a student’s second question is why but they learn more when they research the why on their own!

Hopefully, in the coming weeks I can start incorporating some of the strategies that I observed through our school. Every teacher should be given the opportunity observe within their own school and have an open mind when looking at others while be willing to examine themselves. If we don’t continue to learn we won’t grow as educators and stagnate educators create stagnate students.

October 8

Slice of the Day

What is the greatest barrier for collaborating and communicating with colleagues? Time of course! The slice of the day protocol can help bring each classroom to life in the building and spark some pretty interesting conversation and reflections.

What is a slice of the day? Slices can give teachers a quick bird’s eye view of what is going on in each classroom. It offers a quick way for teachers to self-assess themselves as to how their classroom fits into a school culture.

Two lenses were used in our Slice of the Day, Engagement and Rigor. While these two words pack a loaded punch, simply put while the short time we were in rooms, what did engagement and rigor look like.

At Winterboro, we used the end of the 9 weeks, to review our recent slice of the day as a way to open each teacher’s classroom door and learn from each other. During Teacher Academy, the teachers completed a Notice and Wonder Protocol then made a plan for the next 9 weeks!

Reflection was an underlying theme of Teacher Academy this Friday. I learned a great deal reflecting and talking with my colleagues and I hope they did as well. I cannot wait to meet with them about their next steps  and how I can support their growth!



September 25

Meet Newsela!

The following is a blog post written by our Tech Integration Specialist, Emily Nestor! Great post! Check out the Newsela Hyperdoc!

One of my favorite purchases that we have made this year is Newsela Pro! Although several teachers have been utilizing the free version since it first launched in 2013, the additional features in the Pro version make the upgrade well worth it! 

For those who are unfamiliar with Newsela, the website takes high interest, nonfiction stories (articles, biographies, famous speeches) published by respected news organizations, and rewrites them at five different reading levels. These stories can be accessed by students online. While reading, students are able to utilize a built-in annotation tool, which is very beneficial since Close Reading is a foundational reading skill when it comes to “digging deeper” with the text. Newsela also creates quizzes and writing prompts based on the 8 CCRS Reading Anchor Standards that align with the reading. These quizzes and writings provide teachers with a real-time look into what their students are understanding and what they are not (which is HUGE for differentiating instruction). 

Last week in Teacher Academy, I took my History, Science, and ELA teachers on a “Tech Walk” through Newsela Pro! We looked at the features that were available and the data that would be provided to us as we utilize this awesome resource within our classrooms! I also provided them with a Newsela 101 Hyperdoc that I created as a resource for any questions and troubleshooting that they might encounter. To say they left Teacher Academy excited was an understatement! 


I am looking forward to visiting classrooms this week and seeing Newsela in action! 

August 7

Sharing our Story

“We need to make the positive so loud that the negative is almost impossible to hear.” -George Couros, The Innovator’s Mindset

How do you use social media to share what’s going on in your classroom on a day to day basis? I spent some time this week sharing ideas with our faculty about how we can use Twitter to share all the fantastic things we do in our classroom on a daily basis. Over the course of last school year, I spent a lot of time crafting the overall social “brand” of my class, and it was, in my opinion a huge success.

Near the end of the school year two years ago, I had a student say something bad about my class. In hindsight, it was just harmless nonsense that kids say anyway, but the fact that it was in print hurt. But every negative presents an opportunity for a positive, and I made the decision before last year began that I was going to bury that negative. Like my wife always says, it’s hard to believe anything bad you hear about something you hear good things about. I was going to share every single positive I saw in my classroom on every single day. Every tweet was going to be a nail in the coffin of that negative.

I shared everything I could. Photos of my students working and their finished product. Periscope video of my class in action. Everything that I saw that was positive, I tweeted. Kids noticed, our faculty noticed, and our community noticed. Students began to work a little harder because they knew that I was quick to tweet to good stuff. It was amazing.

As a faculty, we spent some time discussing the use of Twitter as a way to share our story. We discussed the risks and the barriers. Surprisingly, the risks were essentially nonexistent at this point. Ten years ago, we were worried about how social media may impact our school by propagating rumors and posting photos of our students on the open internet. Obviously, it has not been nearly as terrifying as teachers once thought. It’s actually been an extremely positive branding tool for our schools. The barriers, on the other hand, were eye-opening for me.

The primary barrier teacher felt was standing between them and Twitter was simply a basic technical understanding of Twitter and how it works. Well, that’s an easy fix. My administrator and myself held small group sessions to “meet ’em where they were at” and teach our faculty how Twitter works based on their level of familiarity with it.

We showed them how to use hashtags, how to tweet “at” individuals and accounts, how to make a list, how to read and participate in a chat, how to use a PLN, anything they wanted to know. The session was incredibly effective. I know this because we put together an activity later that night during our annual meet-the-teacher night. The faculty tweeted as many selfies as possible with students and their parents while using the hashtag #MeetTheTeach. Participation was at such a high level that the hashtag actually trended. Not bad for a school whose social media brand was previously being kept afloat by a handful of people.

At the end of the session, I provided our teachers with a spreadsheet of just a few people I follow on Twitter that was sorted by content, as well as a good list of chats and hashtags to check out at their leisure. Our faculty’s burgeoning PLNs are going to be a great resource this school year, but I’m most excited about the Twittersphere learning about Winterboro High School as we begin really sharing our story.

July 17

Collaboration: Taekwondo Go

Welcome to Mrs. Studdard’s and Ms. Scutchfield’s blended world of history and reading!  Students often times struggle to take reading and writing concepts and move them from subject to subject.  Reading and writing are embedded in everything we do but students only see it as one subject.  Our goal is to seamlessly integrate reading and writing into ALL subject areas and our classroom is designed to teach them just how to do this!

While this is our first year working together in a collaborative classroom, we have worked very closely for the past year to mold and shape the minds of the same students. Through our time together today, we have worked out a new classroom management system to help the year go smoothly while also allowing for us, as well as our students, to build great relationships. We have decided that spending time reflecting on our teaching and learning is going to be a valuable and guiding asset to our classroom environment. After all, you can’t know where you are going until you look at where you have come from.

Since we are working collaboratively we looked at what makes a good team. This will be our basis for modeling the types of collaboration we want to see in our students. A good collaboration consists of great communication, support, honesty, understanding, feedback, and reassurance. These are the ideals we hope to instill in each and every one of our students to help them grow as individuals and citizens.

We are excited to begin our journey together and build a professional working environment, and a  great friendship.

For each grade, we are using a “Big Idea” to guide us through the year. Fifth grade will be focusing on the idea of “Who am I” while exploring the themes of discovery, adaptation, independence, and freedom. Sixth grade will be focusing on “Finding my place” examining how they can find their voice, express themselves, be confident in decisions, and use knowledge to survive in the future. All of these themes tie closely with the novels that we will be using each nine weeks along with broad historical concepts that fit in with the themes.


To help ensure that we as teachers as well as our students can meet the expectations set forth we have developed three goals that we hope to reach by the end of the first nine weeks of school.


  1. Implement a behavior system that reduces the number of referrals
  2. Using a journal, we will reflect weekly on our lessons and strategies
  3. We will hold each other accountable for addressing learning targets each day


By setting goals not only do we keep ourselves accountable, but we also show students how to set attainable goals.

This year our hope is that our classroom will be successful by displaying the following qualities:

courtesy, perseverance, integrity, self-control, and indomitable spirit.

July 14

Curating Collaboration

The following is a reflection from our planning day with Kevin Studdard (@kevin_studdard) and Darren Denney (@DenneyPBL). The guys have it going on and are ready to move mountains with their collaborative ELA/History classes.

Students are expected to collaborate together in today’s classrooms on a near-daily basis.  This is reflective of the kinds of jobs our students will more than likely find themselves in when they eventually join the workforce when they leave high school.  How better to show

students what successful collaboration looks like then by modeling it through a cross-curricular, collaboratively taught classroom?


Two subjects that are ideal for this type of teaching and learning are English Language Arts and history.  History provides a context or lens through which students can evaluate primary texts or other ideas and reflect on them through discussion and writing.  Students may also read novels that share thematic elements with events from differing time periods to gain a broader understanding of the world around them.    

Though this is a new partnership for both of us involved, we agree that our collaborative ELA/History classrooms should help students to develop analytical mindsets to apply to everyday life through exploring content, evaluating ideas, and expressing beliefs.  By following through with these points, we hope that students will develop an analytical mindset that will follow them for years to come.

To begin the year, we have developed some attainable goals that we believe will set us on the path to developing the classroom that both of us know will be suitable to the needs of our students:

  • Students will have a clear understanding of classroom procedures and expectations.
  • Teachers will explicitly address learning targets daily.
  • Teachers will engage students via technology regularly during the learning process.

By faithfully striving to achieve these goals, we should be able to create a classroom that will be manageable and open to the task of combining two very rich content areas into a seamless learning experience for our students.