Tag: Learning

MTOY Essays – Advice to Future Teachers

~ Kyle Shack ~ 1 Comment

In the fall of 2023 I was honored to be nominated for 2024-2025 Michigan Teacher of the Year (MTOY). As part of the nomination process, each nominee submitted a collection of essays responding to various prompts related to their career, experiences, key educational issues, and Michigan schools overall. While the audience of each essay was the MTOY committee, it felt inauthentic to keep my ruminations private, languishing in a forgotten folder on my desktop. The opportunity to reflect on these questions and formulate my ideas was a wonderfully rewarding experience twelve years into my career, and one that I would like to share if for no other reason than to push myself to keep these ideas, and the process, at the forefront of my mind while I continue to engage in the deep work that is education.

Formatting note: Each essay was limited to no more than 2 pages, double spaced, size 12 font. My original drafts exceeded this by several multitudes, but I appreciated the exercise in concise expression.

MTOY Essay #4:

What encouragement and advice would you offer to an individual considering a teacher career?

Schooling is a vital institution that connects all members of our society, regardless of their background. It plays a significant role in shaping our formative years and creating a sense of familiarity. However, it is when we transition from being students to teachers that we truly understand the responsibility and excitement that comes with facilitating the learning of others.

Over a century ago, William James stated that “Psychology is a science, and teaching is an art.” According to James, the science of learning provides the rules, while teachers have the freedom to explore and utilize those rules creatively. Good teaching cannot be reduced to a step-by-step process or replicated from one experience to another. Each educator takes their own unique path to success.

Teaching requires creativity, discipline, ingenuity, and honesty. Teachers must establish a connection not only with the content they teach but also with their students. Exceptional teachers align their personal and professional beliefs and bring their own experiences and wisdom into the classroom. By doing so, they inspire creativity, passion, and curiosity in their students.

It can be daunting to consider the seemingly endless paths available to a new teacher as they begin the journey in the field of education. This is especially so when there is the pull to emulate one’s own experiences and attempt to mirror the great teacher’s of one’s past. However, it is the willingness to take risks and find one’s own path within the rules of the science of learning that can lead to exceptional learning opportunities. 

Clearly, one’s unique path cannot be prescribed for them. Instead, a new teacher must allow themselves the opportunity to try and to fail in their pursuit. In failing forward, a teacher will not only find their own space and path toward success, but instill in their students the important skills of perseverance and curiosity. To find this, a teacher should rely on the learner and the learning as their Northstar. 

It is easy to become overwhelmed or distracted by the noise or the instruments and tools that are available. However, if a teacher keeps their attention on the needs of the learner, and the pursuit of authentic and engaging learning, they will find a way to navigate the uncertainty that we all confront walking into that first classroom, on that first day, to face that ball of responsibility bursting with opportunity. 

Facilitating the learning of others is the greatest experience in the world, if nothing else because the ability to learn means the ability to unlock never ending opportunities. All students have the opportunity to change the world, it is the responsibility of teachers to provide them the necessary tools. 

Works Cited

James, W. (1899, February). Talks to Teachers on Psychology. The Atlantic.

MTOY Essays – Student Needs

~ Kyle Shack ~ 1 Comment

In the fall of 2023 I was honored to be nominated for 2024-2025 Michigan Teacher of the Year (MTOY). As part of the nomination process, each nominee submitted a collection of essays responding to various prompts related to their career, experiences, key educational issues, and Michigan schools overall. While the audience of each essay was the MTOY committee, it felt inauthentic to keep my ruminations private, languishing in a forgotten folder on my desktop. The opportunity to reflect on these questions and formulate my ideas was a wonderfully rewarding experience twelve years into my career, and one that I would like to share if for no other reason than to push myself to keep these ideas, and the process, at the forefront of my mind while I continue to engage in the deep work that is education.

Formatting note: Each essay was limited to no more than 2 pages, double spaced, size 12 font. My original drafts exceeded this by several multitudes, but I appreciated the exercise in concise expression.

MTOY Essay #3:

Share an instance when you observed a student need going unmet. What was that need, and how did you work to address it?

Students come to our classrooms each day as complex individuals with unique experiences and emotions. It is crucial for educators to understand their students’ emotional states in order to provide the necessary support and intervention. Just as formative assessments inform instructional interventions, they can also be used to address students’ social-emotional needs.

Utilizing formative assessments to improve instruction is widely recognized as a best practice in education. Consistently implementing formative assessments in the classroom brings clear benefits to students’ learning and depth of understanding. However, it is equally important to assess students’ emotional well-being. To address this unmet need, I have designed a simple, student-centered self-assessment.

At the beginning of each class, students are prompted to assess their emotional state on a scale of 1 to 10 by answering the question, “How are you feeling?” This numeric scale allows for quick reflection without sacrificing valuable instructional time. By checking in on their emotional well-being, students have a moment to truly consider their emotional status, while providing me with real-time insights for potential interventions.

The immediate and honest nature of this check-in enables me to connect with students who may be experiencing extreme emotions or displaying consistent patterns in their responses. These conversations foster deeper relationships and allow for in-the-moment support. Furthermore, the emotional formative assessment influences my instruction in real time. We know that creating a safe and supportive learning environment is crucial for deep and meaningful learning. By acting on the feedback provided by students regarding their emotional state, I can modify my lessons, scaffold their experiences, or provide moments of support that help students feel safe enough to fully engage in their learning.

The purpose of this check-in is not to judge or correct their emotions but to provide a platform for honest self-assessment. From there, decisions on how best to support their needs can be made with trust and a potential for positive impact. By making the emotional check-in a routine part of our day, students develop the habit and culture of reflecting on their emotions amidst the chaos of teenage life. This practice allows them to identify their needs and address them before breakdowns occur.

Implementing this emotional formative assessment has had noticeable effects in our learning community. It helps prevent potential outbursts or disengagement from students who may be dealing with larger issues, allowing for a safe and supportive learning environment. Furthermore, it builds relationships and trust, creating meaningful opportunities for deep learning. By recognizing and addressing students’ emotional needs through the use of formative assessments, we can better educate the whole child and support their overall well-being.